This book on mission theology is a significant contribution to a field invariably characterised as being either highly ethereal or overly practical. Either way, mission theology has a history of being marginalised among theologies because its relevance is understated or it is regarded as insufficiently scholarly. The great contribution of the book is in correction these misperceptions. In one hit, they demonstrate that mission theology is well founded on religious scholarship and stands tall in the field while, at the same time, illustrating its practicality for workers in a variety of religious contexts.

The processes of globalisation are reshaping our world dramatically and rapidly. The great issues of our day emphasise that we are all in this together: startling inequalities, pressures on the environment, continuing hunger and poverty, climate change, economic integration, mass migrations, instant communications and recurring armed conflicts. How do we ensure that these vast developments work for the •common goodê, promote greater social equity and better life opportunities, especially for the most disadvantaged? In this issue of Interface, scholars from the Yarra Institute for Religion and Social Policy within Melbourneês University of Divinity tackle key aspects of globalisation.

Among the many challenges faced by educational systems in the 21st century, leadership succession is universally recognized as being a major concern. Rather than retain the current paradigm of a single figure at the top of the school hierarchy, leading researchers Patrick Duignan and Helen Cannon argue the case for a more inclusive, collaborative, and distributed leadership. In this book, they offer a series of alternative models and gather views from existing school principals to demonstrate what might be possible and what might work better than the model followed today. The Power of Many emphasizes how a new paradigm must work to retain those who are already in the job, but must also act to encourage potential candidates to apply for the job. The book offers specific recommendations and advice to system policy makers, human resource personnel, and to practitioners in schools, especially school principals and deputy principals, on new models and paradigms. Practical guidelines are proposed that offer sustainable leadership solutions and promote educational systems and schools as 'communities of learning.' Ultimately, The Power of Many shows how a shortage of principals can and must be substantially reduced, and the collective capacity of leadership in schools enhanced and sustained.

Six major islands. One indispensable guide. A friend has gone before you and tells it like it is in the conversational guide to Hawaii. Veteran travel writer and photographer Kim Grant cuts through the tourist brochure clutter to help you maximize your precious time and money. Utterly reliable and comprehensive, she gives completely updated listings of resorts, condos, vacation cottages, and campgrounds, and hundreds of dining recommendations, from plate lunches and local grinds to seared ahi and Kona lobster at haute eateries. But Grant steers you where other guides don't. As a part-time resident, she guides you to waterfalls and volcanoes; takes you snorkeling and golfing; finds authentic luaus; illuminates the nuances of hula; and unearths fine contemporary craftsmen and Hawaiiana collectibles. She also includes musts for first-time visitors, ideas for repeat visitors, building blocks for perfect days, and much more. Other guide features include: • Suggested itineraries for varying lengths of stays and purposeful getaways • Sidebars on the Hawaiian language and Hawaii regional cuisine • Calendar guides to annual events and celebrations • An alphabetical “What's Where” guide for trip planning • Handy icons point out best values, “must dos,” family-friendly activities, and rainy-day activities Explorer's Guide Hawaii: reliable insider's recommendations for the best of the best lodging, dining, and activities, complete with specialized itineraries, "must-see" lists and helpful advice for first-time visitors.

The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections. (1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings; Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions. (2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to: Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools; Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures; Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways. (3) Current Practice and Future Possibilities, which aims to: Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools; Examine the ways in which the professional learning of teachers and educational leaders in faith- based settings might be articulated and developed; Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future.

This book arose from commissioned research by the National Catholic Education Commission (NCEC) on the alignment and effectiveness of 'A Framework for Formation for Mission in Catholic Education' (NCEC, 2017). It articulates contemporary best practice, and traces the experience of the Catholic Church in pursuing formation as integral to mission. This book also reviews and reports on formation within the context of the Catholic school. Its research validates ‘The Framework’ in Catholic education, and provides a complementary narrative for enhancing formation alignment and effectiveness, specifically with a focus on the Catholic school, but also with implications for formation in the wider context of ministry applications. This book is developed based on three questions, which also serve as thematic chapters that structure the narrative: what is the context and culture in which formation occurs; how is formation presented and enacted within the Australian context; and how can the understanding and practice of formation be advanced beyond its context and culture, policy, programs and ‘The Framework’ principles.

In this first volume of the Mission and Education series, Australian Catholic educators Jim and Therese D'Orsa invite and assist colleagues to become 'grassroots' theologians themselves.

The ultimate guidebook for extraordinary adventures. This guide brings travelers up to date on the dizzying diversity of this tiny territory. Packed with practical advice and inspiration, this new guide facilitates free-spirited journeys from reef to rainforest, waterfall to winding jungle trails.

This book offers a Christian engagement with the realities of academic life and work. Examining this topic from intellectual, institutional and spiritual perspectives, the author explores how the two identities – as a Christian and an academic – can both coexist and complement one another. The author provides a ‘road map’ for academics demonstrating the interaction between religious faith and the responsibilities, challenges and opportunities of university scholarship and teaching. Addressing questions such as the contentious nature of religious faith in the university environment, the expression of faith within the role of professor, and the consequences of consecrating oneself to learning, this pioneering and practical volume will be relevant to Christian scholars in any academic discipline.

A distance is opening up between Catholic education and the rich intellectual heritage of the Catholic Church. Education in a Catholic Perspective explores Catholic philosophical and theological foundations for both education per se and for Catholic education in particular. With contributions spanning the theological foundations of Catholic education, the interplay of theology and education, and discussions of the social and missional dimensions of education, this book will be of considerable interest to educators and students of Catholic education, to academics in the fields of applied theology and philosophy and to those with an interest in the foundations of education.