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"There is a recent surge in the use of randomized controlled trials (RCTs) within education globally, with disproportionate claims being made about what they show, 'what works', and what constitutes the best 'evidence'. Drawing on up-to-date scholarship from across the world, Taming Randomized Controlled Trials in Education critically addresses the increased use of RCTs in education, exploring their benefits, limits and cautions, and ultimately questioning the prominence given to them. While acknowledging that randomized controlled trials do have some place in education, the book nevertheless argues that this place should be limited. Drawing together all arguments for and against RCTs in a comprehensive and easily accessible single volume, the book also adds new perspectives and insights to the conversation; crucially, the book considers the limits of their usefulness and applicability in education, raising a range of largely unexplored concerns about their use. Chapters include discussions on: The impact of complexity theory and chaos theory Design issues and sampling in randomized controlled trials Learning from clinical trials Data analysis in randomized controlled trials Reporting, evaluating and generalizing from randomized controlled trials. Considering key issues in understanding and interrogating research evidence, this book is ideal reading for all students on Research Methods modules, as well as those interested in undertaking and reviewing research in the field of education"--

"Providing an overview of key issues in theory and practice, Replication Research in Education is designed to identify and discuss the benefits and challenges facing replication studies in education. Both clear and practical, this ground-breaking volume covers how to introduce, develop, conduct, report and discuss these studies, and the issues they raise for policy and practice. Bridging theory and practice, this book considers what replication research should look like, how it should be conducted and how to judge when it has been successful. It enables researchers to plan and conduct studies successfully, from their earliest stages through to completion. This key text: brings together in a single volume, existing issues, claims and counter-claims, discourses and practices of replication introduces, covers, and extends this field of research, indicating its possibilities and limits expands and adds to existing discussions and practices will enable researchers to design, conduct, evaluate and critique studies. The comprehensive and exhaustive coverage of issues and practices within Replication Research in Education make it a "must read" for all novice and experienced educational researchers who are considering, conducting, and reviewing replication studies in education"--

"As an atheistic religious tradition, Buddhism conventionally stands in opposition to Christianity, and any bridge between them is considered to be riddled with contradictory beliefs on God the creator, salvific power and the afterlife. But what if a Buddhist could also be a Classical Theist? Showing how the various contradictions are not as fundamental as commonly thought, Tyler Dalton McNabb and Erik Baldwin challenge existing assumptions and argue that Classical Theism is, in fact, compatible with Buddhism. They draw parallels between the metaphysical doctrines of both traditions, synthesize their ethical and soteriological commitments and demonstrate that the Theist can interpret the Buddhist's religious experiences, specifically those of emptiness, as veridical, without denying any core doctrine of Classical Theism. By establishing that a synthesis of the two traditions is plausible, this book provides a bold, fresh perspective on the philosophy of religion and reinvigorates philosophical debates between Buddhism and Christianity"--

Launonen and Mullins argue that if Classical Theism is true, human cognition is likely not theism-tracking, at least, given what we know from cognitive science of religion. In this essay, we develop a model for how classical theists can make sense of the findings from cognitive science, without abandoning their Classical Theist commitments. We also provide an argument for how our model aligns well with the Christian doctrine of general revelation.

Interculturality is considered a constant given in the development of most major religious movements during the process of propagation coming into contact with diverse tongues, mores, and sentiments. And one of the chief, if not decisive, instruments contributing to this ever dynamic spread and reception of beliefs and cultures is translation. Christianity purports to be an incarnational religion, where the Word made flesh expresses the di-vine in human terms. Its doctrines are enshrined in a faith tradition that is developed largely through interpretation and translation. This short paper will cut into this sacral literary tradition by paralleling two influential mod-ern Christian thinkers, John Henry Newman from the Anglophone school, and Joseph Ma Xiangbo from the Orient, to see how attempts at translating the ideas and works of people from distinct cultural milieux is both reflec-tive of the necessary developmental nature of Christian teachings in the historical continuum of time and space, and indicative of the intellectual challenges that never cease to accompany the literary effervescence stem-ming from comparative religious studies.

Microbial and hydrothermal venting activities on the seafloor are important for the formation of sediment-hosted stratiform sulfide (SHSS) deposits. Fe isotopic compositions are sensitive to both microbial and hydrothermal activities and may be used to investigate the formation of these deposits. However, to the best of our knowledge, no Fe isotopic studies have been conducted on SHSS deposits. In the Devonian Dajiangping SHSS-type pyrite deposit (389 Ma), South China, laminated pyrite ores were precipitated from exhalative hydrothermal fluids, whereas black shales were deposited during intervals with no exhalation. Pyrite grains from black shales mostly display positive δ56Fe-py (0.01–0.73‰), higher than marine sediments (ca. 0‰), due to pyrite deriving Fe from basinal shuttled Fe(III) (hydr-)oxides and slowly crystallizing in pores of sediments with equilibrium fractionation, except for negative δ56Fe-py (−0.17‰ to −0.24‰) of two samples caused by mixing of Fe from underlain laminated ores. The positive δ34S-py (3.50–24.5‰) of black shales reflect that sulfur of pyrite originated from quantitative reduction of sulfate in closed pores of sediments. In contrast, pyrite grains of laminated ores have negative δ56Fe-py (−0.60‰ to −0.21‰), which were not only inherited from the negative δ56Fe of hydrothermal fluids but also caused by kinetic fractionation during rapid precipitation of a pyrite precursor (FeS) in hydrothermal plumes. These ores have negative δ34S-py (−28.7‰ to −1.82‰), because H2S for pyrite mineralization was produced by bacterial sulfate reduction (BSR) in a sulfate-rich seawater column or shallow sediments. The δ56Fe-py values of laminated ores co-vary positively with δ34S-py and δ13C-carbonate along the ore stratigraphy, with δ13C-carbonate values ranging from −12.0‰ to −2.50‰. However, they correlate negatively with aluminum-normalized total organic carbon (TOC/Al2O3). Organic carbon is thus considered to enhance the production of H2S by BSR activities, increase pyrite precipitation rates and promote the expression of kinetic fractionation of Fe isotopes. Intriguingly, in the ore units with vigorous hydrothermal venting activities, δ56Fe-py, δ34S-py and δ13C-carbonate values display a consistently increasing trend. Such results suggest that venting hydrothermal fluids significantly inhibited the H2S production of BSR, which then reduced the pyrite crystallization rate and decreased the kinetic fractionation of Fe isotopes. Our study reveals that the formation of SHSS deposits relies on H2S from microbial activities and metals from hydrothermal exhalation on the seafloor, but that vigorous exhalation can inhibit microbial activities and thus sulfide precipitation rates. The integrated use of Fe, S, and C isotopes can effectively elucidate these dynamic interactions between hydrothermal venting and microbial activities during the formation of SHSS deposits.

The place of theology is under threat in the modern university. It is denied a place, except insofar as it is useful in the training of religious professionals or as a phenomenon in its own right, on the grounds that relate to an unscientific scientism that both makes metaphysical assumptions it itself does not recognise as scientific or denies its own epistemological commitments. This article argues that the notion of education in ‘liberal knowledge’ or ‘universal knowledge’, the idea at the heart of John Henry Newman’s The Idea of a University provides a sufficiently robust counter to these assaults on the place of theology proper in the modern university and that refusing such a place to it undermines the claim of universities to use the name at all. It is precisely the uselessness of theology that guarantees its place in the university committed to universal knowledge and universal enquiry.