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– 19. decembrie 2004 – Hai în India! Lilia topaie de bucurie. Drumul pâna la aeroport e strangulat, lânga Los Lunas, de un accident... un truck are cabina turtita, vreo 4-5 masini de politie cu becurile semnalând, un elicopter învârtindu-se pe deasupra... Masini puzderie, camioane pe 2-3 mile oprite... Începem sa ne agitam... Pierdem avionul... De când cu teroristii si controalele astea nebune, trebuie sa fii cu doua ore înainte de plecare. Ne descalta,...

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I have written this book to help us recall the original dream for education, the vision of those who built the sandstone schools and those who taught in one room buildings for the sake of education. If we are a rich province, and we are, our schools should feel it. Our kids deserve the best we can give them and not to be shelved as a low budget item. But maybe, knowing that, we would be wiser to not just ask the government or the public to find schools' better'. The secret of return to respect might be hidden in what the lady told me- we in the schools should show others what we need and where we 'd like to do more, specifically....

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Chapter Intro page 1 1 This land - page 6 2 The kids - page 12 3 The commute - page 17 4 The halls of learning - page 22 5 Bell, book and pointer - page 33 6 Water, water, not too common - page 43 7 Lunches, picnics and all-out socials - page 47 8 Write it down, figure it out -page 52 9 Now for morning announcements - page 62 10 What to teach and how to teach - page 68 11 How many of you are there? - page 74 12 Do they pay you to come here? - page 79 13 The public part of public schools- a community mobilizes - page 86 14 Stranger in the classroom - page 97 15 Pranks and flukes- the little things that go wrong - page 102 16 Shhh - teacher's coming! - page 108 17 Kids and free time - page 116 18 Making it a special event for the kids - page 127 19 Harsh realities - sickness, suffering - page 131 20 Boys and girls- different treatment - page 140 21 And what's your name? - page 144 22 It shows in how you speak - page 148 23 Fashion and function - page 157 24 Groups- age and level - page 165 25 Getting a school named after you -page 170 Conclusion - page 178...

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The essays and speeches in this volume are some of Dennis Drew's best and most important. They reflect the struggle over the past 30 years to relate classical military theory to modern airpower, the difficulties of dealing with the new realities of the post–Cold War era, the struggle to understand the true nature of airpower and put it into perspective, and finally the importance of educating Airmen and raising their thinking above the tactical level....

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Writing in the nineteenth century, Hawaiian historian Kepelino said, "However diligently the foreigner seeks, he cannot find all. He gets a fragment here and there and goes home." That is very true. I have read what is available, but changes came so rapidly after 1778 that much of the information about the life and customs of long-ago Hawaii is lost. My greatest help has come from Mary Kawena Pukui. As a little girl in Kau, on the island of Hawaii, she lived with a wise grandmother who told her much about the old ways and beliefs. Young as she was, she listened with deep interest and felt herself a part of the life of the early days. Later, as a translator for Bernice Pauahi Bishop Museum, she enlarged her knowledge. I hope this book will kindle in boys and girls, and in interested adults, the feeling which Mrs. Pukui has passed on to me about life in old Hawaii and will increase their respect for the wisdom and skill of the Hawaiian people. Like other peoples living close to the earth, the early Hawaiians were constantly aware of the creative forces underlying and permeating their daily lives. To the gods who emerged from this a...

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Hawaiian words used in the text, other than proper names, are identified through the use of italic type. These words are usually defined in the sentence in which they are first used or in the Glossary at the back of the book or both. Most Hawaiian words, like most words in English and other languages, can have more than one meaning depending on how and where they are used. Many Hawaiian words form plurals through the use of preceding articles or by changes in the diacritics (accent markings) within the words. For example, kahuna is a singular form and kahuna is a plural form. So sometimes it appears one way and sometimes another....

