Pedagogically rich, demographically inclusive, and culturally sensitive, Ethical Decision Making in School and District Administration exposes educational leaders to an interdisciplinary array of theories from the fields of education, economics, management, and moral philosophy (past and present). Authors Paul A. Wagner and Douglas J. Simpson demonstrate how understanding key concepts can dramatically improve management styles and protocols.

Key FeaturesContains numerous case studies that apply the book s concepts to relevant ethical issues faced by school administratorsReveals possibilities for thinking outside the box in terms of morally informed and effective leadership strategies aimed at securing organizational commitment and shared visionPresents multiple theories of ethics, demonstrating how they inform decision making and culture building in school districtsIncorporates a range of in-text learning aids, including figures that clarify and critique ideas, a complete glossary, and end-of-chapter activities and questions"

Tom Cruise returns as Secret Agent Ethan Hunt in this second sequel to the popular 1996 film. Hunt confronts the toughest villain he's ever faced - Owen Davian (Philip Seymour Hoffman), an international weapons and information provider with no remorse and no conscience. Hunt assembles his team - his old friend Luther Strickell (Ving Rhames), transportation expert Declan (Jonathan Rhys Meyers), background operative Zhen (Maggie Q), and fresh recruit Lindsey (Keri Russell) - to travel the globe pursuing Davian and rescue Hunt's love, Julia (Michelle Monaghan).

Sequel to the hugely successful 1996 spin-off of the popular Sixties espionage series. Impossible Missions Force's Ethan Hunt (Tom Cruise) is charged with tracking down renegade fellow agent Sean Ambrose (Dougray Scott), who has stolen the only known supply of Bellophron - the antidote to man-made virus Chimera. Ethan enlists the help of Ambrose's ex-girlfriend, Nyah Nordoff-Hall (Thandie Newton), and although the pair have fallen in love, Nyah agrees to return to Ambrose in order to gain information. However, Ambrose now intends to trigger off an epidemic of Chimera in order to sell Bellophron to the highest bidder, and when he becomes suspicious of Nyah decides to use her as a guinea pig.

David Aames (Tom Cruise) is a vain middle-aged playboy who seems to have it all - he's inherited a multi-million dollar publishing firm from his father and his good looks and charm attract women to him like moths to a lightbulb. Though sleeping occasionally with his friend Julie (Cameron Diaz), when introduced to Sofia (Penelope Cruz) by a mutual friend suddenly David is touched by the possibility of real love. Excited by the meeting they arrange to meet again, but when Julie discovers the betrayal obsession rears its ugly head, and she decides to drive herself and David off a cliff. She dies and he survives but his face is hideously scarred by the accident. Despite his emotional and physical damage David and Sofia begin a relationship. But troubled by visions of Julie, David decides to kill her, smothering her with a pillow, but in reality he has killed Sofia. Accused of murder, he tries to piece together the truth to psychiatrist McCabe (Kurt Russell), only to discover that he has unwittingly become a client of the Life Extension Corporation and not all is as it seems...

At eighteen, Paula is already a seasoned traveler, having begun life in England, crisscrossed the US as a young child, and survived a year in a London boarding school, immersed in her mother's heritage. But when, at eighteen, she leaves home for Israel to explore her father's Jewish roots and learn Hebrew on a kibbutz ulpan (a work/study program on a collective farm), her quest will change her life forever. Seduced by her love of language, she continues the journey to France for several years before returning at last to settle to Israel. As she navigates her odyssey from vision to reality, she will learn much more than two new languages-and realize that if she is ever to forge her own identity, she must also separate from her twin sister and follow her own path.

If our goal is to broaden and deepen students' awareness and understanding of mathematics, we advance the idea that engaging students with what we metaphorically call the personality of math. That is, we think that students who engage with the math's (1) human champions, (2) with its history and philosophy, and (3) with the nature of its problems and inferential challenges, are more likely to have a positive attitude toward math that will encourage greater learning.

If our goal is to broaden and deepen students' awareness and understanding of mathematics, we advance the idea that engaging students with what we metaphorically call the personality of math. That is, we think that students who engage with the math's (1) human champions, (2) with its history and philosophy, and (3) with the nature of its problems and inferential challenges, are more likely to have a positive attitude toward math that will encourage greater learning.

If our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are "math facts" that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to "build a student." However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatives of the different stakeholder groups to work together to accomplish the goal of building knowing students.

If our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are "math facts" that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to "build a student." However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatives of the different stakeholder groups to work together to accomplish the goal of building knowing students.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in middle and secondary school that make it possible to, at a moment's notice, take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in middle and secondary school that make it possible to, at a moment's notice, take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in grades 3 - 6 that make it possible for them, at a moment's notice, to take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in grades 3 - 6 that make it possible for them, at a moment's notice, to take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

Mystery crime drama starring Tom Cruise and Rosamund Pike. Adapted from a novel in Lee Child's bestselling crime series, the film sees Cruise in the title role as an ex-military policeman-turned-vigilante drifter who is called in to investigate after an expert sniper takes the lives of five random victims. When the authorities pull in former army sniper James Barr (Joseph Sikora) they are certain they have the perpetrator, but Barr believes he's been set up and asks that Jack Reacher be assigned to the case. At first, Reacher is wary of Barr but after some thorough investigation he is led to believe there is an unseen force pulling the strings of the enquiry and he's determined to get to the truth.

Pedagogically rich, demographically inclusive, and culturally sensitive, Ethical Decision Making in School and District Administration exposes educational leaders to an interdisciplinary array of theories from the fields of education, economics, management, and moral philosophy (past and present). Authors Paul A. Wagner and Douglas J. Simpson demonstrate how understanding key concepts can dramatically improve management styles and protocols.

Key FeaturesContains numerous case studies that apply the book s concepts to relevant ethical issues faced by school administratorsReveals possibilities for thinking outside the box in terms of morally informed and effective leadership strategies aimed at securing organizational commitment and shared visionPresents multiple theories of ethics, demonstrating how they inform decision making and culture building in school districtsIncorporates a range of in-text learning aids, including figures that clarify and critique ideas, a complete glossary, and end-of-chapter activities and questions"

This book addresses a very important aspect of teacher training, as well as the training of educational administrators, school counselors and other educational allied professionals, an aspect that is too often overlooked. That aspect is role modeling a deliberative mind. A deliberative mind is one filled with wonderment and eagerness to learn. We introduce educational professionals to systematic pondering and large-scale wonderment.

This book addresses a very important aspect of teacher training, as well as the training of educational administrators, school counselors and other educational allied professionals, an aspect that is too often overlooked. That aspect is role modeling a deliberative mind. A deliberative mind is one filled with wonderment and eagerness to learn. We introduce educational professionals to systematic pondering and large-scale wonderment.