On July 7, 2007, Pope Benedict XVI issued his long awaited motu proprio, Summorum Pontificum. In this document he granted permission "to celebrate Mass following the typical edition of the Roman Missal promulgated by Bl. John XXIII in 1962 as an extraordinary form of the Liturgy of the Church." Because of this motu proprio, there has been much interest in viewing the Paul VI missal as a continuation of the Bl. John XXIII missal. Understanding the earlier ritual expression is essential if we are to deeply understand the ordinary expression of the Mass of Paul VI. This book is a collection essays from the proceedings of the 11th International CIEL (International Centre for Liturgical Studies) Colloquium held at Merton College, Oxford, September of 2006. CIEL is an academic school of Liturgy founded in 1994 in Paris to form an academic school to instruct priests, seminarians, religious and the laity in the riches of Catholic liturgical history and development of the liturgy.

The collections of the Advocates Library, with the exception of its legal books and manuscripts, were given by the Advocates to the National Library of Scotland in 1925.

Yours Is the Day, Lord, Yours Is the Night gives a framework for prayerful devotions with a morning and evening prayer for each day of the year. The prayers have been selected to reflect the seasons and the liturgical calendar. They are intended not to replace your personal, spontaneous prayers but to serve as a springboard for them. Editors Jeanie and David Gushee have collected inspiring contributions from Protestant, Catholic, and Eastern Orthodox sources; from all continents; from the Old Testament; and from each century of Christian history. Yours Is the Day, Lord, Yours Is the Night will enhance your commitment to God and personal connection to the Christian tradition and the Church universal.

Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking, and communication skills needed in the workplace? This book harnesses what we have learned from innovations in teaching, from neuroscience, experiential learning, and studies on mindfulness and personal development to transform how we deliver and create new knowledge, and indeed transform our students, developing their capacities for adaptive boundary spanning.Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates mindful inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, while demonstrating how these align with the latest discoveries in neuroscience. The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance adaptive problem solving, creativity, overall wellbeing, innovation, resilience, compassion, and ultimately world peace.Co-published with ACPA – College Student Educators International