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Preface. vii -- Acknowledgments. viii -- House Building. 3 -- The Site. 3 -- Framing the House. 6 -- Thatching. 9 -- Gifts. 13 -- The Dedication. 14 -- Legend of the First Pearl-Shell Fishhook. 18 -- Kapa-Making. 25 -- In the Upland. 25 -- Wauke Bark. 29 -- Dyeing and Printing. 32 -- A Morning on the Reef. 39 -- A Morning on the Deep Blue Sea. 43 -- Upland Gardens. 49 -- A Visit of the Overseer. 49 -- The Uala Field. 51 -- The Kalo Patch. 55 -- Kalo Slips. 58 -- Rain. 63 -- After the Rain. 70 -- Planting. 81 -- Matmaking. 85 -- Capturing a Tiger Shark. 93 -- Luau and Salt. 97 -- Luau. 97 -- Salt. 99 -- The Hula School. 103 -- Laka, Goddess of the Hula. 103 -- Chosen. 106 -- In the Halau. 110 -- Graduation. 113 -- Kahana and His Master. 119 -- Woodcarving. 119 -- Tattooing. 122 -- With the Birdcatchers. 127 -- The Baby is Named. 127 -- The Consecration. 129 -- On the Way. 131 -- Life in the Forest. 137 -- Birdcatching in Other Districts. 138 -- The Great Surprise. 140 -- Canoemaking. 143 -- Palani Fishing. 143 -- Hauling. 146 -- The Moo of Nuuanu. 148 -- Pupils of Linohau. 151 -- In the Upland. 154 -- By the Sea. 158 -- The Consecrat...

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E like me ka leo kono a na makamaka i noi mai no ka hoopuka pau pono aku i ka moolelo o kela koa kaulana o ka Puali Pale-Umauma Kila Kuresia ke Konela Gaberiela Lenoa, ka Haku Berona o ke alealii o ka Emepeia Napoliona a me ka Emeperesa Iosepine, ua lawe mai au i ke kahua o ka maalo hou ana aku imua o na makamaku noka elima o ka manawa, a waiho aku i ka moolelo piha e hoomaka ana mai ka halealii mai o Diana, ka huakai iloko oPerusia, ke kahua kaua o Auseturika, ka huakai Kuikahi malu iloko o Berelina, ke kukala kaua a Perusia no ka leele Madimosele Ineza de Rila ma Jena, a me ka hookipa hanohano a ka Emeperesa Iosepine ma ka ike ana mai ia Gaberiela mekana wahine ileko o ka hipuu maemae o ka mare. Me keia mau wahi hoakaka pokole, ke hoolaa ia aku nei keia Buke i o?u mau hoa oiwi o ke koko hookahi. Aloha!...

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"Ma kekahi ano hoi o ka olelo ae a me ka manaolana,"wahi a Lenoa i pane aku ai ia Konela Lenoa,"Ua makemake nui au maluna oe o na mea a pau ke loaa ole kekahi kue pilikino iau mai a oe mai, e noho au iloke o keia puali a hiki i kuu wa e lilo ai i Konela ma kou kulana!" "Lapuwale oe e kena wahi koa,"wahi a Konela Lenoa i pane mai ai. "Mahea iho la oe i manao ai e ku au ma kou kulana" "E kau aku oe maluna o ke kulana kiekie me ka hookohu o ka Ilamuku o ke kahua kaua." Ua haawi mai la ke Konela i kekahi nana loihi ana no ka hapalua minuie ia Gaberiela Lenoa me ka maka oolea, a i ka hoi pono ana iho o kona mau manao pihoihoi o ka uluku, pane hou mai la i keia mau olelo hope;—...

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Twenty years ago when Margaret Titcomb was finishing her manuscript for this book there was little concern that the oceans of the earth might be endangered. Without doubt contamination of the seas was occurring, but there was no real public awarenessno sense of threat. A deleterious mercury content had not yet been detected in the great billfish and tunas. There were fewer oil despoliations, and the dumping of chemicals and radioactive wastes had not yet reached a level which would, in the next two decades, cause great submarine areas to be laid waste. Nor had commercial fisheries yet developed their omnivorous technical expertise to efficiency levels which, unless curbed, could wipe out whole species. There was another difference. Then, there were “a few Hawaiian fishermen still living who were trained in the Hawaiian knowledge” (p. 54), and who could supplement the prodigious fund of information of Mary Kawena Pukui, with whose collaboration this book was written. Now, as the Hawaiian fishermen pass from the scene, there goes with them much of the ancient lore of the sea. There is today an encouraging awareness on the part of sc...

