The principles laid out in this book by my dear friend and brother, Rafael Bandeira, are solid foundations anchored in eternal truths for those who desire to leave behind a legacy of life and transformed society. By following these principles, you will see your dreams come true and find fulfillment in your vocation. By ignoring them, despite the use of well-honed methods, you will fail to see your ideals realized. Rafael's book fills in a missing element in the formation of leaders, missionaries and Christian social entrepreneurs. How many projects have failed for lack of vision, solid foundations and proper tools for fundraising? This book has come at the right time for Christian entrepreneurs—to eliminate headaches and ease their biggest worries—furnishing all that is needed to make the dream of transformation come to life and grow to fulfill its mission. In this book, Rafael brings together many years of experience having traveled throughout the country as a fundraising consultant for Christian social projects, leaving in his wake a legacy for social entrepreneurs.

The Canadian provinces have evolved quite different ways of responding to the policy problems posed by religious schools. Seeking to understand this peculiar reality, Faith, Rights, and Choice articulates the ways in which the provincial governance regimes developed for religious schools have changed over time. Covering nearly three centuries, the book begins with the founding of schooling systems in New France and continues into a variety of present-day conflicts that emerged over the question of religion in schools. James Farney and Clark Banack employ a method of process-tracing, drawing on 88 semi-structured interviews with key policy insiders. They also reference archival material documenting meetings, political speeches, and legislative debates related to government decisions around issues of religious education. Relying on the theoretical foundations of both historical institutionalism and Canadian political development, Faith, Rights, and Choice presents a new analytic framework to help make sense of the policy divergence witnessed across Canada.

Jesus had a financial partnership team. Paul had a financial partnership team. God has a financial partnership team for every missionary, including you! Should the difficulties of raising financial support keep God's workers out of the harvest fields? It has, and the result is that the mission field is underfunded and understaffed, but a solution exists. Rob Parker successfully shows that the Great Commission is not for the struggling, lonely missionary; it belongs to the Body of Christ working together.Discover God's strategy, spanning the Old and New Testaments, of funding His work through the saints. Experience a paradigm shift from fundraising to partnership. Be equipped with practical tools and a plan for moving forward. Learn how to invite God's people to joyfully join you in the Great Commission. And follow His call into missions with the full funding and relational support you need.

For the first time in 400 years a number of leading common law nations have, fairly simultaneously, embarked on charity law reform leading to an encoding of key definitional matters in charity legislation. This book provides an analysis of international case law developments on the ever growing range of issues now being generated by clashes between human rights, religion and charity law. Kerry O'Halloran identifies and assesses the agenda of 'moral imperatives', such as abortion and gay marriage that delineate the legal interface and considers their significance for those with and those without religious belief. By assessing jurisdictional differences in the law relating to religion/human rights/charity the author provides a picture of the evolving 'culture wars' that now typify and differentiates societies in western nations including the USA, England and Wales, Ireland, Australia, Canada and New Zealand.

What is the place of faith in public life in the UK? Beyond ‘secularism’ that seeks to relegate faith to the margins of public life, and a ‘Christian nation’ position that seeks to retain, or even regain, Christian public privilege, there is a third way. Faith in Democracy: Framing a Politics of Deep Diversity calls for an approach that maximises public space for the expression of faith-based visions within democratic fora while repudiating all traces of religious privilege. It argues for a truly conversational space, reflecting theologically on the contested concepts at the heart of the current debate about the place of faith in British public life: democracy, secularism, pluralism and public faith.

Aimed at those interested in the vital relationship between international human rights law and domestic policy. This work provides a set of source documents concerning the legal and political history of religious education in a multicultural environment and especially in Ontario, Canada's largest province.

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.