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Since the middle of the nineteenth century, imperial reformers, early Republicans, Guomindang party cadres, and Chinese Communists have all prioritized science and technology. In this book, Elman gives a nuanced account of the ways in which native Chinese science evolved over four centuries, under the influence of both Jesuit and Protestant missionaries. In the end, he argues, the Chinese produced modern science on their own terms.
On Their Own Terms is a study of how post-1990 German literature reconfigures the legacy of National Socialism and the Holocaust. In five sections - Historisation, Perpetrators, Hitler-Youth Memories, War Memories and Victim Perspective - a number of key literary works such as Bernhard Schlink's Der Vorleser, Martin Walser's Ein springender Brunnen, Gunter Grass's Im Krebsgang and W. G. Sebald's Austerlitz are analysed. The literary texts are situated within the wider context of contemporary German debates on the issue, from the exhibition 'Crimes of the German Wehrmacht 1941-1945', to the Walser-Bubis-affair and the ensuing debate about representations of German suffering. One of the central concerns of this book is the literary configuration of German experience and the narrative strategies employed by the writers to validate it against or set it in context with a perspective of victim experience.
This book provides a complex, insightful portrait of intermarried couples and the new forms of American Judaism that they are constructing. It tells the stories of intermarried couples, the rabbis and other Jewish educators who work with them, and the conflicting public conversations about intermarriage among American Jews. Ethnography is used to describe the compelling concerns of all of these parties and places their anxieties firmly within the context of American religious culture and morality.
Youth Learning On Their Own Terms convincingly shows how developing a respect and understanding of the youth-initiated creative practices that occur outside schools can offer educators the opportunity to directly influence their teaching in schools by making classroom spaces personally meaningful and rigorous for both students and teachers.
The volume brings together approaches to different elements of Arabic-Islamic civilization, mainly in the areas of linguistics, literature, literary theory, and prosody, but also including religion, ritual, economics, and zoology. Contributions also touch upon the adjacent areas of the Old Iranian, Persian, Greek and Byzantine written traditions. Some take as their points of departure specific Arabic words (cat, giraffe) or morphemes; others explore literary genres, subgenres (oration, ode, macaronic poem, travel narrative) or figures within them (the trickster, the devil). Cultural concepts such as wishing, gift-giving or discourse are treated, as are aspects of broader phenomena, such as the role of gender in dream interpretation or the relative merits of luxury goods and mass-produced commodities.

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