Saints: The Story of the Church of Jesus Christ in the Latter Days


Book Description

In 1820, a young farm boy in search of truth has a vision of God the Father and Jesus Christ. Three years later, an angel guides him to an ancient record buried in a hill near his home. With God’s help, he translates the record and organizes the Savior’s church in the latter days. Soon others join him, accepting the invitation to become Saints through the Atonement of Jesus Christ. But opposition and violence follow those who defy old traditions to embrace restored truths. The women and men who join the church must choose whether or not they will stay true to their covenants, establish Zion, and proclaim the gospel to a troubled world. The Standard of Truth is the first book in Saints, a new, four-volume narrative history of The Church of Jesus Christ of Latter-day Saints. Fast-paced, meticulously researched, Saints recounts true stories of Latter-day Saints across the globe and answers the Lord’s call to write history “for the good of the church, and for the rising generations” (Doctrine and Covenants 69:8).




She Reads Truth


Book Description

Born out of the experiences of hundreds of thousands of women who Raechel and Amanda have walked alongside as they walk with the Lord, She Reads Truth is the message that will help you understand the place of God's Word in your life.




Local Theories of Argument


Book Description

Argumentation is often understood as a coherent set of Western theories, birthed in Athens and developing throughout the Roman period, the Middle Ages, the Enlightenment and Renaissance, and into the present century. Ideas have been nuanced, developed, and revised, but still the outline of argumentation theory has been recognizable for centuries, or so it has seemed to Western scholars. The 2019 Alta Conference on Argumentation (co-sponsored by the National Communication Association and the American Forensic Association) aimed to question the generality of these intellectual traditions. This resulting collection of essays deals with the possibility of having local theories of argument – local to a particular time, a particular kind of issue, a particular place, or a particular culture. Many of the papers argue for reconsidering basic ideas about arguing to represent the uniqueness of some moment or location of discourse. Other scholars are more comfortable with the Western traditions, and find them congenial to the analysis of arguments that originate in discernibly distinct circumstances. The papers represent different methodologies, cover the experiences of different nations at different times, examine varying sorts of argumentative events (speeches, court decisions, food choices, and sound), explore particular personal identities and the issues highlighted by them, and have different overall orientations to doing argumentation scholarship. Considered together, the essays do not generate one simple conclusion, but they stimulate reflection about the particularity or generality of the experience of arguing, and therefore the scope of our theories.







The Oxford Handbook of Intergroup Conflict


Book Description

With insightful chapters from key social psychologists and peace scholars, this handbook offers an integrative and extensive overview of critical questions, issues, processes, and strategies relevant to understanding and addressing intergroup conflict.




Truth Recovery and Justice After Conflict


Book Description

Focuses on the conditions which predispose or prevent embarkation on a truth recovery process and the rationale for that process, arguing that there is no magic moment ofreadiness for truth recovery, but that the conditions are constructed rather than spontaneously occurring.




The School Journal


Book Description




Civil Society and Peacebuilding in Sub-Saharan Africa in the Anthropocene


Book Description

This book examines civil society's peacebuilding role in sub-Saharan Africa in the context of climate change and the pursuit of environmental peace and justice in the Anthropocene. Five main research themes emerge from its 20 chapters: · The roles of environmental peacemaking, environmental justice, ecological education and eco-ethics in helping to mitigate the impacts of climate change · Peacebuilding by CSOs after violent conflicts, with particular reference to accountability, reconciliation and healing · CSO involvement in democratic processes and political transition after violent conflicts · Relationships between local CSOs and their foreign funders and the interactions between CSOs and the African Union's peace and security architecture. · The particular role of faith-based CSOs The book underlines the centrality of dialogue to African peacebuilding and the indigenous wisdom and philosophies on which it is based. Such wisdom will be a key resource in confronting the existential challenges of the Anthropocene. The book will be a significant resource for researchers, academics and policymakers concerned with the challenge of climate change, its interactions with armed conflict and the peacebuilding role of CSOs. · This pathbreaking book shows why peacebuilding analysis and efforts need to be urgently re-oriented towards the existential challenges of environmental peace and justice. · It explains the emerging conceptual frameworks which are needed for this new role. · It explains the critical role that CSOs - local and international - will play in implementing this new peacebuilding approach, with particular reference to sub- Saharan Africa.




Community-based Traditional Music in Scotland


Book Description

This book examines the community-based learning and teaching of ‘traditional’ music in contemporary Scotland, with implications for transnational theoretical issues. The book draws on a broad range of scholarship and a local case study of a large organisation. A historical perspective provides an overview of new educational formats emerging from the mid-twentieth century folk music revival in Scotland. Practices through which participants encounter and perpetuate the idiom of traditional music include social music-making, learning by ear and participatory and presentational elements of musical performances. Individuals are shown as combining these aspects with their own learning strategies to participate in the contemporary community of practice of traditional music. The work also discusses how experiences of learning contribute to identity formation, including the role and practice of ‘tutors’ of traditional music. The author proposes conceptualising the teaching and learning of traditional music in community-based organisations as a ‘pedagogy of participation’.