The Winter's Tale is one of Shakespeare's most varied, theatrically self-conscious, and emotionally wide-ranging plays. This 2007 edition provides a newly-edited text, a comprehensive introduction that takes into account current critical thinking, and a detailed commentary on the play's language designed to make it easily accessible to contemporary readers. Much of the play's copiousness inheres in its generic intermingling of tragedy, comedy, romance, pastoral, and the history play. In addition to dates and sources, the introduction attends to iterative patterns, the nature and cause of Leontes' jealousy, the staging and meaning of the bear episode, and the thematic and structural implications of the figure of Time. Special attention is paid to the ending and its tempered happiness. Performance history is integrated throughout the introduction and commentary. Textual analysis, four appendices - including the theatrical practice of doubling, and a select chronology of performance history - and a reading list complete the edition.

This book features chapters on timely, emerging, and global issues, such as campus speech, racial and linguistic justice in education, climate education, neoliberalism in education, the future of higher education, international educational testing, educational problems of mass migration, and educational justice for working children across the world It addresses fundamental questions of educational theory and policy, such as the nature of educational justice, the roles of evidence and values in educational decision-making, the basis for prioritizing some educational aims over others, and widely-discussed educational aims such as human flourishing and global citizenship. The volume reflects important developments on both the epistemic (knowledge-focused) and value-focused (ethical, justice-related, and moral-developmental) wings of philosophy of education, and the ways these come together in important problems of civic life - especially, the polarization of public life and breakdown of public (i.e., shared) knowledge, and questions about how schools can do their jobs in a world in which controversy rages over things that are often matters of strong scientific consensus. In this regard, a particularly valuable aspect of the volume is its attention to the educational and civic importance of both virtues of mind (intellectual or epistemic virtues) and the ways in which epistemic virtues and vices interact with disciplinary knowledge, networks of epistemic trust and reliance, and the ways we teach. Relevant chapters here include ones on Mind, Reason, and Knowledge; Understanding as an Aim of Education; Cultivating Intellectual Virtues; Intellectual Character Education; Free Speech and Education; Democratic Education and the Controversy over Controversial Issues; College Teaching, Indoctrination, and Trust; and Climate, Science, and Sustainability Education. The volume reflects the increasing importance of multidisciplinary approaches in philosophy of education, and the relevance of many subfields of philosophy to philosophical work on education. Multidisciplinary approaches and developments in related subfields of philosophy allow contemporary philosophy of education to address new and important questions in compelling ways. This is evident throughout the volume. The chapters are authored by some of most distinguished philosophers writing on education today, and many of them also bring to their topics deep experience in educational and policy leadership. These authors include: Danielle Allen (a policy thought leader and currently candidate for Governor of Massachusetts), Harry Brighouse (who has done extensive education policy work), Nancy Cartwright (the world's leading philosopher of science and an international thought leader on the uses of social science in public policy), Ann Cudd (Provost at the U of Pittsburgh), Daniel Weinstock (one of Canada's leading public philosophers and contributors to policy debates), Sigal Ben-Porath (who has been consulted extensively by universities across the US when controversies have erupted over free speech), and Yuli Tamir (a former Minister of Education of Israel and university president).

This book features chapters on timely, emerging, and global issues, such as campus speech, racial and linguistic justice in education, climate education, neoliberalism in education, the future of higher education, international educational testing, educational problems of mass migration, and educational justice for working children across the world It addresses fundamental questions of educational theory and policy, such as the nature of educational justice, the roles of evidence and values in educational decision-making, the basis for prioritizing some educational aims over others, and widely-discussed educational aims such as human flourishing and global citizenship. The volume reflects important developments on both the epistemic (knowledge-focused) and value-focused (ethical, justice-related, and moral-developmental) wings of philosophy of education, and the ways these come together in important problems of civic life - especially, the polarization of public life and breakdown of public (i.e., shared) knowledge, and questions about how schools can do their jobs in a world in which controversy rages over things that are often matters of strong scientific consensus. In this regard, a particularly valuable aspect of the volume is its attention to the educational and civic importance of both virtues of mind (intellectual or epistemic virtues) and the ways in which epistemic virtues and vices interact with disciplinary knowledge, networks of epistemic trust and reliance, and the ways we teach. Relevant chapters here include ones on Mind, Reason, and Knowledge; Understanding as an Aim of Education; Cultivating Intellectual Virtues; Intellectual Character Education; Free Speech and Education; Democratic Education and the Controversy over Controversial Issues; College Teaching, Indoctrination, and Trust; and Climate, Science, and Sustainability Education. The volume reflects the increasing importance of multidisciplinary approaches in philosophy of education, and the relevance of many subfields of philosophy to philosophical work on education. Multidisciplinary approaches and developments in related subfields of philosophy allow contemporary philosophy of education to address new and important questions in compelling ways. This is evident throughout the volume. The chapters are authored by some of most distinguished philosophers writing on education today, and many of them also bring to their topics deep experience in educational and policy leadership. These authors include: Danielle Allen (a policy thought leader and currently candidate for Governor of Massachusetts), Harry Brighouse (who has done extensive education policy work), Nancy Cartwright (the world's leading philosopher of science and an international thought leader on the uses of social science in public policy), Ann Cudd (Provost at the U of Pittsburgh), Daniel Weinstock (one of Canada's leading public philosophers and contributors to policy debates), Sigal Ben-Porath (who has been consulted extensively by universities across the US when controversies have erupted over free speech), and Yuli Tamir (a former Minister of Education of Israel and university president).

