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This title is endorsed by Cambridge Assessment International Education to support the full syllabus for examination from 2020. Reinforce learning and deepen understanding of the key concepts covered in the latest syllabus; an ideal course companion or homework book for use throughout the course. - Develop and strengthen skills and knowledge with a wealth of additional exercises that perfectly supplement the Student's Book. - Build confidence with extra practice for each lesson to ensure that a topic is thoroughly understood before moving on. - Build a strong understanding of the main events of the course and the confidence to know how to use this knowledge. - Keep track of students' work with ready-to-go write-in exercises. - Save time with all answers available in the Online Teacher's Guide

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Orthographical and Bibliographical Note -- Introduction -- Part One: Islam and the African Context: Social and Religious Synthesis -- 1 Muslims in Non-Muslim Societies of Africa -- Religious Impulse -- Social Roots -- Religious Change -- Indigenous Response -- Reform Islam -- Mutuality -- 2 Islam and the African Religious Synthesis: Society and the Religious Outlook -- The Spiritual Life -- Sainthood (Wiláyah) and the Cult of Saints in Muslim West Africa -- The Power of Prayer to Curse -- Dreams and Dream-Interpretation -- Religious Healing -- Conclusion -- 3 Slavery, Clerics, and Muslim Society -- The Historical and Religious Origins of Slavery -- Methods of Acquiring Slaves -- Slaves in Jakhanke Traditions of Dispersion -- The Use of Slaves in Agriculture -- The Legal Position of Slaves -- The Ceremonial Functions of Slaves -- Emancipation and Clerical Attitudes -- Part Two: Islam, Africa, and Colonialism: Religion in History -- 4 Tcherno Aliou, the Walí of Goumba: Islam, Colonialism, and the Rural Factor in Futa Jallon, 1867-1912 -- Setting the Stage -- Invasion, Reprisal, and Dénouement -- The Rural Factor in Religious Militancy: The Shádhiliyya and the Hubbubé -- The Hubbu Movement -- Environment and Religious Militancy: A Postscript -- 5 Saints, Virtue, and Society in Muslim Africa: The History of a Theme -- Saints in Society -- Scriptural Foundations of Sainthood -- The Holy and the Sacred -- The Roots of Saintship in North African Islam -- Cenobitic Overtures in West African Islam -- Virtue and Spells -- Sainthood and Saint Veneration: The Mourides of Senegal -- Part Three: Education and Society: The Roots of Muslim Identity -- 6 A Childhood Muslim Education: Barakah, Identity, and the Roots of Change -- Historical Background -- Enrollment

CHAPTER EIGHT FROM ECONOMIC DISAPPOINTMENT TO POLITICAL INSTABILITYTHE MONETARY UPHEAVALS OF THE 1870S; THE ASIAN CRISIS; HOW POLITICAL RESPONSE TRUMPED ECONOMIC THEORY: THREE ASIAN STORIES; ADJUSTING TO A NEW REALITY; CHAPTER NINE DYSTOPIA; BACK TO THE FUTURE: THE LESSONS FROM MEDIEVAL WARFARE; GLOBALIZATION IN REVERSE; MISTRUST OF GOVERNMENT; MISTRUST OF MONEY; THE 'STATELY HOME' EFFECT; EUROZONE CRISIS AND THE PARADOX OF GLOBALIZATION; THE RETURN OF POLITICAL EXTREMISM; CHAPTER TEN AVOIDING DYSTOPIA; DEALING WITH SPACE: RESOLVING THE INTERNATIONAL/DOMESTIC CONFLICT

Intro -- Dank -- Inhalt -- Abbildungsverzeichnis -- Tabellenverzeichnis -- Abstract -- 1 Einleitung: Vom Konzept Design für Alle zur Planung sozial inklusiver Quartiere -- 2 Erkenntnisinteresse und Stand der Forschung -- 2.1 Einordnung -- 2.1.1 Relevanz des Themas im Kontext von Inklusionsforschung, Städtebau und Quartiersentwicklung -- 2.1.2 Thesen und Schwerpunkte der Arbeit -- 2.2 Design für Alle als Paradigma der Zugänglichkeit und der sozialen Inklusion im Städtebau und in der Quartiersentwicklung -- 2.2.1 Das Konzept Design für Alle: Grundsätze, Ziele, gesetzliche Grundlagen und Anwendungsbereiche -- 2.2.2 Begriffsbestimmungen: Design für Alle im spezifischen Kontext von Quartiersentwicklung und Städtebau -- Exkurs: Soziale Ursprünge im Städtebau - Zur historischen Verzahnung von Städtebau und Sozialplanung in Chicago um 1910 -- 2.3 Stand der Forschung: Forschungsdesiderate zum Konzept Design für Alle in der Stadt- und Quartiersentwicklung -- 2.3.1 Design für Alle im Kontext von integrierter Städtebauförderung, Diversity-Forschung und Studien zur Barrierefreiheit -- 2.3.2 Design für Alle als (Verhandlungs-)Thema sozialer Nachhaltigkeit in der Quartier- und Siedlungsentwicklung -- 3 Konzeption der Studie: Die Produktion eines Quartiers für Alle im Spiegel von Henri Lefebvre und Lucius Burckhardt -- 3.1 Konzeptualisierung: Verknüpfung raum- und designtheoretischer Ansätze mit Lefebvre und Burckhardt -- 3.1.1 Raumtheoretische Grundlagen: Die Raum-Triade Henri Lefebvres als methodologisches Konstrukt zur Untersuchung des Konzepts Design für Alle -- 3.1.2 Design- und demokratietheoretische Grundlagen: das soziale Design- und Entwurfsverständnis von Lucius Burckhardt -- 3.1.3 Forschungsdesign: Die Produktion des Quartiers für Alle als raumtriadisches Analyseschema.

