Bringing together an international line-up of contributors, this collection provides a transnational examination of recent developments within the academic profession in the light of changes to higher education systems, globalization and marketization.

The children of immigrants account for the fastest growing segment of the U.S. population under eighteen years old—one out of every five children in the United States. Will this generation of immigrant children follow the path of earlier waves of immigrants and gradually assimilate into mainstream American life, or does the global nature of the contemporary world mean that the trajectory of today's immigrants will be fundamentally different? Rather than severing their ties to their home countries, many immigrants today sustain economic, political, and religious ties to their homelands, even as they work, vote, and pray in the countries that receive them. The Changing Face of Home is the first book to examine the extent to which the children of immigrants engage in such transnational practices. Because most second generation immigrants are still young, there is much debate among immigration scholars about the extent to which these children will engage in transnational practices in the future. While the contributors to this volume find some evidence of transnationalism among the children of immigrants, they disagree over whether these activities will have any long-term effects. Part I of the volume explores how the practice and consequences of transnationalism vary among different groups. Contributors Philip Kasinitz, Mary Waters, and John Mollenkopf use findings from their large study of immigrant communities in New York City to show how both distance and politics play important roles in determining levels of transnational activity. For example, many Latin American and Caribbean immigrants are "circular migrants" spending much time in both their home countries and the United States, while Russian Jews and Chinese immigrants have far less contact of any kind with their homelands. In Part II, the contributors comment on these findings, offering suggestions for reconceptualizing the issue and bridging analytical differences. In her chapter, Nancy Foner makes valuable comparisons with past waves of immigrants as a way of understanding the conditions that may foster or mitigate transnationalism among today's immigrants. The final set of chapters examines how home and host country value systems shape how second generation immigrants construct their identities, and the economic, social, and political communities to which they ultimately express allegiance. The Changing Face of Home presents an important first round of research and dialogue on the activities and identities of the second generation vis-a-vis their ancestral homelands, and raises important questions for future research.

Fully revised with the requirements of the 2014 new SEN Code of Practice, this second edition of The Changing Face of Special Educational Needs shows teachers, SENCOs and students in teacher training how to respond to the rapidly changing context of special education. This highly practical and accessible text unlocks the often confusing field of special education provision in schools today by: Summarising and clarifying new policy directions as they emerge, in light of the new SEN Code of Practice Suggesting clear, practical activities to bring the theory to life, helping practitioners to review and reflect upon their work; Encouraging critical reflection about existing systems within the school context, considering whether these will remain appropriate and ‘fit for purpose’; Giving opportunities for teachers, SENCOs and senior leaders to contextualise the new changes in terms of the implications for practice in their own school. Including a new chapter on Using Technologies to Support the Development of Inclusive Practices, this text is packed with activities, case studies and points for reflection. It will help the teacher, SENCO, senior leader or advisor to make sense of the rapid pace of change of policy and terminology related to SEN and supports readers in a positive way, emphasising the exciting opportunities that these changes will provide for developing new, innovative and creative working practices. This book will also be essential reading for all SENCOs completing the National Award for SEN Coordination.

In a time of rapid change and arising challenges, Millennials are the latest generation to enter high education institutions as junior faculty, administrators, researchers, and scholars. As with each generation they bring new values, perspectives, technological expertise, and expectations. Higher education is facing potentially overwhelming challenges in finances, student debt, relevance, non-traditional hiring, with some institutions facing closure. Academic leaders, often Baby Boomers, attempt to meet these challenges while still tied to traditions from a bygone time. The Changing Faces of Higher Education gives voice to Millennial academics and their perspective of higher education. This thought-provoking volume provides the insights and lessons from Millennials working in higher education across various subfields. The contributing authors speak from divergent institutions including small mid-western private colleges to larger East coast public institutions and many locations in-between. The contributing authors are not limited to faculty but covers a range of professionals working in higher education. While diverse, all the authors focus on the challenges in teaching, mentorship, and leadership, challenges related to diversity, and improving technology and research. The thirteen chapters in this book address ongoing challenges faced by Millennials working in higher education, offers advice and best practices, and addresses the ways that Millennials serve as a bridge between their "Boomer" colleagues and Gen Z who make up the majority of currently enrolled college students. Each chapter presents the experiences of the author(s) and the strategies utilized to navigate the increasingly fast changing landscape of higher education.

Drawing on international and national data, theory and research, Gender and the Changing Face of Higher Education provides an accessible but nuanced discussion of the 'feminization' of higher education for postgraduates, policy-makers and academics working in the field.

"Does the face of God change? Years ago I would have said, 'No.' Countless hymns, passage of Scripture and confessions of faith assert or imply the changelessness of God. To take issue with traditions that are centuries, if not millennia old, seemed to be daunting and misguided....But when the great professions of confidence in God harden into philosophical propositions, one is bound to ask: What difference would it make to say that God has only one face? Even if true in some sense, the fact of the matter is that features each of us would count as necessary and changeless would be a matter of considerable debate." - From the Introduction In 1998/99 five scholars presented lectures at Washington National Cathedral about our images of God and what difference they make. This book, and its companion videos, will allow parish study groups and individuals to consider and discuss the viewpoints of Marcus Borg, Karen Armstrong, Jack Miles, James Cone, and Andrew Sung Park.

The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contributions. Topics span language minorities, intercomprehension, plurilingualism and pluriculturalism, translanguaging, teacher education, new speakers, language background profiling, heritage languages, and learner identity, among others. Collectively, the authors paint the portrait of the "changing face of the native speaker" while also strengthening a new global agenda in multilingualism and social justice. These diverse and interconnected contributions are meant to inspire researchers, university students, educators, policy makers and beyond.