From the Community of Aidan and Hilda, here is a resource to create a daily rhythm of prayer, inspired by historic and contemporary Celtic Christian spirituality and earthed in the activities of everyday living. Celtic Rhythms of Life contains ready-to-use forms of prayer for morning, midday, evening and night, seven days a week. Morning and evening prayer have a choice of four psalms and scripture readings from the Old and New Testaments. Midday and night prayer have short scripture readings printed in the text. Each day also has its own theme, from resurrection on Sundays to the kingdom on Saturdays.

Recent revelations, by Edward Snowden and others, of the vast network of government spying enabled by modern technology have raised major concerns both in the European Union and the United States on how to protect privacy in the face of increasing governmental surveillance. This book brings together some of the leading experts in the fields of constitutional law, criminal law and human rights from the US and the EU to examine the protection of privacy in the digital era, as well as the challenges that counter-terrorism cooperation between governments pose to human rights. It examines the state of privacy protections on both sides of the Atlantic, the best mechanisms for preserving privacy, and whether the EU and the US should develop joint transnational mechanisms to protect privacy on a reciprocal basis. As technology enables governments to know more and more about their citizens, and about the citizens of other nations, this volume offers critical perspectives on how best to respond to one of the most challenging developments of the twenty-first century.

This inspirational book takes the reader through the 40 days of Lent to the celebration of Easter through the eyes and beliefs of Celtic Christianity. Drawing on primary sources of pastoral letters, monastic rules and the theological teaching of the Celtic church, the author presents a different perspective on the cross of Christ and draws us to see our own life journeys with a new and transforming vision.

This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level. From the outset, this book is not only about arts in practice but also about what distinguishes the 'arts' in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in the twenty-first century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artist and the role played by the state and global capital in deciding on what art education has become. This book provides educators with new ways to engage with arts, focusing specifically on art, music, dance, drama and film studies. At a time when many teachers are looking for a means to re-assert the role of the arts in education this text provides many answers with reference to case studies and in-depth arguments from some of the world's leading academics in the arts, philosophy and education.

Learning with YOUR purpose in mind -- not your parents', not your teacher's, not your school's

Every day, your school, your teachers, and even your peers draw lines to
measure and standardize intelligence. They decide what criteria make one person smart and another person stupid. They decide who will succeed and who will just get by. Perhaps you find yourself outside the norm, because you learn differently -- but, unlike your classmates, you have no system in place that consistently supports your ability and desire to learn. Simply put, you are considered lazy and stupid. You are expected to fail.

Learning Outside the Lines is written by two such "academic failures" -- that is, two academic failures who graduated from Brown University at the top of their class. Jonathan Mooney and David Cole teach you how to take control of your education and find true success -- and they offer all the reasons why you should persevere. Witty, bold, and disarmingly honest, Learning Outside the Lines takes you on a journey toward personal empowerment and profound educational change, proving once again that rules sometimes need to be broken.

Virtually every nation has had to confront tensions between the rule-of-law demands for transparency and accountability and the need for confidentiality with respect to terrorism and national security. This book provides a global and comparative overview of the implications of governmental secrecy in a variety of contexts. Expert contributors from around the world discuss the dilemmas posed by the necessity for - and evils of - secrecy, and assess constitutional mechanisms for checking the abuse of secrecy by national and international institutions in the field of counter-terrorism. In recent years, nations have relied on secret evidence to detain suspected terrorists and freeze their assets, have barred lawsuits alleging human rights violations by invoking 'state secrets', and have implemented secret surveillance and targeted killing programs. The book begins by addressing the issue of secrecy at the institutional level, examining the role of courts and legislatures in regulating the use of secrecy claims by the executive branch of government. From there, the focus shifts to the three most vital areas of anti-terrorism law: preventive detention, criminal trials and administrative measures (notably, targeted economic sanctions). The contributors explore how assertions of secrecy and national security in each of these areas affect the functioning of the legal system and the application of procedural justice and fairness. Students, professors and researchers interested in constitutional law, international law, comparative law and issues of terrorism and security will find this an invaluable addition to the literature. Judges, lawyers and policymakers will also find much of use in this critical volume. Contributors: O. Aronson, K. Clark, D. Cole, D. Curtin, F. Fabbrini, T. Fischer, L. Garlicki, S. Krebs, N. Lomjaria, A. Lynch, J. Mazzone, C.C. Murphy, T. Ojanen, K. Roach, M. Scheinin, S. Schulhofer, S. Sedley, S. Setty, T. Tulich, M. Vashakmadze, A. Vedaschi, S.I. Vladeck, C. Walker, R. Welsh

