I have long admired the mythopoetic tradition in curriculum studies. That admiration followed from my experience as a high-school teacher of English in a wealthy suburb of New York City at the end of the 1960s. A "dream" job-I taught four classes of 15-20 students during a nine-period day-in a "dream" suburb (where I could afford to reside only by taking a room in a retired teacher's house), many of these often Ivy-League-bound students had everything but meaningful lives. This middle-class, Midwestern young teacher was flabbergasted. In one sense, my academic life has been devoted to understanding that searing experience. Matters of meaning seemed paramount in the curriculum field to which Paul Klohr introduced me at Ohio State. Klohr assigned me the work of curriculum theorists such as James B. Macdonald. Like Timothy Leonard (who also studied with Klohr at Ohio State) and Peter Willis, Macdonald (1995) understood that school reform was part of a broader cultural and political crisis in which meaning is but one casualty. In the mythopoetic tradition in curriculum studies, scholars labor to understand this crisis and the conditions for the reconstruction of me- ing in our time, in our schools.

Rethinking a Sustainable Society Alan Mayne The world has already passed the midway point for achieving by 2015 the eight Millennium Development Goals for a "more peaceful, prosperous and just world" that were set by the United Nations in the wake of its inspirational Millennium Dec- 1 laration in 2000. These goals range from combating poverty, hunger, and disease, to empowering women, and ensuring environmental sustainability. However Ban Ki-Moon, the United Nations Secretary-General, conceded in 2007 that progress to date has been mixed. During 2008 the head of the United Nations World Food P- gramme cautioned that because of the surge in world commodity prices the program had insuf?cient money to stave off global malnutrition, and the World Health Or- nization warned of a global crisis in water and sanitation. Depressing news accounts accumulate about opportunities missed to achieve a fairer world order and ecolo- calsustainability: themanipulationofelectionresultsinAfrica, humanrightsabuses in China, 4000 Americans dead and another nation torn apart by a senseless and protracted war in Iraq, and weasel words by the world's political leadership in the lead-up to negotiations for a climate change deal in 2009 that is supposed to stabilize global carbon dioxide emissions. It is clear that the parameters of the debates that drive progressive policy change urgently require repositioning and energizing. As is shown by the contributors to Rethinking work and learning, experts in the humanities and social sciences (HASS) couldhaveanimportantroletoplayinthisprocess.

This book provides an introductory but thorough guide to EU competition law, covering the underlying economics, and the key substantive areas of anticompetitive agreements (Article 81), abuses of dominance (Article 82), the application to the most common types of commercial agreement, state aids, state measures limiting competition and mergers. It also examines the procedures under which the relevant competition authorities apply the rules, private enforcement of the rules before the courts, and minimising risk by implementing a compliance programme. The emphasis is practical rather than theoretical: the authors are practitioners in the field of competition law and economics, with many years' individual and collective experience in the area. This will be an essential reference tool for practitioners, academics and students of EU Competition Law.

In 1848, the penultimate year of his life, Chopin visited England and Scotland at the instigation of his aristocratic Scots pupil, Jane Stirling. In the autumn of that year, he returned to Paris. The following autumn he was dead. Despite the fascination the composer continues to hold for scholars, this brief but important period, and his previous visit to London in 1837, remain little known. In this richly illustrated study, Peter Willis draws on extensive original documentary evidence, as well as cultural artefacts, to tell the story of these two visits and to place them into aristocratic and artistic life in mid-nineteenth-century England and Scotland. In addition to filling a significant hole in our knowledge of the composer's life, the book adds to our understanding of a number of important figures, including Jane Stirling and the painter Ary Scheffer. The social and artistic milieux of London, Manchester, Glasgow and Edinburgh are brought to vivid life.