Steven Cahn belongs to that exclusive class of professors who have not only contributed influentially to the leading debates of their discipline, but have also written insightfully about the academic vocation itself. This volume comprises 13 essays, authored by Cahn's colleagues and former students, presented in his honor on the occasion of his 25th year as Professor of Philosophy at the City University of New York. The chapters focus on topics that have been central to Cahn's philosophical work, such as the teaching of Philosophy, the responsibilities of Philosophy professors, the nature of happiness, and the concept of the good life.

The book concludes that Aristotle's views yield a compelling argument for the claim that public supervision of education is a necessary condition for a just society. It examines the implications and limitations of that argument, including particularly the form and substance of the educational equality which it demands. Contrasting it with other recent arguments for educational equality, I conclude that it provides the most decisive argument for educational equality available, but also that it does not establish a legitimate basis for a state monopoly on the provision of schooling, and for ensuring its availability to everyone. Some privatization schemes, but not others, would be compatible with this result.

"Philosophy of Education: An Anthology" brings together the essential historical and contemporary readings in the philosophy of education.
The readings have been selected for their philosophical merit, their focus on important aspects of educational practice and their readability.
Includes classic pieces by Plato, Aristotle, Isocrates, Locke, Rousseau, Mill, and Dewey.
Addresses topical issues such as teacher professionalism and accountability, the commercialization of schooling, multicultural education, and parental choice.

Should schools attempt to cultivate patriotism? If so, why? And what conception of patriotism should drive those efforts? Is patriotism essential to preserving national unity, sustaining vigorous commitment to just institutions, or motivating national service? Are the hazards of patriotism so great as to overshadow its potential benefits? Is there a genuinely virtuous form of patriotism that societies and schools should strive to cultivate? In Patriotic Education in a Global Age, philosopher Randall Curren and historian Charles Dorn address these questions as they seek to understand what role patriotism might legitimately play in schools as an aspect of civic education. They trace the aims and rationales that have guided the inculcation of patriotism in American schools over the years, the methods by which schools have sought to cultivate patriotism, and the conceptions of patriotism at work in those aims, rationales, and methods. They then examine what those conceptions mean for justice, education, and human flourishing. Though the history of attempts to cultivate patriotism in schools offers both positive and cautionary lessons, Curren and Dorn ultimately argue that a civic education organized around three components of civic virtue--intelligence, friendship, and competence--and an inclusive and enabling school community can contribute to the development of a virtuous form of patriotism that is compatible with equal citizenship, reasoned dissent, global justice, and devotion to the health of democratic institutions and the natural environment. Patriotic Education in a Global Age mounts a spirited defense of democratic institutions as it situates an understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and will be of interest to anyone concerned about polarization in public life and the future of democracy.

Now in its 11th Edition, CURREN'S MATH FOR MEDS: DOSAGES AND SOLUTIONS is the preeminent authority on drug dosage calculations, ratio and proportion, and medication safety. Often imitated yet never equaled, the book delivers proven material with a concisely organized approach that takes you from basic to complex using a building block approach. . Coverage begins with chapters designed to review and confirm basic math principles. Common drug measures are introducted next, followed by detailed lessons on medication labels and dosage calculations. Instructions on body weight and body surface area, intravenous calculations, and pediatric medication calculations follow. This new edition of CURREN'S MATH FOR MEDS: DOSAGES AND SOLUTIONS features full-color photos of drug labels and syringes, as well as hundreds of examples, practice problems, self-test questions, and more for developing learners into safe and effective practitioners. Deliver your course with help from the master, Anna Curren, and CURREN'S MATH FOR MEDS: DOSAGES AND SOLUTIONS, 11th Edition--the only calculations text to reach more than a million learners

