Sprinting into the grocery story at closing time because your kids need greencoloured snacks for school in the morning. Realizing that when your partner asks if that’s the outfit you’re planning to wear, you’ve planned wrong and will have to change. The time-honoured but unspoken rules men follow when choosing which urinal to use in a public washroom. Saskatoon StarPhoenix columnist Cam Fuller turned these everyday episodes of life into columns that were extraordinarily fun to read, thanks to his deft writing and dry wit. Other times, his affectionate and nostalgic reflections on family and community created a fuller picture, showing us how our lives are shaped day by day. This collection of Cam’s columns reminds us that life is to be lived to the fullest “We all work with the same 26 letters, Cam Fuller just used them better,” —Kevin Mitchell, Sports Editor, Saskatoon StarPhoenix

The newest edition of the bestselling book on educational leadership This expanded and thoroughly updated edition of the popular anthology contains the articles, book excerpts, and seminal reports that define and drive the field of educational leadership today. Filled with critical insights from bestselling authors, education research, and expert practitioners, this comprehensive volume features six primary areas of concern: The Principles of Leadership; Moral and Trustworthy Leadership; Culture and Change; Leadership for Learning; Diversity and Leadership; The Future of Leadership. Offers a practical guide for timeless and current thinking on educational leadership Includes works by Peter Senge and Tom Sergiovanni From Jossey-Bass publishers, a noted leader in the fields of education and leadership This important resource includes relevant and up-to-date articles for leaders today on gender, diversity, global perspectives, standards/testing, e-learning/technology, and community organizing.

The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. It exemplifies a new and powerful approach to leadership in schools.

Setting Relations Right in Restorative Practice is a practical guide to using restorative processes, both in justice systems, to provide a healing response to harm, and in broader community contexts, to help people co-exist peacefully. Restorative processes can help to establish, maintain, deepen, and repair relationships, and to neutralise the conflict associated with negative relationships. The result is less conflict within people, between people, and between groups, and increasing individual and community wellbeing. These complex goals can be distilled to the single principle of setting relations right. The authors distil lessons from their decades of work at the frontline of restorative innovation. They outline an accurate, accessible theory that informs a restorative mindset, and describe in detail the corresponding skill set. Succinct, engaging case studies include refinements to existing programs in justice systems. Other case studies include the innovations of restorative responses to institutional abuse and to family violence and sexual harm, initiatives to increase psychological safety in schools and workplaces, and programs that support restorative ways-of-working across whole cities or regions. By applying elements from successful programs, practitioners can realise the broader reforming potential of restorative practice. This book is essential reading for restorative practitioners, administrators, and policymakers, for students and researchers – indeed, for anyone interested in the power and potential of restorative practice and other forms of deliberative decision-making.

The reader is invited to follow a route that visits Fish's view of theory and practice,Raz's legal reasoning thesis, theoretical models of judicial review, Dworkin's right answer thesis, the law of the excluded middle and Lukasiewicz's development of three-valued logic, Wittgenstein's language games, and Moore's metaphysical realism. The destination is the practice at the heart of legal reasoning. It is suggested that this manifests the way in which the limitations of language and the incompleteness of human experience allow the opportunity for coherent development of the law and at the same time produce an inherent incoherence within the law. The central part of the book seeks to demonstrate how the problems of understanding legal reasoning replicate difficulties encountered in the philosophy of language, but challenges the attempts that have been made to harness approaches from within that discipline to illuminate legal reasoning. Instead it is argued that law provides an unrivalled test-bed for examining the limits of the capacity of our words, and that the study of law may be used to confront in a robust and illuminating manner the limitations of that discipline. The final chapter considers some of the implications of recognising the incoherence at the heart of legal reasoning, commenting on an institutional approach to law, the legitimacy of law, legal definitions, different approaches to legal reasoning, the role of appellate courts, the general possibility of providing a theoretical model of law, the use of legal rules, and the nature of law's critical aperture. The book should be of interest to advanced undergraduate students (particularly on jurisprudence courses), postgraduate students, academics, and practitioners concerned to reflect on the nature of the discipline they practice.

This unique Research Agenda addresses salient current issues in evaluation research, offering a broad perspective on the role of evaluation in society.