Leading in the Age of Innovations centres on the need for a more complex process-relational oriented approach to leadership. The complexity of leadership has grown significantly during the 21st century where the need to adapt to the escalating changes in our society and workplace forms one of the most important prerequisites to succeed. Leading in the Age of Innovations represents the outcomes of the lengthy scientific work that was undertaken for the past 10 years and it is still an ongoing process. This book introduces a new concept of leadership based on the process and relational dimensions which resulted in the development of the Reflective Leadership concept. The new model of leadership provides a unique concept on how to bring together various disciplines and explains the overlapping relations between them. Moreover, the proposed view on leadership reflects the current evolution around the globe highlighting the importance of change and innovation. In organizations, too much focus is on the end product and the technical details of how a product is made and distributed. Less attention is focused on how people interact, and how the human capacity is effectively supported by leaders who, on the other hand, are expected to support a culture of innovation. This behavioural interaction is governed by a set of predictable values and norms. These relationships need to be understood for an organization to prosper and is thus far more important to the leadership process. Leading in the Age of Innovations seeks to establish this understanding and will be key reading to researchers, scholars and practitioners alike in the field of leadership, organizational studies and related disciplines.

Donald Trump's policies, from his travel ban to his approval of the Dakota Access Pipeline, have prompted an immediate response from concerned liberals. Yet what effect can protest truly have in the face of the awesome power of the executive branch? Do everyday citizens have a role in safeguarding our Constitution? Or must we rely on the federal courts, and the Supreme Court above all, to protect our dearly held rights? In Engines of Liberty, the esteemed legal scholar David Cole argues that we all have a part to play in the grand civic dramas of our era. Examining the most successful rights movements of the last 30 years, he reveals how groups of ordinary Americans have worked together to defend and expand our civil liberties. The lesson of the fight for marriage equality is the value of strategy of state-level activism. In the NRA's successful efforts to swing elections and influence state and federal law, we can see the power of groups that build loyal, active, and uncompromising memberships. The fight for human rights during the Iraq war illustrates how activist groups can encourage foreign populations and governments to challenge the president when our domestic institutions fail to. In a new Introduction written for the paperback edition, Cole urges us to view these past efforts as a blueprint for activism in our own era. From travel rights to protections for transgender students, and from voting rights to environmental issues, Engines of Liberty is an essential guidebook for concerned citizens seeking to defend the law of the land.

This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level. From the outset, this book is not only about arts in practice but also about what distinguishes the 'arts' in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in the twenty-first century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artist and the role played by the state and global capital in deciding on what art education has become. This book provides educators with new ways to engage with arts, focusing specifically on art, music, dance, drama and film studies. At a time when many teachers are looking for a means to re-assert the role of the arts in education this text provides many answers with reference to case studies and in-depth arguments from some of the world's leading academics in the arts, philosophy and education.

Since the attacks of September 11, 2001, the tension between civil rights and public safety has dominated public discourse. On issues ranging from racial profiling to military tribunals, Americans have had to ask whether it is possible for the United States to defend itself against terrorism without violating the values and principles that lie at the heart of its democratic order. In Rights vs. Public Safety after 9/11, some of the nation's leading legal experts and social critics confront this question head-on. The contributors offer measured, often communitarian, approaches to topics such as the changes in United States immigration policy after September 11th, the practical and moral difficulties of racial profiling, the ethical dilemmas of an emergency response to a bioterrorist attack, and the role of the government in promoting national service. This balanced compilation of essays highlights where government will need to expand its authority in the fight against terrorism, where it risks overreaching, and how this new era might strengthen American society.

