John Preston

Introduces an effective and comprehensive program for those suffering from bipolar disorder and their loved ones, explaining how to promote stability, reduce the risk of suicide, improve relationships, decrease health-care costs, and increase work ability through a combination of lifestyle change, behavior modification, medications and supplements, and a proper support team. Original.

This play depicts a morning in the life of artist Henry Faulkner, set in his winter studio/home in Key West, Fla., during the mid-1960s. The action of the play is set in motion after Henry persuades his young houseguest, Hollis, to procure his girlfriend, Eva, for Jack, a sailor Henry has been keeping around, because Jack "misses his wife." Hollis feels "obligated" to provide Eva because he has sprayed the house with "poison" while Henry was out, claiming there were fleas, and as a result two of Henry's beloved cats "are sick." But after Eva and Jack have been upstairs in Henry's bedroom for "over thirty minutes," Hollis begins to worry and starts to regret what he has done. "What's taking so long" is Hollis' refrain throughout the running time of the play. However, when Eva and Jack finally come downstairs, near close of the play, it is revealed that missing his wife was not the real reason Jack wanted Eva. What took so long was something else entirely.

Teenagers and their families live in a society with epidemic levels of social problems that put adolescents at risk for emotional problems. Teens have special mental and emotional issues that need to be addressed by pastors and their colleagues in ministry. For this reason, clergy and caregivers need to know about the most common mental disorders that occur in adolescents, including how to assess and diagnose the disorders, what types of treatment can be initiated in the faith community, when referral is required, and to whom to make a referral. This book identifies twenty-two of the most common mental health conditions that occur among adolescents, provides illustrative cases, lists national resources available to help, and suggests when and from whom to seek additional professional help. There is an emphasis on self-help resources available on the Internet, a major source of information for teens. The conditions addressed include: various types of addiction and abuse; family crises such as pregnancy, runaways, divorce, depression, and bereavement; and other disorders such as eating disorders, ADA, schizophrenia, and learning disabilities. "Weaver and his colleagues have produced another winner for clergy: a casebook that covers most of the difficult situations in which pastors are called upon to be a first, and, sometimes primary, support and helper. Each case presentation is followed by critical issues to be aware of, relevant information, including community and national resources. Most pastors will be grateful for this book a number of times each year. Sections in the first chapter on the child's personality development and on effective parenting will be appreciated by most parents." --David K. Switzer, Emeritus Professor of Pastoral Care, Perkins School of Theology, Southern Methodist University

The relationship between thought and language has been of central importance to philosophy ever since Plato characterised thinking as 'a dialogue the soul has with itself'. In this volume, several major twentieth-century philosophers of mind and language make further contributions to the debate. Among the questions addressed are: is language conceptually prior to thought, or vice versa? Must thought take place 'in' a medium? To what extent can creatures without language be credited with thoughts? Do we have to suppose that thinking involves the use of concepts? What does it mean to have and deploy a concept? How do recent psychological experiments bear on these issues? Are beliefs, desires, hopes and fears rightly construed as 'attitudes towards propositions'? Should twentieth-century philosophy be conceived of in terms of Michael Dummett's distinction between 'analytical philosophy' and the 'philosophy of thought'?

This book is the first comprehensive critical study of the work of Paul Feyerabend, one of the foremost twentieth-century philosophers of science. The book traces the evolution of Feyerabend's thought, beginning with his early attempt to graft insights from Wittgenstein's conception of meaning onto Popper's falsificationist philosophy. The key elements of Feyerabend's model of the acquisition of knowledge are identified and critically evaluated. Feyerabend's early work emerges as a continuation of Popper's philosophy of science, rather than as a contribution to the historical approach to science with which he is usually associated. In his more notorious later work, Feyerabend claimed that there was, and should be, no such thing as the scientific method. The roots of Feyerabend's 'epistemological anarchism' are exposed and the weaknesses of his cultural relativism are brought out. Throughout the book, Preston discusses the influence of Feyerabend's thought on contemporary philosophers and traces his stimulating but divided legacy. The book will be of interest to students of philosophy, methodology, and the social sciences.