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The modern theory of automorphic forms, embodied in what has come to be known as the Langlands program, is an extraordinary unifying force in mathematics. It proposes fundamental relations that tie arithmetic information from number theory and algebraic geometry with analytic information from harmonic analysis and group representations. These 'reciprocity laws', conjectured by Langlands, are still largely unproved. However, their capacity to unite large areas of mathematics insures that they will be a central area of study for years to come. The goal of this volume is to provide an entry point into this exciting and challenging field. It is directed, on the one hand, at graduate students and professional mathematicians who would like to work in the area.The longer articles in particular represent an attempt to enable a reader to master some of the more difficult techniques. On the other hand, the book will also be useful to mathematicians who would like simply to understand something of the subject. They will be able to consult the expository portions of the various articles. The volume is centered around the trace formula and Shimura varieties. These areas are at the heart of the subject, but they have been especially difficult to learn because of a lack of expository material. The volume aims to rectify the problem. It is based on the courses given at the 2003 Clay Mathematics Institute Summer School. However, many of the articles have been expanded into comprehensive introductions, either to the trace formula or the theory of Shimura varieties, or to some aspect of the interplay and application of the two areas. This book is suitable for independent study.
This volume constitutes the proceedings of a conference, On Certain L-functions , held July 23-27, 2007 at Purdue University, West Lafayette, Indiana. The conference was organised in honour of the 60th birthday of Freydoon Shahidi, widely recognised as having made groundbreaking contributions to the Langlands programme. The articles in this volume represent a snapshot of the state of the field from several viewpoints. Contributions illuminate various areas of the study of geometric, analytic, and number theoretic aspects of automorphic forms and their L-functions, and both local and global theory are addressed. Topics discussed in the articles include Langlands functoriality, the Rankin-Selberg method, the Langlands-Shahidi method, motivic Galois groups, Shimura varieties, orbital integrals, representations of p-adic groups, Plancherel formula and its consequences, the Gross-Prasad conjecture, and more. The volume also includes an expository article on Shahidi's contributions to the field, which serves as an introduction to the subject. Experts will find this book a useful reference, and beginning researchers will be able to use it to survey major results in the Langlands programme.
The Formation of Character: From Aristotle to the 21st Century offers an introduction to the foundations, practices, policies and issues of character formation historically. Following a chronological order, it charts the idea of character formation in the Western tradition by critically examining its precursors, origins, development, meanings and uses. The book is based on the premise that current conditions and debates around character formation cannot be fully understood without knowledge of the historical background. It introduces many of the debates character formation has generated in order to offer different perspectives and possibilities and uses Aristotle as a lens to gain a better understanding of some of these positions, particularly the theoretical goals of character formation. Chapters explore character education from the classical period through the medieval, early modern, enlightenment and Victorian eras to 20th century influences, ending with a discussion of contemporary policies and themes relating to character education. This book will appeal to academics, researchers, and post-graduate students in the fields of character and virtue education as well as the history of education.
'The thought behind this book is not just me wanting to tell my story in the standard autobiographical fashion but to create a kind of self-help book that includes my story. There are many things people don't know about me and maybe when they read about those things they will have an understanding of the journey I have been on, why I've made the mistakes I have and hopefully help other people overcome their adversities.' Life has presented its fair share of setbacks for James Arthur, from his disrupted childhood - during which he felt like a stray and a misfit, entering the care system in his teens - to a very public fall from favour just at the point when all his dreams should have been coming true. With an extraordinary comeback in 2016, starting with No. 1 single 'Say You Won't Let Go' and his Platinum album Back From The Edge, Back To The Boy shows the British singer and songwriter reflecting not only on his past but also on his return to the charts, and the phenomenal global success that followed. James shares his struggles with mental health issues which led to drug abuse, and how he dealt with the feelings of intense pressure and loneliness that accompanied his sudden rise to fame. Back to the Boy gives an insight into the life of one of the most exciting musicians of today, and how his experiences are reflected in the raw emotion and passion in his music. This is a story of hope and self-discovery to inspire those who have ever hit rock-bottom and managed to pick themselves up again.