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FISH, including shellfish, were the main protein-giving elements of the Hawaiian diet. Pig, dog, chicken and wild birds furnished some additional proteins but the comparatively small supply marked them more for the chiefs than the commoners use. Daily life was one of fishing and cultivating the plantations. Fishing required a search of the sea, from the areas within the reefs to the sea scarcely within sight of land. By salting, drying, impounding, the supply was made somewhat independent of weather conditions. Care was taken to avoid waste....

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This publication consists of a series of lectures prepared and given to interns and other employees by Mr. David G. Boak in 1966. Mr. Boak is uniquely qualified to discuss the history of the US COM_SEC because he has participated significantly in most aspects of its modern development over the past twenty years....

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It is the purpose of this book to bring these cultural advantages into more focus, in order to bring into light some ‘human’ aspects of the country, and how these can be integrated into the broader context of economics development. At the end of the day, their achievements cannot be measured by economic progress alone, but also how the people can have the proper sense of meaning (i.e. ‘feel’ at home) in their own homeland, instead of being just another ‘bolt’ in the obsolete industrial engine of economics....

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Jingshan Park: For an extraordinary and unforgettable view of Beijing and the Forbidden City, casually climb the steps to the top of the hill to the Wanchunting (Wanchun Pavilion), which overlooks this small park, directly opposite the North Gate of the Forbidden City. From this playground of Ming and Qing dynasty emperors for almost 500 years, you will be able to get a grasp on the great city that is China’s capital. On Sunday’s choral groups gather in the park to perform amateur Peking Operas, play musical instruments or to sing songs once beloved by the masses....

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Abstract……………3 Foreword……………4 Contents……………6 Chapter 1. Cultural Advantage as an Alternative Framework: An Introduction ‐ by F. Smarandache & V. Christianto……………7 Chapter 2. Beijing: A Cultural Metropolitan – compiled, edited, augmented by Ke Haiying & F. Smarandache…………18 Chapter 3. The City of Hengshui – by Li Zhanbing……………38 Chapter 4. Ningbo — A Culture‐flourishing Land on the Shore of East China Sea – by Lin Rongchen……………53 Chapter 5. Jingdezhen: Porcelain Capital of the World – by Li Xiaomin……………66 Chapter 6. Haimen : Charming City ‐ by Wang Ping & Jiang He……………71 Chapter 7. Changsha: Cultural Name Cards – by Wang Peiyun & Tang Yuming……………82...

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Welina mai! Welcome to the inaugural issue of Hulili, a multidisciplinary, peer-reviewed journal on Hawaiian well-being. The word hulili is defined as “ladder, bridge, as to scale a cliff or cross a gully” (Hawaiian Dictionary, Pukui & Elbert, 1986, p. 89). Our vision for Hulili is to create a multidisciplinary forum for current research that examines the nature, needs, and strengths of Hawaiians, their families, and their communities. We believe that through collaboration and critique, Hulili will foster new connections and shared insights and mobilize greater Hawaiian well-being. The seeds of this work were planted last year at Kamehameha Schools’ first annual research conference on the education and well-being of Hawaiians. The Policy Analysis & System Evaluation (PASE) department at Kamehameha Schools planned and hosted the three-day event that brought together researchers, educators, and other professionals from various fields dedicated to improving Hawaiian well-being. The result was a powerful exchange of current findings, recent data, and new challenges from areas including health, medicine, education, social work, e...