The Winter's Tale is one of Shakespeare's most varied, theatrically self-conscious, and emotionally wide-ranging plays. This 2007 edition provides a newly-edited text, a comprehensive introduction that takes into account current critical thinking, and a detailed commentary on the play's language designed to make it easily accessible to contemporary readers. Much of the play's copiousness inheres in its generic intermingling of tragedy, comedy, romance, pastoral, and the history play. In addition to dates and sources, the introduction attends to iterative patterns, the nature and cause of Leontes' jealousy, the staging and meaning of the bear episode, and the thematic and structural implications of the figure of Time. Special attention is paid to the ending and its tempered happiness. Performance history is integrated throughout the introduction and commentary. Textual analysis, four appendices - including the theatrical practice of doubling, and a select chronology of performance history - and a reading list complete the edition.

"Philosophy of Education: An Anthology" brings together the essential historical and contemporary readings in the philosophy of education.
The readings have been selected for their philosophical merit, their focus on important aspects of educational practice and their readability.
Includes classic pieces by Plato, Aristotle, Isocrates, Locke, Rousseau, Mill, and Dewey.
Addresses topical issues such as teacher professionalism and accountability, the commercialization of schooling, multicultural education, and parental choice.

"A Companion to the Philosophy of Education" is a comprehensive guide to philosophical thinking about education."
Offers a state-of-the-art account of current and controversial issues in education, including issues pertaining to multiculturalism, special education, sex education, and academic freedom.
Written by an international team of leading experts, who are directly engaged with these profound and complex educational problems.
Serves as an indispensable guide to the field of philosophy of education.

Between 1959 and 1968, New England saw a folk revival emerge in more than fifty clubs and coffeehouses, a revolution led by college dropouts, young bohemians, and lovers of traditional music that renewed the work of the region's intellectuals and reformers. From Club 47 in Harvard Square to candlelit venues in Ipswich, Martha's Vineyard, and Amherst, budding musicians and hopeful audiences alike embraced folk music, progressive ideals, and community as alternatives to an increasingly toxic consumer culture. While the Boston-Cambridge Folk Revival was short-lived, the youthful attention that it spurred played a crucial role in the civil rights, world peace, and back-to-the-land movements emerging across the country. Fueled by interviews with key players from the folk music scene, I Believe I'll Go Back Home traces a direct line from Yankee revolutionaries, up-country dancers, and nineteenth-century pacifists to the emergence of blues and rock 'n' roll, ultimately landing at the period of the folk revival. Thomas S. Curren presents the richness and diversity of the New England folk tradition, which continues to provide perspective, inspiration, and healing in the present day.

"A Companion to the Philosophy of Education" is a comprehensive guide to philosophical thinking about education."
Offers a state-of-the-art account of current and controversial issues in education, including issues pertaining to multiculturalism, special education, sex education, and academic freedom.
Written by an international team of leading experts, who are directly engaged with these profound and complex educational problems.
Serves as an indispensable guide to the field of philosophy of education.

Biopic of the notorious Charles Manson and his followers, who were responsible for the murder of actress Sharon Tate in 1969. Shot in a faux-documentary style, the film follows Manson (Marcelo Games) as he is released from prison in 1967 for a minor offence and makes his way to San Francisco and the Summer of Love. Once there, Manson establishes a hippie commune that rapidly degenerates into an orgy of drugs and sex as his forceful personality begins to dominate. Meanwhile, in 1996, reporter Jack Wilson (Carl Day) is researching a story on the cult, and finds himself being stalked by a latter-day group of Manson devotees.

A philosopher and a scientist propose that sustainability can be understood as living well together without diminishing opportunity to live well in the future. Most people acknowledge the profound importance of sustainability, but few can define it. We are ethically bound to live sustainably for the sake of future generations, but what does that mean? In this book Randall Curren, a philosopher, and Ellen Metzger, a scientist, clarify normative aspects of sustainability. Combining their perspectives, they propose that sustainability can be understood as the art of living well together without diminishing opportunity to live well in the future. Curren and Metzger lay out the nature and value of sustainability, survey the problems, catalog the obstacles, and identify the kind of efforts needed to overcome them. They formulate an ethic of sustainability with lessons for government, organizations, and individuals, and illustrate key ideas with three case studies. Curren and Metzger put intergenerational justice at the heart of sustainability; discuss the need for fair (as opposed to coercive) terms of cooperation to create norms, institutions, and practices conducive to sustainability; formulate a framework for a fundamental ethic of sustainability derived from core components of common morality; and emphasize the importance of sustainability education. The three illustrative case studies focus on the management of energy, water, and food systems, examining the 2010 Gulf of Mexico oil spill, Australia's National Water Management System, and patterns of food production in the Mekong region of Southeast Asia.