"A collection of the first five years of 'Piled Higher and Deeper,' a comic strip about life (or lack thereof) in graduate school, as it originally appeared in Stanford University's 'The Stanford Daily Newspaper' and online at phd.stanford.edu."--Amazon.com.

"Life in Academia never seemed livelier than in this humorous take on grant writing, academic dress codes and the many uses for lab coats. Follow the phenomenon known as PHD Comics in this fifth book collection of the popular online comic strip. What would happen if Newton tweeted? If TV 'Science' shows were more like real science? If research papers had a comment section? Also included are excerpts from the script of the recently released 'The PHD Movie' and author Jorge Cham's comics journal of his travels and his detention by the U.K. border police"--Amazon.com, viewed Feb. 27, 2012.

"A collection of the first five years of 'Piled Higher and Deeper,' a comic strip about life (or lack thereof) in graduate school, as it originally appeared in Stanford University's 'The Stanford Daily Newspaper' and online at phd.stanford.edu."--Amazon.com.

The third collection of the popular comic strip Piled Higher and Deeper, which chronicles life (or the lack thereof) in grad school. Includes the popular strip series "How to write your Thesis title", "The Scientific Method vs. The Actual Method", "Valentine Gift Ideas for your Advisor" and many more. Whether you managed to escape Grad School, are struggling through it, or are thinking of applying to it, Piled Higher and Deeper will have you lauging and crying at the same time.

The recent financial crisis had a profound effect on both public and private universities. Universities responded to these stresses in different ways. This volume presents new evidence on the nature of these responses and how the incentives and constraints facing different institutions affected their behavior.

With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures. After providing the political and cultural contexts for the rise of the testing accountability movement in the 1960s that culminated almost forty years later in No Child Left Behind and Race to the Top, this book then moves on to provide a policy history and social policy analysis of value-added testing in Tennessee that is framed around questions of power relations, winners, and losers. In examining the issues and exercise of power that are sustained in the long-standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value-added assessment in Tennessee, a fine-grained and contemporary case is provided within that larger context. The last half of the book provides a detailed survey of the research based critiques of value-added methodology, while detailing an aggressive marketing campaign to make value-added modeling (VAM) a central component of reform strategies following NCLB. The last chapter and epilogue place the continuation of test-based accountability practices within the context of an emerging pushback against privatization, high stakes testing, and other education reforms. This book will be useful to a wide audience, including teachers, parents, school leaders, policymakers, researchers, and students of educational history, policy, and politics.

W. V. Quine is one of the most eminent philosophers alive today. Now in his mid-eighties he has produced a sharp, sprightly book that encapsulates the whole of his philosophical enterprise, including his thinking on all the key components of his epistemological stance--especially the value of logic and mathematics. New readers of Quine may have to go slowly, fathoming for themselves the richness that past readers already know lies between these elegant lines. For the faithful there is much to ponder. In this short book, based on lectures delivered in Spain in 1990, Quine begins by locating his work historically. He provides a lightning tour of the history of philosophy (particularly the history of epistemology), beginning with Plato and culminating in an appreciative sketch of Carnap's philosophical ambitions and achievements. This leads, in the second chapter, to an introduction to Quine's attempt to naturalize epistemology, which emphasizes his continuities with Carnap rather than the differences between them. The next chapters develop the naturalistic story of the development of science to take account of how our conceptual apparatus is enhanced so that we can view the world as containing re-identifiable objects. Having explained the role of observation sentences in providing a checkpoint for assessing scientific theories, and having despaired of constructing an empirical criterion to determine which sentences are meaningful, Quine in the remaining chapters takes up a variety of important issues about knowledge. He concludes with an extended treatment of his views about reference and meaning and his attitudes toward psychological and modal notions. The presentation is distinctive, and the many small refinements of detail and formulation will fascinate all who know Quine's philosophy.