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Abstract
This essay continues a dialogue of many years between Eugene Borowitz and the author over the meaning of Covenant in Jewish theology today. The main point of difference between them is whether it is necessary theologically to literally affirm the Bible's representation of the God who speaks (i.e., the doctrine of verbal revelation). Following Buber, Rosenzweig, and Heschel, Borowitz only affirms a nonverbal revelation: it is the human recipients of God's revelation who supply its verbal content. The author argues that this gives too much authority to human autonomy. Nevertheless, he recognizes that Borowitz has taught him to emphasize human autonomy in his own covenantal theology more than he had done theretofore.

AbstractThis article describes a specific history of technological mediation in the circulation of popular music by examining local practices of listening to recordings in Japanese kissaten (often shortened to kissa and meaning, loosely, 'coffeehouse'). In postwar music kissaten, Japanese listeners were socialised to recordings of foreign music through new modes of hyper-attentive listening. While jazz kissa (though famous as crucibles for radical pro-democracy politics and the explosion of modern urban cool in post-war Japanese cities) encouraged local listeners to develop musical appreciation through the stylistic classification of distant recorded sources, later experimental music kissa helped forge unique local performance scenes by disturbing received modes of generic classification in favour of 'Noise'. I recount the emergence of a genre called 'Noise' in the story of a 1970s Kyoto 'free' kissa Drugstore, whose countercultural clientele came to represent 'Noise' as a new musical style in its transnational circulation during the 1990s. This ethnographic history presents the music kissa as a complicated translocal site that articulates the cultural marginality of Japanese popular music reception in an uneven global production; but which also helps to develop virtuosic experimental practices of listening through which imported recordings are recontextualised, renamed and recreated.

Michael Walzer's new book, Politics and Passion, is the attempt of a major liberal political theorist to modify the essentially triumphalist individualist thrust of much of liberalism. It is written in the spirit of the later work of John Rawls, who tried to listen to the communitarian critique of liberalism & then incorporate it in his more modest version of liberalism instead of letting it coopt liberalism. That effort, though, is much more carefully & extensively worked out by Walzer than by Rawls. Nevertheless, Walzer cannot accept any central normative role for religion in the life of a liberal polity, especially for the type of family-central, traditional community presented by Judaism & Christianity. Since most communitarians are religious, it is arguable whether they can accept the political role religion have been assigned in the liberal project by Walzer. Indeed, it can be argued that Walzer, like almost all liberals, assigns a much too ultimate role for freedom, making it the end of liberal striving & seeing it in opposition to & escape from more traditional forms of social life. It is thus argued that the individual freedom Walzer sees as transcending (although never completely) familial-religious community can be better achieved there, functioning more modestly & realistically as one of the best means to the common good &, therefore, not in opposition to it. Adapted from the source document.

In dieser Arbeit geht es um die Vermittlung von Fachwissen zum Thema Radioaktivität sowie um das Schulen maßgeblicher Kompetenzen, z.B. Umweltkompetenz, Gesellschaftskompetenz etc., welche unter anderen als Lernaufgaben im Lehrplan gefordert werden und in Hinblick auf Themen wie Energiepolitik, Wirtschaft und Umweltbewusstsein.Den thematischen Schwerpunkt bildet hierbei die Radioaktivität in der Steiermark, die Energiediskussion sowie die globale wirtschaftliche Bedeutung von Kernkraft und wie diese Themen sinnvoll im Geographie und Wirtschaftskundeunterricht umgesetzt werden können. Die regionale Beschränkung auf die Steiermark soll allerdings nicht dazu führen, dass die im Rahmen dieser Arbeit erarbeiteten Praxisbeispiele nicht auch in adaptierter Form in anderen (Bundes)Ländern durchführbar sind. Dabei wird versucht, durch möglichst viele verschiedene methodisch Zugänge, z. B. durch Multimedialität, unterschiedliche Lerntypen anzusprechen. Hierfür muss das komplexe Thema der Radioaktivität spannend, interessant und lebensnah gestaltet werden. Das erste Kapitel umfasst den theoretischen Teil zum Thema Radioaktivität, damit die Lehrperson fachlich entsprechend "ausgerüstet" ist. Dazu wird der fachliche Grundstock mittels themenspezifischer Theorie erarbeitet, der als Basis des Wissens für die Lehrperson den Unterricht anspruchsvoll gestalten soll. Der fachdidaktische Teil wird in Kapitel zwei aufgearbeitet, das grundsätzliche Überlegungen zur Umsetzung des Themas Radioaktivität umfasst. Die erarbeiteten Informationen zur Didaktik werden dazu benutzt das Thema Radioaktivität den Lernenden in komprimierter Form in den Unterrichtseinheiten näher zu bringen. Im dritten Kapitel findet man abschließend die von mir erarbeiteten Unterrichtsbeispiele. In diesem Teil der Arbeit ist das Thema mittels Unterrichtsbeispielen für beide Sekundarstufen so ausgearbeitet und durchgeplant, dass sie ohne zusätzlich großen Aufwand in den Unterricht implementiert werden können. ; Radioactivity in Styria as a topic in geography and economics lessonsThis paper seeks to impart expertise over radioactivity and training in vital skills including environmental competence, social skills, etc. as defined by the tasks set out in the curriculum specifically for issues such as energy policy, economic and environmental awareness.The thematic emphasis here concerns the levels of radioactivity in Styria, the energy debate, the global economic importance of nuclear power and how these issues can be implemented logically into geography and economics lessons.Regional restrictions in Styria were however not created so that adapting practical examples to other (federal) nations was impossible. In the work that follows, an attempt is made to excite students with a multitude of learning avenues and methods to suit various types of learning styles, for example through the use of multimedia. It is therefore essential to turn the topic radioactivity into an exciting, interesting and true-to-life subject matter.The first chapter contains the theory behind radioactivity, so that the teacher is technically "equipped" to address the subject accordingly. Chapter two is about the principles of teaching, including basic summaries of how teachers can handle the subject of radioactivity. This information compiled is used for teaching units. Finally, the third chapter illustrates didactic examples for secondary education 1 and secondary education 2, which can be easily implemented in the classroom. ; vorgelegt von David Manuel Novak ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Zsfassung in dt. und engl. Sprache ; Graz, Univ., Dipl.-Arb., 2013 ; (VLID)231928

"Jeff took a deep breath to calm down. He was about to stand in front of the employees of the Happy Face Toy Company's faltering Cleveland factory. As the new CEO, he'd been advised to close this factory as soon as possible, but he wanted to see it first. "How hard could this be?" he wondered, gathering the courage to ask them about their jobs. He had no idea what he was in for. When was the last time you told your colleagues how much you value them? It sounds like a trivial thing in the middle of a busy work day. But as David Novak discovered during his years as a hard charging executive, there's nothing trivial about recognition. It can make a life-or-death difference to any organization, when people see that someone important really notices and appreciates their contributions. Rather than explain the power of recognition in a typical business book, Novak decided to write a fun story that draws on his real-world experiences at Pepsi and Yum! Brands, as well as his personal life. The story opens when Jeff Johnson becomes the third-generation CEO of his family business, after the sudden death of his father. The Happy Face Toy Company had many hits in the 1950s and 60s, including Crazy Paste, but its results have been declining for more than a decade. The board has given Jeff just one year to turn the business around, or else they'll have to sell it to the highest bidder. As Jeff races to save his family's legacy by getting the company back on track, he meets downtrodden factory workers and an uninspired executive team. Then a birthday gift from his own grandson gives Jeff an important insight into why Happy Face lost its old culture of innovation and excitement, along with its profitability. Jeff comes up with an idea that seems crazy