Poland is one of the biggest yet rarely heard of economic success stories. Over the last twenty-five years it has unexpectedly become Europe's growth champion. This book is about lessons learned from Poland's remarkable experience, the conditions that keep countries poor, and challenges the countries face to grow

Intro -- Dedication -- Epigraph -- We Can Find Each Other -- We Are They -- Part I: From I to We -- Chapter 1: Life Around the Fire -- Chapter 2: The Unfinished Painting -- Chapter 3: The Aspen Grove -- Chapter 4: Notions of Community -- Chapter 5: Bonds That Last -- Chapter 6: Little Raft, Big Raft -- Chapter 7: Keeping Each Other Company -- Chapter 8: An Exercise in Faithfulness -- Chapter 9: Cooperation or Resistance -- Chapter 10: Just Take a Pebble -- Questions to Live With -- Part II: Islands in Time -- Chapter 11: The Two Tribes -- Chapter 12: Hospitality -- Chapter 13: Of Two Minds -- Chapter 14: Fairness -- Chapter 15: Living in Fear and Scarcity -- Chapter 16: The Migration of Care -- Chapter 17: Whole-Mind Thinking -- Chapter 18: Learning Together -- Chapter 19: From One to Another -- Chapter 20: Entrainments of Heart -- Chapter 21: Our Struggle and Possibility -- Questions to Live With -- Part III: Centers of Light -- Chapter 22: Voices of the World -- Chapter 23: The Seeds of Our Nature -- Chapter 24: The Chamber of Time -- Chapter 25: Seat of the Muses -- Chapter 26: Clearings for Renewal -- Chapter 27: Where We Meet -- Chapter 28: The Forest Community -- Chapter 29: Without Ever Pushing -- Chapter 30: The Web of Knowing -- Chapter 31: A Common Song -- Chapter 32: Larger Than Ourselves -- Questions to Live With -- Part IV: With and Against Community -- Chapter 33: Carrying the Water -- Chapter 34: Unraveling the Knots -- Chapter 35: Bending or Loving the World -- Chapter 36: The Courage to Take Others In -- Chapter 37: Putting Down the Brick -- Chapter 38: Removing the Oldest Wall -- Chapter 39: Blind Travelers -- Chapter 40: About to Wake -- Chapter 41: Grown over Centuries -- Chapter 42: Building Things Together -- Questions to Live With -- Part V: How We Meet Adversity -- Chapter 43: Beginning Again.

Intro; Preface; Contents; 0. Introduction; 1. Metatheoretical and Methodological Points of Departure; 2. Work Conditions in Modern Society; 3. The Importance of Work to the Individual; 4. Personality, Adjustment and Work Organization; 5. Job Satisfaction, Motivation and Meaning of Work; 6. Theories of Organization and Work Conditions; 7. Organization Theory and Ideology; 8. Organizations, Culture and Ideology; 9. Working Life and Technological Rationality; 10. A Critical Framework for Organizational Analysis; References; Author Index; Subject Index

Intro -- Preface -- Contents -- About the Authors -- Introduction -- Moral Visions of Global Education -- Goals and Challenges of Global Ethics Education -- Practices of Global Ethics Education -- References -- Part I: Moral Visions of Global Education -- Chapter 1: Cosmopolitanism and Educating the Citizen of the World -- 1.1 Introduction -- 1.2 Cosmopolitanism -- 1.3 Global Consciousness -- 1.4 Globalization: The Reality -- 1.5 The Problem of Inequality -- 1.6 Inequality and Education -- 1.7 Global Bioethics -- 1.8 Teaching Ethics in Times of Inequalities in a Global Society -- 1.9 Implications for Bioethics Teaching -- 1.10 Conclusion -- References -- Chapter 2: Global Bioethics and Global Education -- 2.1 An Evolving Global Context for Ethics, Bioethics and Ethics Education -- 2.2 The Pathway to Understanding and Adapting to This New Context -- 2.3 From Individual Health to International Health and Global Health -- 2.4 Causal Underpinnings -- 2.5 The Currently Dominant Belief System -- 2.6 Moving Ahead with Activities to Improve Health Locally and Globally -- 2.7 Global Health Ethics -- 2.8 Teaching Global Health and Global Health Ethics -- 2.9 Conclusions -- References -- Part II: Goals and Challenges of Global Ethics Education -- Chapter 3: Goals in Global Ethics Education -- 3.1 Introduction -- 3.2 Challenges Relating to Reaching a Global Ethics Consensus -- 3.3 Global Ethics Education Opposing Moral Imperialism -- 3.4 Global Ethics Education in Opposition to Coloniality -- 3.5 Can Global Ethics Education Contribute Towards Overcoming Situations of Moral Imperialism and Coloniality? -- 3.6 Final Remarks -- References -- Chapter 4: Priorities in the Teaching of Ethics in a Globalized World -- 4.1 Introduction -- 4.2 Reality and Challenges in a Globalized World -- 4.3 Setting New Priorities in the Teaching of Ethics.

