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This book presents nuanced small-scale studies and reflective essays, and is about voices of contemporary grandparents and grandchildren living in the State of Hawai'i which is rapidly going through economic, social, educational, and cultural transformation ushered in by forces of globalization and McDonaldization of society.

Hawai‘i is generally known as a great tourist destination that is no less than an imagined paradise. Hawai‘i is more than solely a site for tourism; it has a culturally and socially diverse population, and has a contested social history. In this context, in a deeper sense, the book gives the reader glimpses of family members at the level of intimacy among themselves in their place based situated interactions in today’s Hawai‘i. In its real essence, this book is an authentic collection of research papers, short stories, anecdotes, memories and reminiscences; of aloha (love, compassion, kindness) and mahalo (thanks, respect, and praise); of longing and search for legacy by diasporic elders, immigrants, settlers, American citizens, hyphenated Americans, Native Hawaiians and Pacific Islanders; by grandparents and grandchildren of diverse and multiple ethnicities, cultures, and races who have struggled hard through many decades to make Hawai‘i their permanent and beloved home and place, or long-term residence to live and raise their families.

The set of self-narratives in this book may have significant implications for understanding the process of aging in the State of Hawai'i; for social aging is both an individual and a social process in the sense that an individual’s biography is intimately related to her/his society’s biography. For “doing” roles such as being grandparents and grandchildren are heavily defined and structured by prevailing social and cultural processes.

The book may be useful for educators and students who are working and studying in areas such as education, sociology of family, social work, local and global social change, indigenous cultures and societies, alternative modernities and indigenizing social movements, race and ethnic relations, settler societies, social justice, health care, social gerontology, diaspora and immigration studies, and those working with youth in communities.
In this revised edition of Moral Conflicts of Organ Retrieval: A Case for Constructive Pluralism, Charles Hinkley elaborates on his moral philosophy of constructive pluralism and updates the literature on organ retrieval strategies. Hinkley challenges a deeply entrenched moral triad: 1) moral values are comparable; 2) the weighing metaphor helps us conceptualize decisions regarding conflicting values; and 3) there is a single best discoverable response to a moral decision. This book offers an alternative—cases of incomparability, a constructing or making metaphor, and multiple permissible responses to some moral questions. Constructive pluralism has important implications for organ transplantation, health, and ethics.
Form, Technique and Function
This study presents an overview of the wooden furniture that has come to light since the rediscovery of Herculaneum in the 18th century, with an emphasis on the form, function and the techniques employed. The combination of comments in the excavation reports with the information derived from the surviving pieces of furniture and fittings made of other materials as well as indications for the presence of furniture in the architecture and decoration of the houses, offers a representative idea of the role of wooden furniture in the interior arrangements of the houses at Herculaneum.
This book offers a synoptic introduction to an important chapter of Polish 20th century philosophy, by introducing the studies of Kazimierz Twardowski, Tadeusz Czeżowski, Tadeusz Kotarbiński, Władysław Tatarkiewicz, Roman Ingarden, Henryk Elzenberg, Maria Ossowska, and Józef Maria Bocheński and how they contributed to value theory, ethics and aesthetics. These philosophers differed in their more definite interests, methodological approaches, and main results and yet their investigations share a number of characteristic features. Questions of value, considered as extremely vital, are treated with care and precision. In spite of the richness of their insights and an impressive number of detailed results these philosophers refrain from hasty conclusions, trying here, as elsewhere, to conduct their studies in an intellectually and morally responsible way.
Codex Amrensis 1, the first volume of the series Documenta Coranica contains images and Arabic texts of four sets of fragments (seventy-five sheets) of the Qurʾān codex, once kept in the ʿAmr ibn al-ʿĀṣ Mosque at Al-Fusṭāṭ, and now in the collections of the National Library of Russia, the Bibliothèque Nationale de France, The Museum of Islamic Art, Doha and the Nasser D. Khalili Collection of Islamic Art. It includes an extensive introduction, the facsimile of the original, and the full text with annotations.The manuscript, copied during the first half of the 8th century and written in ḥiǧāzī script, contains diacritical signs for about 20% of the letters, without any signs for short vowels. It varies from today’s reference editions of the Qurʾān in verse numbering and has a different orthography. Essential reading for students and scholars of the history of the Qurʾān and its written transmission.

Le Codex Amrensis 1 rassemble quatre fragments manuscrits, aujourd'hui dispersés dans les collections de la Bibliothèque nationale de France, de la Bibliothèque nationale de Russie, du Musée d'art islamique à Doha et dans la collection de Nasser D. Khalili. Ces fragments appartiennent à un même manuscrit, le Codex Amrensis 1, qui était autrefois conservé dans la mosquée de ʿAmr ibn al-ʿĀṣ à Fusṭāṭ. Ses caractéristiques physiques et textuelles en font un témoin essentiel pour l'histoire du texte coranique et de sa transmission écrite au cours des deux premiers siècles de l'islam. Le présent volume propose aux lecteurs, étudiants et chercheurs, le fac-similé des folios, des annotations concernant son texte ainsi qu'une introduction à l'étude du manuscrit.


Der Band veranschaulicht in 13 systematisch angelegten Beiträgen aus unterschiedlichen wissenschaftlichen Disziplinen,wie sehr Robert Walsers Schreiben von vaszillierenden Erscheinungsformen des Ambivalenten geprägt ist. Er bildet ein besonderes Kompendium zu seinem Werk und soll außerdem zu einem differenzierten Verständnis eines kulturwissenschaftlich zentralen Begriffs beitragen.
Schon Walter Benjamin erkannte bei Robert Walser den produktiven Widerspruch von »Geschwätzigkeit« und »Sprachscham« und dass »jeder Satz nur die Aufgabe hat, den vorigen vergessen zu machen«. Im Rückblick erscheint Walsers Werk als literarische Umschreibung des »Endes der Eindeutigkeit« (Zygmunt Bauman) und damit letztlich als eine Positionsbestimmung der Moderne. Im Gegensatz zu dialektischen Denkmustern, die Entscheidung oder Synthese anstreben, entwickelt dieser Schriftsteller beweglich-gleitende Ausdrucksweisen. Seine Figuren, oftmals widerspenstig und unterwürfi g, verkörpern das Vage und Brüchige persönlicher Identität.
In Jewish Education from Antiquity to the Middle Ages fifteen scholars offer specialist studies on Jewish education from the areas of their expertise. This tightly themed volume in honour of Philip S. Alexander has some essays that look at individual manuscripts, some that consider larger literary corpora, and some that are more thematically organised.

Jewish education has been addressed largely as a matter of the study house, the bet midrash. Here a richer range of texts and themes discloses a wide variety of activity in several spheres of Jewish life. In addition, some notable non-Jewish sources provide a wider context for the discourse than is often the case.
An International Perspective
Editor: Phyllis Katz
This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking—sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader.
Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques.
The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education:
- An instance of observation (Audubon, Linnaeus);
- A process (how plants grow over time, what happens when chemicals combine);
- Conceptions of what science is and who does it;
- Images of identity development in science teaching and learning.