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.
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.
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.
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.
A “Sci-Book” or “Science Notebook” serves as an essential companion to the science curriculum supplement,
STEPS to STEM. As students learn key concepts in the seven “big ideas” in this program (Electricity & Magnetism; Air & Flight; Water & Weather; Plants & Animals; Earth & Space; Matter & Motion; Light & Sound), they record their ideas, plans, and evidence. There is ample space for students to keep track of their observations and findings, as well as a section to reflect upon the use of “Science and Engineering Practices” as set forth in the
Next Generation Science Standards (NGSS).
Using a science notebook is reflective of the behavior of scientists. One of the pillars of the Nature of Science is that scientists must document their work to publish their research results; it is a necessary part of the scientific enterprise. This is important because
STEPS to STEM is a program for young scientists who learn within a community of scientists. Helping students to think and act like scientists is a critical feature of this program. Students learn that they
need to keep a written record if they are to successfully share their discoveries and curiosities with their classmates and with the teacher. Teachers should also model writing in science to help instill a sense of purpose and pride in using and maintaining a Sci-Book. Lastly, students’ documentation can serve as a valuable form of authentic assessment; teachers can utilize Sci-Books to monitor the learning process and the development of science skills.
As with any dictionary of a newly discovered dead language, the aim of this Dictionary of the Ugaritic alphabetic texts is to indicate the stage reached in its lexical description and to serve as a reference work for further study. In this connection, the main interpretative opinions have been included, since to a large extent Ugaritic lexicography remains uncertain. Also the most relevant comparative Semitic material has been provided in order to corroborate the lexical choices adopted by the authors and help readers to verify their own. The new material discovered since 1992 and recently published has also been included, along with all the personal and topographical names as in the two previous editions.
Winner of the the Roman and Tania Ghirshman Prize 2015 by the French Académie des Inscriptions et Belles-Lettres. This prize was established in 1973 by the donation made by Roman Ghirshman, one of the prominent French archaeologists of Pre-Islamic Iran. It is awarded annually for a publication in the field of Pre-Islamic Iranian Studies.
Intangible Spirits and Graven Images, Michael Shenkar investigates the perception of ancient Iranian deities and their representation in the Iranian cults. This ground-breaking study traces the evolution of the images of these deities, analyses the origin of their iconography, and evaluates their significance. Shenkar also explores the perception of anthropomorphism and aniconism in ancient Iranian religious imagery, with reference to the material evidence and the written sources, and reassesses the value of the Avestan and Middle Persian texts that are traditionally employed to illuminate Iranian religious imagery. In doing so, this book provides important new insights into the religion and culture of ancient Iran prior to the Islamic conquest.
The 3rd edition of this classic book offers practitioners, researchers and students a comprehensive introduction to, and overview of, career theory; introduces the Systems Theory Framework of career development; and demonstrates its considerable contemporary and innovative application to practice.
A number of authors have identified the framework as one of a small number of significant innovations in the career development literature. The Systems Theory Framework of career development was developed to provide coherence to the career development field by providing a comprehensive conceptualisation of the many existing theories and concepts relevant to understanding career development. It is not designed to be a theory of career development; rather systems theory is introduced as the basis for an overarching, or metatheoretical, framework within which all concepts of career development, described in the plethora of career theories, can be usefully positioned and utilised in both theory and practice. It has been applied to the career development of children, adolescents and women.
Since its first publication, the Systems Theory Framework has been the basis of numerous publications focusing on theoretical application and integration, practice and research, with a growing number of these by authors other than the framework developers. Its application across cultures also has been emphasised. The theoretical and practical unity of the Systems Theory Framework makes this book a worthy addition to the professional libraries of practitioners, researchers and students, new to, or experienced in, the field of career development.
In December 2009, an international congress was held at Ghent University in order to investigate, exactly 20 years after the 36th RAI “Mésopotamie et Elam”, the present state of our knowledge of the Elamite and Susean society from archaeological, philological, historical and geographical points of view. The multidisciplinary character of this congress illustrates the present state of research in the socio-economic, historical and political developments of the Suso-Elamite region from prehistoric times until the great Persian Empire. Because of its strategically important location between the Mesopotamian alluvial plain and the Iranian highlands and its particular interest as point of contact between civilizations, Susa and Elam were of utmost importance for the history of the ancient Near East in general.
In the 21st century, anthropogenic (human-caused) environmental change is widespread and serious on the global, regional/transboundary, and local levels. Emphasizing the environmental, social, and human damage caused by non-sustainable development, International Environmental Law and Policy for the 21st Century, Second Revised Edition by Nanda and Pring, provides readers with an incisive and integrated approach to the political, economic, scientific, and technological realities and challenges facing international environmental law and policy today. This provocative new book offers innovative chapters on such crucial current imperatives as:
• the nature and scope of the challenge;
• first principles of international environmental law;
• environment and human rights;
• environment and the nexus of international trade, finance and debt; and
• the unfinished agenda.
Traditional subjects covered include the history of international environmental law, the law of the sea, international freshwater resources, cross-border air pollution, ozone depletion and climate change, the technology of chemicals manufacture and transport, disposal of hazardous waste, preservation ofand biodiversity, environmental impact analysis, and regulation of nuclear energy. The book also features a critical examination of the UN’s activities on the environment, starting from the 1972 Stockholm Convention on the Environment, up to and including the 2012 Rio+20 Conference on Sustainable Development.
With new chapters devoted to critical energy and population issues, and a new section on corporate social responsibility, International Environmental Law & Policy for the 21st Century is an essential resource for students, scholars, lawyers, public officials, corporate decision-makers, and technical consultants concerned with environmental issues.