"No Equal Justice" is the seminal work on race- and class-based double standards in criminal justice. Hailed as a "shocking and necessary book" by "The Economist," it has become the standard reference point for anyone trying to understand the fundamental inequalities in the American legal system. The book, written by constitutional law scholar and civil liberties advocate David Cole, was named the best nonfiction book of 1999 by the "Boston Book Review" and the best book on an issue of national policy by the American Political Science Association.

"No Equal Justice" examines subjects ranging from police behavior and jury selection to sentencing, and argues that our system does not merely fail to live up to the promise of equality, but actively requires double standards to operate. Such disparities, Cole argues, allow the privileged to enjoy constitutional protections from police power without paying the costs associated with extending those protections across the board to minorities and the poor.

Since the attacks of September 11, 2001, the tension between civil rights and public safety has dominated public discourse. On issues ranging from racial profiling to military tribunals, Americans have had to ask whether it is possible for the United States to defend itself against terrorism without violating the values and principles that lie at the heart of its democratic order. In Rights vs. Public Safety after 9/11, some of the nation's leading legal experts and social critics confront this question head-on. The contributors offer measured, often communitarian, approaches to topics such as the changes in United States immigration policy after September 11th, the practical and moral difficulties of racial profiling, the ethical dilemmas of an emergency response to a bioterrorist attack, and the role of the government in promoting national service. This balanced compilation of essays highlights where government will need to expand its authority in the fight against terrorism, where it risks overreaching, and how this new era might strengthen American society.

In Words for the Theatre, playwright David Cole pursues a course of dramaturgical self-questioning on the part of a playwright, centred on the act of playwriting. The book's four essays each offer a dramaturgical perspective on a different aspect of the playwright's practice: How does the playwright juggle the transcriptive and prescriptive aspects of their activity? Does the ultimate performance of a playtext in fact represent something to which all writing aspires? Does the playwright's process of withdrawing to create their text echo a similar process in the theatre more widely? Finally, how can the playwright counter theatre's pervasive leaning towards the 'mistake' of realism? Suited to playwrights, teachers, and higher-level students, this volume of essays offers reflections on the questions that confront every playwright, from an author well-versed in supplying words for the theatre.

This inspirational book takes the reader through Advent to the celebration of Christmas through the eyes and beliefs of Celtic Christianity. Starting in November and reflecting on Jesus' coming at his birth as well as into our lives by the Holy Spirit and at the world's end, the author offers a unique approach to the season to help you gain a new sense of wonder in the birth of Jesus, the Saviour of the world.

The key to good primary teaching of numeracy and mathematics is confidence in mathematical knowledge and its relevance to the real world. In particular, effective implementation of the National Numeracy Strategy requires student teachers, primary teachers and mathematics coordinators to realize the place of mathematics across the range of National Curriculum subjects.
This book explores mathematics as a set of tools for thinking about, designing, evaluating and changing the world of the child through the broader curriculum, rather than focusing on skills and concept building exclusively in the 'mathematical world.' Practical activities are included to stimulate readers to apply these ideas with confidence both within and beyond the mathematics lesson.

