Advanced Calculus: Theory and Practice, Second Edition offers a text for a one- or two-semester course on advanced calculus or analysis. The text improves students' problem-solving and proof-writing skills, familiarizes them with the historical development of calculus concepts, and helps them understand the connections among different topics. The book explains how various topics in calculus may seem unrelated but have common roots. Emphasizing historical perspectives, the text gives students a glimpse into the development of calculus and its ideas from the age of Newton and Leibniz to the twentieth century. Nearly 300 examples lead to important theorems. Features of the Second Edition: Improved Organization. Chapters are reorganized to address common preferences. Enhanced Coverage of Axiomatic Systems. A section is added to include Peano's system of axioms for the set of natural numbers and their use in developing the well-known properties of the set N. Expanded and Organized Exercise Collection. There are close to 1,000 new exercises, many of them with solutions or hints. Exercises are classified based on the level of difficulty. Computation-oriented exercises are paired and solutions or hints provided for the odd-numbered questions. Enrichment Material. Historical facts and biographies of over 60 mathematicians. Illustrations. Thirty-five new illustrations are added in order to guide students through examples or proofs. About the Author: John Srdjan Petrovic is a professor at Western Michigan University.

Advanced Calculus: Theory and Practice, Second Edition offers a text for a one- or two-semester course on advanced calculus or analysis. The text improves students' problem-solving and proof-writing skills, familiarizes them with the historical development of calculus concepts, and helps them understand the connections among different topics. The book explains how various topics in calculus may seem unrelated but have common roots. Emphasizing historical perspectives, the text gives students a glimpse into the development of calculus and its ideas from the age of Newton and Leibniz to the twentieth century. Nearly 300 examples lead to important theorems. Features of the Second Edition: Improved Organization. Chapters are reorganized to address common preferences. Enhanced Coverage of Axiomatic Systems. A section is added to include Peano's system of axioms for the set of natural numbers and their use in developing the well-known properties of the set N. Expanded and Organized Exercise Collection. There are close to 1,000 new exercises, many of them with solutions or hints. Exercises are classified based on the level of difficulty. Computation-oriented exercises are paired and solutions or hints provided for the odd-numbered questions. Enrichment Material. Historical facts and biographies of over 60 mathematicians. Illustrations. Thirty-five new illustrations are added in order to guide students through examples or proofs. About the Author: John Srdjan Petrovic is a professor at Western Michigan University.

Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education-a philosophical framework-that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education.

Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education-a philosophical framework-that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education.

This volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice. Beginning with questions and philosophies of indigeneity itself, the volume then covers the indigenous philosophies and practices of a range of communities-including Sami, Maori, Walpiri, Navajo and Kokama peoples. Chapter authors examine how these different ideals can inform and create meaningful educational experiences for communities that reflect indigenous ways of life. By applying them in informing a philosophy of education that is particular and relevant to a given indigenous community, this study aims to help policy makers and educational practitioners create meaningful educational experiences.

This volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice. Beginning with questions and philosophies of indigeneity itself, the volume then covers the indigenous philosophies and practices of a range of communities-including Sami, Maori, Walpiri, Navajo and Kokama peoples. Chapter authors examine how these different ideals can inform and create meaningful educational experiences for communities that reflect indigenous ways of life. By applying them in informing a philosophy of education that is particular and relevant to a given indigenous community, this study aims to help policy makers and educational practitioners create meaningful educational experiences.

A volume in International Perspectives on Educational Policy, Research, and PracticeSeries Editor: Kathryn M. Borman, University of South FloridaThis book is a defense of linguistic pluralism and language policies and practices ineducation that sustain that ideal. Educational meanings and models are influenced by differentpopulations and different social and historical contexts. International comparisons can shedinteresting light on the issues. Therefore, the purpose of the book is to provide scholars aninternational comparative understanding of language policy, its relation to educational practice, andcurrent debates within the field. The book is divided into three sections dealing with the generaltopical areas of policy, practice, and controversy.This book will be of interest to policy-makers, scholars, and graduate students in the areas of bilingual education, languagepolicy, and sociolinguistics.

A volume in International Perspectives on Educational Policy, Research, and PracticeSeries Editor: Kathryn M. Borman, University of South FloridaThis book is a defense of linguistic pluralism and language policies and practices ineducation that sustain that ideal. Educational meanings and models are influenced by differentpopulations and different social and historical contexts. International comparisons can shedinteresting light on the issues. Therefore, the purpose of the book is to provide scholars aninternational comparative understanding of language policy, its relation to educational practice, andcurrent debates within the field. The book is divided into three sections dealing with the generaltopical areas of policy, practice, and controversy.This book will be of interest to policy-makers, scholars, and graduate students in the areas of bilingual education, languagepolicy, and sociolinguistics.