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The Economy: A Western Tool to Achieve Our Native Goals-Robin Puanani Danner -- 7 -- Indigenous Heuristic Action Research: Bridging-Western and Indigenous Research Methodologies-Ku Kahakalau -- 19 -- Where Can We Collectively Be That Is Greater Than Where We Are Now?-Maenette K. P. Benham -- 35 -- Identity and Diversity in Contemporary Hawaiian Families:-Ho?i Hou i ka Iwi Kuamo?o-Shawn Malia Kana?iaupuni -- 53 -- A Macro Portrait of Hawaiian Families-Ivette Rodriguez Stern, Sylvia Yuen, and Marcia Hartsock -- 73 -- Factors Affecting Choice of Kith and Kin Care by Families-Receiving Child-Care Subsidies -- 93 -- Issues Central to the Inclusion of Hawaiian Culture in K-12 Education-Alice J. Kawakami -- 111 -- Best Practices in a Hawaiian Kindergarten: Making a Case-for Na Honua Mauli Ola-Lisa S. Goldstein and Lilinoe Andrews -- 133 -- Modern Hawaiian Migration: Brain Drain or Brain Gain?-Nolan J. Malone -- 149 -- Hawaiian Children’s Developmental Understanding of Race and Culture-Stephen M. Quintana, Elissa Chun, Salynn. Gonsalves,-William D. K. Kaeo, and Lahela Lung -- 173 -- No ke Ola Pono o ka Lahui Hawai?i:-The Protection and Perp...

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Foreword It was agriculture that enabled human beings to become producers rather than hunters and gatherers, and in doing so to settle into communities. From these earliest settlements have developed the elaborate and complex societies of today. During all these millennia, we have tended to take agriculture for granted. This is unfortunate, and unfair by all those - farm men and women in the fields, scientists in their laboratories, and policy makers in parliaments and elsewhere, for instance - who have contributed to the development of agriculture; an enterprise that is as significant as it is exciting. The history of modern agriculture which has made possible the greatest leap in well-being that the human family has yet experienced, has seen the integration of research-based knowledge with traditional wisdom to bring about great improvements in agricultural varieties, farming techniques and management practices. The consequence of that “marriage” has been undreamed of increases of food productivity which served as the center of concentric circles of progress. Understanding that process and, more important, the substance that mad...

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Table of Contents List of Boxes ix Acknowledgments xi List of Acronyms xii Forward by Ismail Serageldin xiii To The Reader xv Chapter 1. NATURAL RESOURCES 1 Concern 1 The Underlying Resources 3 Land and Soil 3 Water 7 Atmosphere 12 Biodiversity 15 Forests 17 Management of Natural Resources 19 Chapter 2. FOOD AND AGRICULTURE 23 The Development of Modern Agriculture 23 Population and Food 27 Future Food Demand 30 The Agricultural Environment 34 Irrigation Potential 36 Poverty 37 Investment 39 Sustainable Food Production 42 Sustainability and Image 45 People and Agriculture 47 Towards an Alternative Approach 51 Chapter 3. UNDERSTANDING AND EDUCATION: ENVIRONMENTAL EMPATHY 55 Awareness 55 Bread Baskets of the World 58 The Global Need 59 The Imperative of Education 60 Public Environmental Education 63 Changes in Agricultural Education 66 Information or Knowledge 70 Chapter 4. HIGHER EDUCATION IN LESS DEVELOPED COUNTRIES 75 Note: Page numbers may differ in e-version Why Higher Education? 75 6 The Alternative - “The Noble Savage” 79 Universities in LDCs 80 Natural Resource Management Education 82 Issues in Environmental Educat...

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The intimate connection between Hawaiians and aina (land) is the focus of two articles this year. In a piece that weaves together scholarly research and personal moolelo (storytelling), cultural beliefs about land, language, and community reveal strong implications for understanding Hawaiian well-being. Likewise, the importance of cultivating a strong sense of place among students and their families is emphasized within Ike Aina, a curriculum grounded in experiential learning and indigenous literacy. This year is a mixture of joy and nostalgia personally, because it is my last year as editor as I turn the reins over to Brandon Ledward, who has been a diligent team member working to produce volumes four and five of this journal. Dr. Ledward ensures strong continuity for the journal, with his doctorate in cultural anthro- pology from the University of Hawaii and his solid background in qualitative and quantitative research methods as part of the Research and Evaluation division at Kamehameha. We welcome his continued leadership and voice, along with Matthew Corry and Debra Tang, who have been critical team members supporting thi...