Intro -- Foreword -- References -- Acknowledgements -- Contents -- Acronyms -- Part I Agent-Based Models -- 1 Introduction -- 1.1 Overview -- 1.2 Artificial Life as Digital Biology -- 1.2.1 Artificial Life as Empirical Data-Point -- 1.3 Social Simulation and Sociological Relevance -- 1.3.1 Methodological Concerns in Social Simulation -- 1.4 Case Study: Schelling's Residential Segregation Model -- 1.4.1 Implications of Schelling's Model -- 1.5 Social Simulation in Application: The Case of Demography -- 1.5.1 Building Model-Based Demography -- 1.6 General Summary -- 1.6.1 Alife Modelling -- 1.6.2 Simulation for the Social Sciences -- 1.6.3 Schelling's Model as a Case Study in Modelling -- 1.6.4 Developing a Model-Based Demography -- 1.6.5 General Conclusions of the Text: Messages for the Modeller -- 1.6.6 Chapter Summaries -- 1.6.7 Contributions -- References -- 2 Simulation and Artificial Life -- 2.1 Overview -- 2.2 Introduction to Simulation Methodology -- 2.2.1 The Goals of Scientific Modelling -- 2.2.2 Mathematical Models -- 2.2.3 Computational Models -- 2.2.4 The Science Versus Engineering Distinction -- 2.2.5 Connectionism: Scientific Modelling in Psychology -- 2.2.6 Bottom-Up Modelling and Emergence -- 2.3 Evolutionary Simulation Models and Artificial Life -- 2.3.1 Genetic Algorithms and Genetic Programming -- 2.3.2 Evolutionary Simulations and Artificial Life -- 2.3.3 Bedau and the Challenges Facing ALife -- 2.4 Truth in Simulation: The Validation Problem -- 2.4.1 Validation and Verification in Simulation -- 2.4.2 The Validation Process in Engineering Simulations -- 2.4.3 Validation in Scientific Simulations: Concepts of Truth -- 2.4.4 Validation in Scientific Models: Kuppers and Lenhard Case Study -- 2.5 The Connection Between Theory and Simulation -- 2.5.1 Simulation as `Miniature Theories'.

Intro -- Preface -- The Marriage of Clinical Ethics and Film -- References -- Acknowledgements -- Contents -- About the Author -- End of Life on Film -- 1 If I Were Restricted to One Film: Wit (2001) -- The Story Behind Wit -- "Wit": The Play -- Adaptation for Film -- Synopsis -- The Social Location of Wit -- The Play: 1990s -- The Film: 2001 and Post-9/11 -- History of Medicine Context -- Cancer Research in the 1990s -- State of Women's Health: 1991-2001 -- The Infertility Epidemic and Ovarian Cancer Risk -- Gynecological Cancer Treatment -- End of Life Care in the 1990s -- The Medical Context of John Donne's Lifespan (1572-1631) -- Clinical Ethics Themes -- Autonomy Issues -- Surrogate Decision-Making -- Advance Directives -- Professionalism and Humanism -- Nursing Ethics and Moral Distress -- Conclusions -- Film Stats and Trivia -- From Theatrical Poster -- References -- 2 It's Really About Quinlan and Cruzan: Whose Life Is It, Anyway? (1981) -- The Story Behind Whose Life Is It, Anyway? -- About the Film -- Synopsis -- The Social Location of Whose Life Is It, Anyway? -- The Stage Play: 1978-80 -- Car Safety and Seatbelt Laws -- The Right to Die Movement in the U.S. -- The Disability Rights Movement -- Gender Roles in Whose Life Is It, Anyway? -- History of Medicine Context: 1970-81 -- The Harvard Brain Death Criteria -- 1972: Year of Informed Consent -- 1976: The Quinlan Decision and Withdrawal of Life Support -- 1978-1979: The Year of Core Clinical Ethics Principles -- The Cruzan Case -- The State of Spinal Cord Injury and Rehab Medicine -- Clinical Ethics Issues -- Refusal of Treatment and Decision-Making Capacity -- Withdrawal of Life Support/Withholding of Life-Sustaining Treatments -- Paternalism and Professionalism -- "Risk of Daily Life" -- Conclusions -- Film Stats and Trivia -- From the Theatrical Poster -- References.