From Therese of Lisieux to Mother Teresa, from Moses to Gandhi, this inspiring treasury combines traditional saints with other spiritual giants whose lives speak to the meaning of holiness for our time.

Research shows that by the time many children are thirteen years old they feel they know everything there is to know about the Bible and God, and feel no further need of attending church. Could this be because we have underestimated their spiritual potential, and been content to feed them a repetitive spiritual diet of basic Bible stories over and over again? Just how many ways can we repackage Noah's Ark anyway? It's time the collective body of Christ re-evaluate children's ministries and redefine what valid, disciple-making, equipping children's ministry really is.

"If you know someone who missed out on Latin at school and wants to live a happier life, you could do no better than give them Harry Mount's entertainingly educative Latin primer." Daily Mail "Amo, Amas, Amat is a diverting meander and Mount's love of Latin shines out on every page." The Spectator "Latin without the pain." Guardian "If you studied Latin at school this will bring back fond memories, but even newcomers will be captivated by this witty and entertaining book..." Yorkshire Evening Post Have you ever found yourself irritated when a sine qua non or a mea culpa is thrown into the conversation by a particularly annoying person? Or do distant memories of afternoons spent struggling to learn obscure verbs fill you with dread? Never fear! Or, as a Latin show-off might say, Nil desperandum! Those endless afternoons where you struggled to remember the third person singular present indicative of volo (vult) may be a long time ago. But, if you have the vaguest memory of the ablative absolute, the locative and the gerund, you mastery of Latin will spring back to life with Amo, amas, amat...and all that. In his trip through the world's most influential language, Harry Mount uncorks its magic, drawing on Latin lovers from Kingsley Amis to John Cleese, from Evelyn Waugh to Donna Tart. Read this book and you will know Latin. Know Latin and - mirabile dictu - you will know Wilfred Owen's misery, Catullus's aching heart and the comedy of a thousand bachelor schoolmasters.

The Covid-19 pandemic caused major disruptions to education around the world. Since the World Health Organization declared a pandemic on March 11, 2020, most students on the planet were affected by the interruption of in-person schooling. To mitigate the educational loss such interruption would cause, education authorities the world over created a variety of alternative mechanisms of education delivery. They did so quickly and with insufficient knowledge about what would work well, for which children, and for what aspects of the schooling experience.Having to create such alternative arrangements in short order was the ultimate adaptive leadership challenge, one for which no playbook existed, one for which solutions would have to be invented, rather than drawn from existing technical knowledge. The nature of the challenge differed across the world and regions, and it differed also within countries as a function of the differential public health and economic impact of the pandemic on communities, and of variations in institutional and financial resources available to redress such impact, including availability of digital infrastructure and previous knowledge and experience of teachers and students with digi-pedagogies and other resources to create alternative education delivery systems.Sustaining educational opportunities amidst these challenges created by the pandemic was an example of adaptive education response not to a unique unexpected challenge but to one in a larger class of problems, just one of the many adaptive conundrums facing communities and societies. Beyond the challenges resulting from the pandemic, other complications of that sort predating the pandemic included those resulting from poverty, inequality, social inclusion, governance, climate change, among others. In some ways, the pandemic served as an accelerant for some of those, augmenting their impact or underscoring the urgency of addressing them. Adaptive puzzles of this sort, including pandemics, are likely to continue to impact education systems in the foreseeable future. This makes it necessary to strengthen the capacity of education systems to respond to them.Reimagining education systems so they are resilient in the face of adaptive challenges is an opportunity to mobilize new talent and institutional resources. Partnerships between school systems and universities can contribute to those reimagined and more resilient systems, they can enhance the institutional capacity of education systems to devise solutions and to implement them. Such partnerships are also an opportunity for universities to be more deliberate in integrating their three core functions of research, teaching and outreach in service of addressing significant social challenges in a context in rapid flux.In this book we present the results of one approach to produce the integration between research, teaching and outreach just described, resulting from engaging graduate students in collaborations with school systems for the purpose of helping identify ways to sustain educational opportunity during the disruption caused by the pandemic. This activity engaged our students in research and analysis, contributing to their education, and it engaged them in service to society. The book examines what happened to educational opportunity during the Covid-19 pandemic in Bangladesh, Belize, the municipality of Santa Ana in Costa Rica, Guatemala, Kenya, in the States of Sinaloa and Quintana Roo in Mexico, South Africa, United Arab Emirates, and in the United States in Richardson Independent School District in Texas. It offers an systematic analysis of policy options to sustain educational opportunity during the pandemic.