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Molokai: Future of a Hawaiian Island This vision statement was created by numerous groups of the Molokai community and largely based on work from the generations before us. There are too many contributors to list, but on page 52, there is a hui of opio and makua who are instrumental in carrying forward the vision of this document, and they may be contacted for further information. In light of longstanding challenges to our aina (land), cultural tradi- tions, and lifestyle, community members joined together to articulate a vision for the future of Molokai. The process was innovative yet organic, bringing together individuals from different generations and with ike (knowledge) from a wide range of sources. The emerging document describes a desired state for the island, where the question of development is secondary to the promise to malama (protect and nurture) natural and cultural resources. Utilizing a community- based, holistic approach, “Molokai: Future of a Hawaiian Island” identifies critical needs and outlines specific steps to achieve change and sustainability....

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A letter to President Barack Obama about UFO information release.

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Olelo Hoolauna He mea nui ka moolelo i na lahui a pau o ka honua nei, no ka mea, ma o ka moolelo e ola ai ka hana a me ke ano o ka noonoo ana o ka poe e noho ana ma mua. Ma ka moolelo e hoike ia ai ke ano a me ka manao o na kupuna. Ao ka moolelo i ka pono a me ka pono ole. He kokua ka moolelo i ke kukulu ana i ke kuanaike ao. O ke kuanaike ao ka mea a ke kanaka e ike ai ke nana a noonoo aku i ke ao nei. Pili no ke kuanaike ao i ke ano o ka hanai ia ana o kekahi kanaka. O ia hoi, ina ua hanai ia kahi keiki me na moolelo no ke kupueu o Maui a me ka moolelo no ke keiki aihue kaulana o Iwa, a me na moolelo Hawaii e ae, e noonoo ana o ia e like me ka Hawaii, penei: Mai ka moolelo no Maui, e ao ana o ia i ke ano kolohe a kupueu hoi i ae ia e kona lahui. E hoopili paha o ia i kana hana me ka hana a ia mee kaulana. Mai ka moolelo o Iwa, e ao ana o ia i ka manao o ka Hawaii o ia wa i ka aihue. No laila, e ike ana no paha o ia i ke ao nei ma o na maka la o ka Hawaii kahiko. He kuanaike ao Hawaii kona ma muli o kana mau moolelo i lohe ai. Ua hele a kamaaina i kekahi ano noonoo ana, o ia ka noonoo ana e like me kona poe kupuna ma mua ona. I ka ...

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Ua noonoo ia no paha o Aotearoa he mahele o Pelekane, aka, ma mua o ka noho ana o ka Pakeha (ka Haole hoi) i laila, ua noho ia ia aina e ka poe Maori, he poe Polenesia. Ua pili no ka Hawaii me ka Maori. He pili no ma na mea hou e like me ke ku ana o ka poe oiwi no ka hoihoi ana i ka mana aupuni ia lakou i ola no na moomeheu o ka lahui. A he pili no ma na mea kahiko mai ka wa ma mua mai. O ka pili o na olelo elua kekahi mea e ike koke ia, oiai he mau huapalapala okoa nae ka ka olelo Maori. O ka t; ka r; ka ng; a me ka wh (e puana ia e like me ka f) kekahi o na okoa. A e like me ka olelo Hawaii, ma kahi o umi makahiki aku nei, aole i nui na manaleo i koe, ma muli no paha o ke ao kula ana ma ka olelo Pelekane wale no. Ua emi maila ka nui o ka poe olelo Maori. A no laila i ka makahiki 1982 i hookumu ia ai ke Kohanga Reo, kahi e hoopuka mau ia ka olelo oiwi o ia aina. Mai keia hana a ka Maori mai ka manao o ka hookumu ana i ka Punana Leo ma Hawaii nei, oiai ua like ke kulana o ka olelo Hawaii. O kekahi okoa nae ma waena o na kula elua, o ia hoi, ma ke Kohanga Reo, komo ke keiki i kona wa kamaiki me kona makua...