Rethinking a Sustainable Society Alan Mayne The world has already passed the midway point for achieving by 2015 the eight Millennium Development Goals for a "more peaceful, prosperous and just world" that were set by the United Nations in the wake of its inspirational Millennium Dec- 1 laration in 2000. These goals range from combating poverty, hunger, and disease, to empowering women, and ensuring environmental sustainability. However Ban Ki-Moon, the United Nations Secretary-General, conceded in 2007 that progress to date has been mixed. During 2008 the head of the United Nations World Food P- gramme cautioned that because of the surge in world commodity prices the program had insuf?cient money to stave off global malnutrition, and the World Health Or- nization warned of a global crisis in water and sanitation. Depressing news accounts accumulate about opportunities missed to achieve a fairer world order and ecolo- calsustainability: themanipulationofelectionresultsinAfrica, humanrightsabuses in China, 4000 Americans dead and another nation torn apart by a senseless and protracted war in Iraq, and weasel words by the world's political leadership in the lead-up to negotiations for a climate change deal in 2009 that is supposed to stabilize global carbon dioxide emissions. It is clear that the parameters of the debates that drive progressive policy change urgently require repositioning and energizing. As is shown by the contributors to Rethinking work and learning, experts in the humanities and social sciences (HASS) couldhaveanimportantroletoplayinthisprocess.

I have long admired the mythopoetic tradition in curriculum studies. That admiration followed from my experience as a high-school teacher of English in a wealthy suburb of New York City at the end of the 1960s. A "dream" job-I taught four classes of 15-20 students during a nine-period day-in a "dream" suburb (where I could afford to reside only by taking a room in a retired teacher's house), many of these often Ivy-League-bound students had everything but meaningful lives. This middle-class, Midwestern young teacher was flabbergasted. In one sense, my academic life has been devoted to understanding that searing experience. Matters of meaning seemed paramount in the curriculum field to which Paul Klohr introduced me at Ohio State. Klohr assigned me the work of curriculum theorists such as James B. Macdonald. Like Timothy Leonard (who also studied with Klohr at Ohio State) and Peter Willis, Macdonald (1995) understood that school reform was part of a broader cultural and political crisis in which meaning is but one casualty. In the mythopoetic tradition in curriculum studies, scholars labor to understand this crisis and the conditions for the reconstruction of me- ing in our time, in our schools.

In 1848, the penultimate year of his life, Chopin visited England and Scotland at the instigation of his aristocratic Scots pupil, Jane Stirling. In the autumn of that year, he returned to Paris. The following autumn he was dead. Despite the fascination the composer continues to hold for scholars, this brief but important period, and his previous visit to London in 1837, remain little known. In this richly illustrated study, Peter Willis draws on extensive original documentary evidence, as well as cultural artefacts, to tell the story of these two visits and to place them into aristocratic and artistic life in mid-nineteenth-century England and Scotland. In addition to filling a significant hole in our knowledge of the composer's life, the book adds to our understanding of a number of important figures, including Jane Stirling and the painter Ary Scheffer. The social and artistic milieux of London, Manchester, Glasgow and Edinburgh are brought to vivid life.

Generations of children and their parents have delighted in Arthur Ransome's `Swallows and Amazons' books, but one of them stands out from the rest as being of a different order altogether. "We Didn't Mean to Go to Sea" is both larger of theme and tighter of plot; it is a rite-of-passage tale quite unlike the others, and in describing the experiences of its protagonist John it illuminates much of Ransome's own psychology. "Good Little Ship" is a blend of literary criticism, maritime history and sheer celebration. Peter Willis combines an analysis of a classic of maritime literature ("a book of which Conrad would have been proud" - Hugh Brogan) with the story of the "Nancy Blackett", Ransome's own boat which appears as the "Goblin" in his story. He describes her life, near-death and restoration, and her renaissance as an ambassador for Ransome and his tales.

Die Tubinger Dissertation bietet eine Neubesinnung auf die Thematik der Sunde in Gestalt einer Auseinandersetzung mit Julius Mullers Die christliche Lehre von der Sunde (zuerst erschienen 1839-44). Mullers zweibandiges Werk - nach dem Urteil Karl Barths das "wichtigste literarische Spezialwerk, das der schwierigen Materie ... bis jetzt zugewendet worden ist"- wird hier erstmalig umfassend dargestellt und als eine Theorie der Freiheit interpretiert, die auf die Einsicht in die Unbegreiflichkeit der Sunde zulauft. Soren Kierkegaard hat "Mullers Lehre von der Sunde sehr hoch geschatzt und aus ihr fur seine Bekampfung Hegels gelernt" (Emanuel Hirsch). Die entsprechenden Tagebuchnotizen uber Julius Muller werden im Anhang zum ersten Mal vollstandig in deutscher Sprache dokumentiert.