“Bruce Schneier’s amazing book is the best overview of privacy and security ever written.”—Clay Shirky Your cell phone provider tracks your location and knows who’s with you. Your online and in-store purchasing patterns are recorded, and reveal if you're unemployed, sick, or pregnant. Your e-mails and texts expose your intimate and casual friends. Google knows what you’re thinking because it saves your private searches. Facebook can determine your sexual orientation without you ever mentioning it. The powers that surveil us do more than simply store this information. Corporations use surveillance to manipulate not only the news articles and advertisements we each see, but also the prices we’re offered. Governments use surveillance to discriminate, censor, chill free speech, and put people in danger worldwide. And both sides share this information with each other or, even worse, lose it to cybercriminals in huge data breaches. Much of this is voluntary: we cooperate with corporate surveillance because it promises us convenience, and we submit to government surveillance because it promises us protection. The result is a mass surveillance society of our own making. But have we given up more than we’ve gained? In Data and Goliath, security expert Bruce Schneier offers another path, one that values both security and privacy. He brings his bestseller up-to-date with a new preface covering the latest developments, and then shows us exactly what we can do to reform government surveillance programs, shake up surveillance-based business models, and protect our individual privacy. You'll never look at your phone, your computer, your credit cards, or even your car in the same way again.

Organizing involves continous challenges in the face of uncertainty and change. How is globalization impacting organizations? How will new strategies for a turbulent world affect organizational design?In this second edition of Organization Theory and Design, developed for students in the UK, Europe, the Middle East and Africa, respected academics Jonathan Murphy and Hugh Willmott continue to add an international perspective to Richard L. Daft’s landmark text. Together they tackle these questions in a comprehensive, clear and accessible study of the subject.

The 2010 edition of this monograph addresses many topics (e.g., administration of orientation programs, family involvement, student characteristics and needs, assessment, and orientation for specific student populations and institutional types) that were included in previous editions but approaches them with new information, updated data, and current theory. However, this edition also takes up new topics in response to the "opportunities and concerns" facing orientation, transition, and retention professionals such as collaborations among campus units in the development and delivery of orientation, the increase in nontraditional student populations, the need for effective crisis planning and management in orientation programs, new technologies, and even the challenge of making the case for orientation in an era of diminishing resources. The authors have carefully penned chapters incorporating contemporary information, ideas, and concepts while being reflective of traditional practices. Following a preface by Margaret J. Barr and a foreword by Jennifer R. Keup and Craig E. Mack, chapters in this edition include: (1) Brief Overview of the Orientation, Transition, and Retention Field (Craig E. Mack); (2) Theoretical Perspectives on Orientation (Denise L. Rode and Tony W. Cawthon); (3) Making the Case for Orientation: Is It Worth It? (Bonita C. Jacobs); (4) Administration of a Comprehensive Orientation Program (April Mann, Charlie Andrews, and Norma Rodenburg); (5) Community College Orientation and Transition Programs (Cathy J. Cuevas and Christine Timmerman); (6) Channeling Parental Involvement to Support Student Success (Jeanine A. Ward-Roof, Laura A. Page, and Ryan Lombardi); (7) Extensions of Traditional Orientation Programs (Tracy L. Skipper, Jennifer A. Latino, Blaire Moody Rideout, and Dorothy Weigel); (8) Technology in Orientation (J.J. Brown and Cynthia L. Hernandez); (9) Incorporating Crisis Planning and Management Into Orientation Programs (Dian Squire, Victor Wilson, Joe Ritchie, and Abbey Wolfman); (10) Orientation and First-Year Programs: A Profile of Participating Students (Maureen E. Wilson and Michael Dannells); (11) Creating a Developmental Framework for New Student Orientation to Address the Needs of Diverse Populations (Archie P. Cubarrubia and Jennifer C. Schoen); (12) Designing Orientation and Transition Programs for Transfer Students (Shandol C. Hoover); (13) Nontraditional Is the New Traditional: Understanding Today's College Student (Michael J. Knox and Brittany D. Henderson); (14) Building the Case for Collaboration in Orientation Programs: Campus Culture, Politics, and Power (Beth M. Lingren Clark and Matthew J. Weigand); (15) Assessment and Evaluation in Orientation (Robert Schwartz and Dennis Wiese); and (16) Reflections on the History of Orientation, Transition, and Retention Programs (Jeanine A. Ward-Roof and Kathy L. Guthrie). (Individual chapters contain references.) [For the 2nd Edition (2003), see ED478603.].

This book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong’s language policy, Hong Kong’s policy on the internationalization of education, East Asia’s policies on English education, and Australia’s policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice.

Your journey exposes the fantasy of traditional, fake faith, reason, and truth, reveals the Pathway to real faith, reason, and truth, and discovers all these unexpected wonders:?Without Christ, we can't rationally reason beyond what we can observe or test.?Knowledge, wisdom, understanding, truth, and righteousness are only available in Christ.?Sound reasoning is impossible without truth.Christ is real and knowable, and all who seek Him find Him. Christ leads, teaches, and corrects all who follow Him. We know Christ exists because we know Him. Christ speaks through the Bible and every means of divine revelation in the Bible. The Holy Spirit reveals the Bible is true. Faith isn't making believe but comes by listening to Christ's voice. The path to spiritual maturity is hearing God's voice and following the Holy Spirit's leading. We can discern God's voice from all others, and discernment improves with maturity. A chain of thought is as strong as its weakest link, and assumptions have no strength. All reasoning is based on either divine revelation or made-up stuff. Every argument against the Bible or the God of the Bible is based on made-up stuff. Made-up Stuff versus Truth. The Brute Beast Mind, Worldviews, Presuppositions, and Confirmation Bias. God's Rational AlternativeThis is the color version. A black and white version is provided to keep the cost down.

The author constructs a new concept of music education, one designed to stimulate, guide, and support the efforts of pre-service and practicing music teachers as they tackle the many theoretical and practical issues involved in music education. He provides rigorous reflections on the "why, what, and how" of music teaching and learning that serve as catalysts for critical thinking and individual-philosophy building.