Walt Whitman spent most of his professional life writing and re-writing Leaves of Grass, revising it multiple times until his death. The first edition was a small book of twelve poems and the last, a compilation of over 400. The poems of Leaves of Grass represent Whitman's celebration of his philosophy of life and humanity. His poetry praises nature and the individual human's role in it. Leaves of Grass (First Edition): Song of Myself A Song for Occupations To Think of Time The Sleepers I Sing the Body Electric Faces Song of the Answerer Europe the 72d and 73d Years of These States A Boston Ballad There Was a Child Went Forth Who Learns My Lesson Complete Great Are the Myths Leaves of Grass (Final Edition): Inscriptions One's-Self I Sing As I Ponder'd in Silence In Cabin'd Ships at Sea To Foreign Lands To a Historian To Thee Old Cause Eidolons For Him I Sing When I Read the Book Beginning My Studies Starting from Paumanok Song of Myself Children of Adam From Pent-Up Aching Rivers I Sing the Body Electric A Woman Waits for Me Spontaneous Me One Hour to Madness and Joy Out of the Rolling Ocean the Crowd Calamus Salut au Monde! Song of the Open Road Crossing Brooklyn Ferry Song of the Answerer Our Old Feuillage A Song of Joys Song of the Broad-Axe Song of the Exposition Song of the Redwood-Tree A Song for Occupations A Song of the Rolling Earth Birds of Passage A Broadway Pageant Sea-Drift By the Roadside Drum-Taps First O Songs for a Prelude Eighteen Sixty-One Beat! Beat! Drums! From Paumanok Starting I Fly Like a Bird Song of the Banner at Daybreak Rise O Days from Your Fathomless Deeps Virginia—The West City of Ships The Centenarian's Story Cavalry Crossing a Ford Memories of President Lincoln By Blue Ontario's Shore Autumn Rivulets Proud Music of the Storm Passage to India Prayer of Columbus The Sleepers To Think of Time Whispers of Heavenly Death Thou Mother with Thy Equal Brood From Noon to Starry Night Songs of Parting Sands at Seventy Good-Bye My Fancy

What does it mean to be starting an academic career in the twenty first century? What challenges and prospects are new academics facing and how are they dealing with these? This book provides answers to these questions through an investigation of the experiences of early career academics in New Zealand universities. Filling a gap in the international literature on the academic profession by providing a comprehensive overview of the experiences of New Zealand academics, the book includes research findings from a national survey covering all eight New Zealand universities. This research is also compared with various findings from the 2007 Changing Academic Profession survey in 19 other countries. The book encourages readers to think about the early career academic experience in New Zealand in relation to their own experiences of the academic profession internationally. Key areas of focus in the nine chapters include: the teaching, research, and service preferences and activities of early career academics; work-life balance; satisfaction; the experiences of Māori academics; and professional development and support for all early career academics. Underpinning the book is the issue of the socialisation of early career academics into the academic profession in the twenty first century, and how structure and agency interact to affect that socialisation. Suggestions are made, and links to freely available online resources are provided, for improving socialisation at the individual, departmental, institutional, and national levels.

Reprint of the original, first published in 1864.

Do knowledge and science arise from the application of canons of rationality and scientific method? Or is all our scientific knowledge caused by socio-political factors, or by our interests in the socio-political - the view of sociologists of "knowledge"? Or does it result from interplay of relations of power - the view of Michel Foucault? Or does our knowledge arise from "the will to power" - the view of Nietzsche? This volume sets out to critically examine the theses of those who would debunk the idea of rational explanation. The book is wide-ranging. The theories of method of Quine, Kuhn, Feyerabend (amongst others) are discussed and related to the views of Marx, Foucault, Wittgenstein and Nietzsche as well as sociologists of science such as Mannheim and Bloor. The author provides a wide interpretative framework which links the doctrines espoused by many of these authors; it is argued that they inherit many of the difficulties in the Strong Programme in the sociology of "knowledge", and that they fail to reconcile the normativity of knowledge with their naturalism. It is argued that neither relativists, sceptics, nihilists, sociologists of "knowledge" nor the postmodernists successfully debunk the claims of rational explanation, far from it: these theorists presuppose much of the theory of methodology they deny.

If you’ve always wanted to read Shakespeare, but are intimidated by the older language, then this is the perfect edition for you! Every single Shakespeare play is included in this massive anthology! Each play contains the original language with modern language underneath!

This study examines the quality of teaching in higher education. It highlights and analyzes the fundamental issues which influence and underlie the quality of teaching in higher education. In particular, it focuses on students' and tutors' perceived needs, requirements and practices. It also addresses the question of whether, and in what ways, it is possible for teaching in higher education to meet the requirements and to satisfy the needs and preferences of both students and tutors.