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No Polenesia: He Mahele o ka Pakipika. 1 -- No Aotearoa. 3 -- O Hatupatu laua o Kurangaituku. 5 -- Papa Wehewehe Huaolelo. 12 -- No Hawaii. 15 -- Pohakuloa. 16 -- Papa Wehewehe Huaolelo. 21 -- No Nukuhiva. 23 -- Ka Moi Wahine Putu a me na Palaoa o Nukuhiva. 25 -- Papa Wehewehe Huaolelo . 31 -- No Rapanui. 33 -- Kotetukoteurararapenui a me ka Luahine. 35 -- Papa Wehewehe Huaolelo. 39 -- No Rarotonga. 41 -- Katikatia. 42 -- Papa Wehewehe Huaolelo. 46 -- No Samoa. 47 -- O Sina a me ka Puhi. 50 -- Papa Wehewehe Huaolelo. 54 -- No Tahiti. 55 -- Teremuura, ke Alii Wahine o Aimeho. 57 -- Nonanihonihololoa. 61 -- Papa Wehewehe Huaolelo. 67 -- No Tonga. 71 -- O Toloa laua o Humu. 74 -- Papa Wehewehe Huaolelo. 79 --...

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The island of hawaii dominated the culture of the northernmost of the polynesian groups, even before the high chief kamehameha conquered the other islands and formed a united kingdom in the first decade of the nineteenth century. This truly great warrior, diplomat and ruler was born in kohala, but was reared, trained and toughened for his mission in ka-u, the southern and most rugged district of hawaii, where his mother, the high chieftainess kekui-a-poiwa, isolated herself to protect her child against the enmity of rival claimants to highest rank and power. The cultural dominance of hawaii was doubtless a consequence of size, richness of forests and soils, diversity of environmental conditions and hence variety and quantity of population. The dynamic temperament of the old polynesian stock of the “big island,” as it is affectionately called today, was probably partly a consequence of the grandeur of the scene, where the great ocean and the pacifics greatest volcanoes respectively formed the outlook and the background of every locality in which hawaiians of hawaii were born and reared, lived and loved and hated, laboured, planted, h...

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Foreword. Xv -- List Of References. Xx -- I. The Dispersed Community. 1 -- The Community. 2 -- Land And Sea. 4 -- Households. 5 -- Kauhale (Dwellings). 7 -- Disintegration. 15 -- Conclusion. 16 -- Ii. The Physical Environment. 18 -- Terrain. 20 -- Theseasons. 23 -- Iii. The Legendary Setting. 27 -- The Volcano Goddess. 29 -- Her Clan. 29 -- Her Benign Younger Sister. 30 -- Lono The Thunderer. 31 -- Ku The Erect. 32 -- Kane The Procreator. 33 -- Kanaloa, Lord Of Ocean. 34 -- Names That Confer Status. 35 -- Forms. 35 -- Sharks. 35 -- Caterpillar. 37 -- Bitter Gourd. 38 -- Psychic Aspect Of Community Relationship. 39 -- Iv. The Kinship System. 40 -- Table I. Kinship Terms, Hawaiian And Maori. 42 -- Relationship. 42 -- Grandparents And Grandchildren. 44 -- Blood Tie. 48 -- Husband And Wife. 51 -- Paternity. 52 -- Adoptive Platonic Marital Relationship. 54 -- Plural Mating. 56 -- Critique Of Morgans Interpretation. 60 -- The Punaluan Family. 60 -- Blood And Engrafted Relationships. 65 -- Sons And Daughters, Nephews And Nieces. 65. Brothers, Sisters And Cousins. 66 -- Parents, Uncles And Aunts. 67 -- Relationship Through Marriage. 69 -- ...

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A Lecture by Buddhadasa Bhikkhu to Agricultural Teachers and Officials on 25 March 1991 at Suan Mokkhapharam, Chaiya, Surat Thani Province, Thailand. ธรรมบรรยายแก่คณะครูบาอาจารย์ 25 มีนาคม 2534 สวนโมกขพลาราม ไชยา จ.สุราษฏร์ธานี Translated by Prof. Lindsay Falvey, Chair of Agriculture, University of Melbourne, Australia Transcribed from tape by Lerchat Boonek, Kasetsart University, Bangkok, Thailand. The Thai text is the most precise rendition of Than Buddhadasa Bhikkhu’s words that is possible from the tape. It contains his earthy expressions and engaging and intelligent use of language in a manner that does not fully flow into the English version. Translation of puns, personal idioms, and circuitous incremental descriptions that form part of the masterful lecturer in the Thai language, must lose much of the original impact. In an attempt to retain the flavour of an outdoor lecture, with dogs and chicken wandering among the gathering, the English text retains some colourful and down to earth expressions that have some equivalence in Thai and English. Expressions or words specific to the Thai text that have been rendered lite...