Virtues in the Public Sphere features seventeen chapters by experts from a variety of different perspectives on the broad theme of virtue in the public sphere. Spanning issues such as the notion of civic friendship and civic virtue, it sheds light on the role that these virtues play in the public sphere and their importance in safeguarding communities from the threats of a lack of concern for truth, poor leadership, charlatanism, and bigotry. This book highlights the theoretical complexity of putting virtue ethics into practice in the public domain at a time when it has been shaken by unpredictable political, social, technological, and cultural developments. With contributions from internationally acclaimed scholars in the fields of philosophy, psychology, sociology, and education, this book highlights the main issues, both theoretical and practical, of putting virtue ethics into practice in the public domain. Split into three sections - Virtues and vices in the public sphere , Civic friendship and virtue , and Perspectives on virtue and the public sphere - the chapters offer a timely commentary on the roles that virtues have to play in the public sphere. This timely book will be of great interest to researchers, academics, and post-graduate students in the fields of education, character and virtue studies, and will also appeal to practitioners.
THE MOST POWERFUL AND REFRESHINGLY HONEST AUTOBIOGRAPHY OF THE YEAR. A SUNDAY TIMES BESTSELLER. 'I got very lost. I was still a lost little boy and I didn't know how to cope' There are many things people don't know about me and maybe when they read about those things they will have an understanding of the journey I have been on and why I've made the mistakes I have. Nothing that has happened in my adult life makes much sense if you don't know what life was like for me growing up. I have to go back to the boy, because he can tell you a lot more than I can... In this book James shares his struggles with mental health issues which led to drug-abuse, and how he dealt with the feelings of intense pressure and loneliness that accompanied his sudden rise to fame. Back to the Boy gives an insight into the life of one of the most exciting musicians of today, and how his experiences are reflected in the blend of raw emotion and passion in his music. This is a story of hope and self-discovery to inspire those who have ever hit rock-bottom and managed to pick themselves up again.
Student teachers have always worked with professionals during their teaching practice, but as teacher training becomes more school based, the role of the mentor has become much more important. Even newer is the emergence of the subject mentor. This book is an examination of the nature of effective mentoring and its contribution to student teacher development. Part One of the book has a broad perspective and looks at policy developments and the differing approaches to teacher education. Part Two explores central issues which have emerged in the author's research with mentors. It identifies tendencies in subject mentoring which characterise the work of subject mentors in schools, and key aspects of mentoring are examined, such as collaborative teaching, observation and the practice of discursive mentoring.
This text supports student teachers, NQTs and practitioners in implementing the Citizenship Order in secondary schools - to be introduced in September 2002. With a practical, clear focus, the authors provide an intellectual challenge; argument and evidence to help the reader come to an informed view on the complex and controversial issues in each chapter; well-focused examples; and strategies for use in the classroom.
Policy Entrepreneurship in Education aims to build the confidence and skills of education academics in securing higher impact for their work. It offers guidance and identifies methods of capturing and measuring impact, as well as practical advice in helping academics engage policy makers and influence society with their research. Written specifically for the field of education, the book utilises domestic and international examples to illustrate those policy entrepreneurship activities which advance impact and appeal to international audiences, who are increasingly concerned with how higher education studies in education can make a difference on the ground. Combining theory and practice, the book employs a practical approach to doing policy entrepreneurship. It is a unique offering that will appeal to all who have an academic or practical interest in policy change and how to affect this.
Teaching Character and Virtue in Schools addresses the contemporary issues of quantification and measurement in educational settings. The authors draw on the research of the Jubilee Centre at the University of Birmingham in order to investigate the concern that the conventional wisdom, sound judgement and professional discretion of teachers is being diminished and control mistakenly given over to administrators, policymakers and inspectors which in turn is negatively effecting pupils' character development. The books calls for subject competence to be complemented by practical wisdom and good character in teaching staff. It posits that the constituent virtues of good character can be learned and taught, that education is an intrinsically moral enterprise and that character education should be intentional, organised and reflective. The book draws on the Jubilee Centre's expertise in support of its claims and successfully integrates the fields of educational studies, psychology, sociology, philosophy and theology in its examination of contemporary educational practices and their wider effect on society as a whole. It offers sample lessons as well as a framework for character education in schools. The book encourages the view that character education is about helping students grasp what is ethically important and how to act for the right reasons so that they can become more autonomous and reflective individuals within the framework of a democratic society. Particularly interested readers will be educational leaders, teachers, those undertaking research in the field of education as well as policy analysts with a keen interest in developing the character and good sense of learners today.
This book is a detailed study of higher education institutions affiliated to particular religions. It considers the debates surrounding academic freedom, institutional governance, educational policy, mission and identity together with institutions' relations with the state and their wider communities. A wide range of institutions are examined, including: Christian, Islamic and Jewish universities in the US, Europe and the Middle East. Essentially, this volume questions whether such institutions can be both religious and a `university' and also considers the appropriate role of religious faith within colleges and universities.