This collection examines education in the light of a politics of becoming. It takes a non-hierarchical transdisciplinary approach, challenging the macropolitics of pre-established governmental and economic agendas for education. Drawing on the philosophy of Gilles Deleuze and Felix Guattari, the contributors consider questions such as how education might engage a politics of becoming, and how education and becoming function in a society of control. Since Deleuze and Guattari contend that a society is defined by its becomings, its transformations, this collection asks how education, itself a process in becoming, may contribute "collective creations" to a society in continual flux. The chapters bring theory and praxis together, deploying power, affect, cartography, space, relationality, assemblage and multiple literacies in order to experiment with music, art, language, teacher education, curriculum and policy studies. This collection is an innovative resource, creating an encounter with the macropolitics of education, and altering teaching, learning, evaluation and curriculum. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

This collection examines education in the light of a politics of becoming. It takes a non-hierarchical transdisciplinary approach, challenging the macropolitics of pre-established governmental and economic agendas for education. Drawing on the philosophy of Gilles Deleuze and Felix Guattari, the contributors consider questions such as how education might engage a politics of becoming, and how education and becoming function in a society of control. Since Deleuze and Guattari contend that a society is defined by its becomings, its transformations, this collection asks how education, itself a process in becoming, may contribute "collective creations" to a society in continual flux. The chapters bring theory and praxis together, deploying power, affect, cartography, space, relationality, assemblage and multiple literacies in order to experiment with music, art, language, teacher education, curriculum and policy studies. This collection is an innovative resource, creating an encounter with the macropolitics of education, and altering teaching, learning, evaluation and curriculum. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

Sir Edwin Lutyens is widely regarded as one of Britain's greatest architects. In a career of over 50 years, spanning the Victorian, Edwardian and modern eras of architecture, Lutyens was prolific. His work ranged from great country houses, city commercial office buildings, his famous World War I memorials across Europe and Britain, and his magnum opus designs for New Delhi built during the 1920s and 1930s. Despite such diversity of building types across his long career, Lutyens's most celebrated works remain his country houses, which first established his reputation during the 1890s. As Lutyens's practice flourished his work became widely promoted in publications such as Country Life magazine, and his houses, particularly those designed in the vernacular manner, would subsequently give rise to an entire genre of the English country house that became known, as it is to this day, as a 'Lutyens-style' house. Sir Edwin Lutyens: The Arts and Crafts Houses brings together in new, wide-format, full-colour photography a definitive collection of 45 of Lutyens's great Arts and Crafts houses, in which he ingeniously blended the style of the Arts and Crafts movement with his own inventive interpretation of the Classical language of architecture. The book features 575 all-new current photographs of the houses, inside and outside, together with a selection of floor plans of the houses, and a fresh interpretation of Lutyens's enduring architectural genius.

'David Cole is a careful, wise and skilful writer and guide.' The Revd Canon Professor James Woodward, Principal, Sarum College, Salisbury Following the ancient rhythm of the Celtic year, these prayers, meditations and liturgies will help you focus on the natural flow of life as it changes around you. Based on the eight points of the Celtic year - the four season changes, and the four midpoints of each season - and moving from winter to spring, summer and harvest, each of the eight sections includes a liturgy for a full service, a week of daily readings, guided contemplations and a selection of prayers and blessings.

Leading in the Age of Innovations centres on the need for a more complex process-relational oriented approach to leadership. The complexity of leadership has grown significantly during the 21st century where the need to adapt to the escalating changes in our society and workplace forms one of the most important prerequisites to succeed. Leading in the Age of Innovations represents the outcomes of the lengthy scientific work that was undertaken for the past 10 years and it is still an ongoing process. This book introduces a new concept of leadership based on the process and relational dimensions which resulted in the development of the Reflective Leadership concept. The new model of leadership provides a unique concept on how to bring together various disciplines and explains the overlapping relations between them. Moreover, the proposed view on leadership reflects the current evolution around the globe highlighting the importance of change and innovation. In organizations, too much focus is on the end product and the technical details of how a product is made and distributed. Less attention is focused on how people interact, and how the human capacity is effectively supported by leaders who, on the other hand, are expected to support a culture of innovation. This behavioural interaction is governed by a set of predictable values and norms. These relationships need to be understood for an organization to prosper and is thus far more important to the leadership process. Leading in the Age of Innovations seeks to establish this understanding and will be key reading to researchers, scholars and practitioners alike in the field of leadership, organizational studies and related disciplines.