This volume contains the papers presented at the 2017 meeting of the SBL Program Unit on Deuterocanonical and Cognate Literature in Boston, MA. The theme of the sessions was the interpretation of Torah in deuterocanonical literature. The contributions cover a variety of concepts and themes related to Torah and trace these through the Hebrew Bible, into the Septuagintal deuterocanonical books and other relevant and cognate literature.

This volume brings together a lively set of papers from the first session of the Deuterocanonical and Cognate Literature program unit of the Society of Biblical Literature Annual Meeting in 2016. Together with a few later contributions, these essays explore a number of thematic and textual issues as they trace the reception history of the Book of Isaiah in Deuterocanonical and cognate literature.

This collection of original essays, from both established scholars and newcomers, takes up a recent debate in philosophy, sociology, and disability studies on whether disability is intrinsically a harm that lowers a person's quality of life. While this is a new question in disability scholarship, it also touches on one of the oldest philosophical questions: what is the good human life? Historically, philosophers have not been interested in the topic of disability, and when they are it is usually only in relation to questions such as euthanasia, abortion, or the moral status of disabled people. Consequently disability has been either ignored by moral and political philosophers or simply equated with a bad human life, a life not worth living. This collection takes up the challenge that disability poses to basic questions of political philosophy and bioethics, among others, by focusing on fundamental issues and practical implications of the relationship between disability and the good human life.

Author and poet Barbara Schmitz offers a heartful, funny, and deeply moving "spiritual autobiography" that brings the reader along on each stage of her fervent inner quest for mystical experience. Beginning with a Catholic girlhood in Nebraska, she graduates to an unlikely apprenticeship with Allen Ginsberg at the Naropa Institute; a dedicated transcendental meditation practice; and finally to thirty years of joys and struggles with a Sufi teacher (Shahabuddin Less) with whom she travels to Bali, Turkey, India, Kashmir, and the Holy Land. Incisive as lightning-the meaning of her Sufi name, Vajra-her questions and yearning are our own, and she doesn't let God, her teacher, or herself off the hook.

"Always the Detail" represents the nuances of relationships. Barbara Schmitz writes about daily life, bringing to life such intricate encounters as animals and plants, mineral and liquids. Schmitz leaves no stone unturned. With beautiful imagery and astounding cadences, Schmitz comes to life in her poetry.
AFTER MY GRANDMOTHER'S FUNERAL
All the other mourners are off
to the funeral lunch of ham,
scalloped potatoes and church-lady cake.
Only me and my husband with my brother
in the still bare spring cemetery
sharing a joint in his white Corvette.
Out of the shadows the gaunt-cheeked
priest appears in his surplice and cassock
proceeding in slow procession to
my Grandma still perched there
above her wide-mouthed grave.
He pats her casket, recites his tender
farewell, "Goodbye, Old Girl" and
drifts away like a last leaf left
after winter's brutal sweep.

Wer kennt es nicht?! Ein Kind will nicht still sitzen, oder nicht im eigenen Bett schlafen, vielleicht hat es Schwierigkeiten in der Schule oder rumt nie auf... Es ist zum Verzweifeln!! Auf einfache und unterhaltsame Art knnen Sie diesen Kindern helfen. Nach dem Prinzip von "Lernen im Halbschlaf" sind die Geschichten so gestaltet, dass die Probleme angesprochen werden und auch Lsungen vorgeschlagen werden. Eltern brauchen nur noch eine Geschichte vor dem Schlafengehen vorzulesen... und whrend des Schlafes im Traum kann das Kind eine Geschichte wirken lassen, bearbeiten und sich verndern... frher oder spter. " Ach" sagte Timo, "alles nicht so einfach!" "Was meinst du damit, alles nicht so einfach?," fragte der Drache. "Na ja, in der Schule halt," antwortete Timo. "Die anderen Kinder rgern mich und provozieren mich und wenn ich das dann zurck mache, kriege ich rger." "So, so," meinte der Drache. "Ich helfe dir. Hre mir nur gut zu!"