This fine edition of Cicero's treatises on the topics of friendship, old age and life contains the respected translation of E. S. Shuckburgh. Written in the second century A.D., these writings encapsulate the wisdom and ability possessed by their author. Already well into maturity, it is here that the accumulated experience of a man who had - in an illustrious career of public service in the Roman Empire - seen and known all manner of events and people in his bustling society. The attributes important to friendship are identified by Cicero as he discusses the qualities a good friend should have. There are several intractable virtues of friendship, which must be preserved lest the union be damaged. The second treatise elaborates upon what it is to be old. Writing so as to echo the much esteemed Cato the Elder, the beauty and profundity of the words in this essay are significant. The clear and plain yet succinct and wistfully eloquent words elaborate on aging and the concerns that arrive with it.

COVID-19 caused massive disruptions in the higher education sector across the world. The transition to online learning exposed the deep-rooted inequalities between countries, systems, institutions, and student groups in terms of the availability of information technology infrastructure, internet access and digital literacy, as well as prior training and experiences of faculty in online education. This volume explores various aspects of the impact of the pandemic on higher education management including how university administration responded to the crisis, and the role of local and national government agencies in academic support and higher education delivery. The key findings highlight the importance of better organisation and preparedness of higher education systems for future crises, and the need for a better dialogue between governments, higher education institutions and other stakeholders. The book calls for a collective response to address the digital divide among various groups and financial inequalities within and between the private and public universities, and to plan for the serious challenges that international students face during crisis situations.

There has never been a more crucial time for an intimate and thorough examination of the ways in which sexuality informs people's lives. In Living Sexuality: Stories of LGBTQ Relationships, Identities, and Desires, the authors use autoethnography and personal narrative to provide first-hand accounts of the connections between sexuality, particularly LGBTQ identities, and the everyday experiences of relationships. Each story also invites readers to understand how sexuality informs communication as it occurs within diverse cultural contexts. In addition, the stories often focus on taboo issues overlooked or ignored in mainstream research about sexuality. Discussion questions appear at the end of each story that should stimulate engagement by students, instructors, and researchers.

This book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author's specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters within the book cover a wide range of ethical questions and educational contexts, broaching subjects as varied as higher education, artificial intelligence, animal ethics, transcultural encounters, collaborative art, the education of senior citizens and experiences of conflict. Art, ethics and education are not conceived in terms of established orders, representations, ideals, criteria or bodies of knowledge and practice, but rather in terms of dynamic, relational processes and their potentialities, that arise within specific locations, cartographies and ecologies of practice. The notions of art, ethics and education are viewed in terms of assemblages that have the capacity to generate new modes of practice that may question established values and advance new overlappings of aesthetic, ethical and political relations. Contributors are: Dennis Atkinson, Hashim Al Azzam, John Baldacchino, Bazon Brock, Carl-Peter Buschkuhle, Sahin Celikten, Ana Dimke, Brian Grassom, Leena Hannula, Brian Hughes, jan jagodzinski, Timo Jokela, Mira Kallio-Tavin, Joachim Kettel, Guillermo Marini, Catarina Martins, Joe Sacco, Francisco Schwember, Juuso Tervo, Raphael Vella and Branka Vujanovic.