We present a study of Poincaré-beam polarization patterns produced by collinear superposition of two Laguerre-Gauss spatial modes in orthogonal polarization eigenstates (circular or linear). We explore theoretically and experimentally the combinations that are possible. We find that the resulting patterns can be explained in terms of mappings of points on the Poincaré sphere onto points in the transverse plane of the beam mode. The modes that we produced yielded many types of polarization singularities.

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In honor of the 40 th volume of Curriculum Inquiry, I begin by claiming that pursuit of questions about what is worthwhile, why, and for whose benefit is a (perhaps the) central consideration of curriculum inquiry. Drawing autobiographically from my experience as an educator during the past 40 years, I sketch reflections on curriculum books published during that time span. I situate my comments within both the historical backdrop that preceded the beginning of Curriculum Inquiry and the emergence of new curricular languages or paradigms during the late 1960s and early 1970s. I suggest that two orientations of curriculum books have provided a lively tension in curriculum literature-one expansive and the other synoptic-while cautiously wondering if both may have evolved from different dimensions of John Dewey's work. I speculate about the place of expansion and synopsis in several categories of curriculum literature: historical and philosophical; policy, professional, and popular; aesthetic and artistic; practical and narrative; critical; inner and contextual; and indigenous and global. Finally, I reconsider expansive and synoptic tendencies in light of compendia, heuristics, and venues that portray evolving curriculum understandings without losing the purport of myriad expansions of the literature.The curriculum field has a complex history or journey. The journey metaphor of curriculum invokes so many philosophical, personal, and ideological sagas that one might suspect there is no commonality. However, a degree of common commitment or shared interest among curricularists (past, present, and likely future) resides in a steadfast attention to a key question: What is worthwhile? This question has led to many variations and permutations, and authors of curriculum books have grappled with a tension between expansion and synopsis that continues to challenge curriculum thinking. The expansive-synoptic tension has become

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