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Contents กิตติกรรมประกาศ และ คําแนะนํา Acknowledgements and Comment ธรรมบรรยายแก่คณะครูบาอาจารย์ 25 มีนาคม 2534 English Translation Summary Translated Text Notes...

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Contents Chapter Page DISCLAIMER . . . . . . . . . . . . . . . . . . . . ii FOREWORD . . . . . . . . . . . . . . . . . . . . . v ABOUT THE AUTHOR . . . . . . . . . . . . . . . . vii PREFACE . . . . . . . . . . . . . . . . . . . . . . ix ACKNOWLEDGMENTS . . . . . . . . . . . . . . . xi 1 THE NEED FOR BETTER LISTENING . . . . . . . 1 2 FALLACIES ABOUT LISTENING . . . . . . . . . . 5 Fallacy #1: Listening Is Not My Problem! . . . . . 5 Fallacy #2: Listening and Hearing Are the Same . . . . . . . . . . . . . . . . . . . . 6 Fallacy #3: Good Readers Are Good Listeners . . . . . . . . . . . . . . . . . . . . 7 Fallacy #4: Smarter People Are Better Listeners . . . . . . . . . . . . . . . . . . . . 9 Fallacy #5: Listening Improves with Age . . . . . . . . . . . . . . . . . . . . . . . 10 Fallacy #6: Listening Skills Are Difficult to Learn . . . . . . . . . . . . . . . . . . . . . 13 3 THE PROCESS OF LISTENING . . . . . . . . . . . 15 Receiving . . . . . . . . . . . . . . . . . . . . . 16 Attending . . . . . . . . . . . . . . . . . . . . . 18 Understanding . . . . . . . . . . . . . . . . . . 20 Responding . . . . . . ...

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A science café is a conference upside-down. The location is where people, and not experts are at home; ina café, in a pub, in a public place. The discussion is driven by the public, and the experts are asked to follow it. In this book we shall try to examine several aspects of this participation practice....

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What is a science café The SciCafé project How to start a café Technology for a science café Scenarios Into the world

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In the present volume there have been covered in a comprehensive and popular manner the various departments of Astronomy. Owing to its treatment in a definitely historical and descriptive manner, however, it may be possible to supplement the general review by a few brief statements of some of the results and problems that confront us in the actual work of the observational astronomy of to-day....

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The astronomical beliefs of prehistoric man were doubt similar to those entertained by the Eskimo of the Arctic regions and the untutored tribes of Argentine' Republic, South Africa and Australia, tribes who, living only for the day, concern themselves but little with to- morrow and yesterday and care nothing about the universe......

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The Path of Splitness is a major non fiction work of 1,868 pages: This is the latest revised version. The book analyzes and explains: 1: The origins of our Universe: where it came from and how it was created. 2: Basic aspects and dynamics of the Organic Universe and Organic Life. 3: The origins of modern humans going back 25 million years. 4: Human Psycho-biology. 5: The beginnings of civilization. 6: The effect of civilization upon humans. 7: Death, the existence of evil and its effect on humans. Offered as a free E-book at: http://thepathofsplitness.com/ ...

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Chapter 1: The Universe. Pgs 1-112 How the Universe came into being. Chapter 2: Life Pgs 113-131 Structural dynamics of the Universe and Life Chapter 3: Hominids Pgs 132-187 A: How we evolved into Humans Pgs 188-222 B: Summary of Hominid-Human Development Chapter 4: Modern Human Dynamics Pgs 223-266 Human Psycho-biologic Totality. Chapter 5: Modern Humans: Pgs 267-299 The Transition from Hunter-gatherers to Settlements Chapter 6: Civilization Pgs 300-704 A: The Beginnings of Civilization Pgs 705-1474 B: The Effect of Civilization on Humans Pgs 1475-1868 Chapter 7: Entities and the Alternative ...

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Modern labour theories and practice. Covers issues like employment, unemployment, migration, brain drain, entrepreneurship, workaholism, and trade unions....