Like many Americans, Ricky Vogt was searching for a career and purpose during the fallout from America's 2008 economic implosion. At the same time the nation was searching to resolve energy, environmental, and economic problems within a dysfunctional political system. This story explains how Vogt joined his fellow Americans as they fought amongst themselves in search of a better vision. He questions how community resolves the tension between intolerance and personal liberty; between the selfishness of trickle-down economics and the ideals of spirituality and our founding documents promoting the common good. The book depicts Vogt's evolving search for better solutions and a new way forward.

The Millennium Development Goals (MDGs) have contributed to reductions in poverty and improvements in the human condition in many parts of the world since their "invention" in 2000 and 2001. It nonetheless remains the case that today, as on all the previous days of the twenty-first century, almost one billion people will go hungry. Debates about whether the MDGs have made a positive contribution to poverty eradication and/or whether they have achieved as much as they should have done are becoming more frequent as 2015 and the "end of the MDGs" approaches. This book highlights that active debate about what the MDGs have achieved and what that means for the crafting of a post-2015 international framework for action, must become a priority. The work begins by examining the global context of the goals from a variety of perspectives, and moves on to focus on the region that continues to be the most impoverished and which looks likely to fall short of meeting many of the MDGs: Africa. Presenting both a broad overview of the issues and drawing together prestigious scholars and practitioners from a variety of fields, this work provides a significant contribution to debates surrounding both global poverty and the success and future of the MDGs.

This book on School Environment and the SDGs Beyond 2030 is a continuation of our maiden, second and third publications on School Environment in Nigeria and the Philippines, published in February, 2015; School Environment in Nigeria, Ghana and the Philippines published in March, 2017; and School Environment in Africa and Asia Pacific published in July, 2018. The philosophy being that since there is a shift from globalization to internationalization and to cross-border education, there is the urgent need to revisit some topical issues in our school environment towards the realization of an internationalized, qualitative and cross-border teaching and learning, using the Sustainable Development Goals as a yardstick.

The thalamus is often described as a relay. Typified by sensory pathways, this concept leads to thalamic nuclei being viewed as areas that passively streams information from a single source to the cortex, without affecting the nature of that information. However, diverse intrathalamic connections, the varying synaptic and membrane properties of thalamic neurons and the large number of inputs from non-sensory sources make the idea that the thalamus is just a passive relay unlikely. Furthermore, a large number of thalamic nuclei are not primarily driven by sensory signals nor do they exclusively target the cortex, meaning the thalamus must do more than simply pass sensory signals to the cortex. Finally, there is a wealth of research demonstrating that the thalamus does indeed function in ways that are not captured by the concept of a simple relay. So why, given all of this, is the primary paradigm for describing the thalamus, a relay? This Research Topic covers original research, reviews and hypotheses on thalamic function that explore the concept that the thalamus performs computational tasks other than simply passively relaying information.

There is no limit to what constitutes heritage. By definition, heritage is the use of the past for present purposes. Yet, to any given group or population, heritage can be a multitude of things and can serve a variety of purposes. Based on shared memory, heritage can be tangible or intangible, boundless in variety and scope: it can be, for example, objects, landscapes, food or clothing, music or dance, sites or statues, monuments or buildings. Importantly, however, heritage also has many and varied uses and powers. It can be used to control, to unite, to engage, and to empower people, communities, and nations. In this interdisciplinary volume, authors from around the world explore how different communities, nations, and groups intentionally and creatively use heritage, both tangible and intangible, in a wide variety of ways to positively address social and environmental issues. Significantly, these studies demonstrate how heritage can be an exceptionally valuable tool for political, economic, and social change. Insightful studies are presented pertaining to heritage as social memory, including the nationalistic political use of heritage, heritage as resistance to political powers, traditional knowledge as environmental science, heritage for legal and community action, heritage for building peace, heritage for Indigenous and minority empowerment, and heritage for exploring the past through phenomenological methods. The goal of this volume is to move beyond seeing heritage as only social memory, a mere interpretation of static past events, people or places, and instead explores critically the variety of ways heritage is engaged in the present and can be in the future.

Archival snapshot of entire looseleaf Code of Massachusetts Regulations held by the Social Law Library of Massachusetts as of January 2020.

This volume integrates and makes sense of the growing body of theoretical and empirical research conducted on purpose across the lifespan. It opens with a comprehensive yet detailed discussion of the definitions of purpose most commonly used in studies on the topic. In addition to defining the construct, the author also discusses its philosophical roots and distinguishes it from related concepts, including meaning, goals, and ultimate concerns. This volume discusses the disparate perspectives on the construct and addresses the tendency to position purpose in the broader frame of positive psychology. It synthesizes distinct strands of research on purpose across the lifespan, it explores studies on the daily and longer-term experience of a purposeful existence, and it delves deeply into the wide range of measurement tools that have been used to assess the purpose construct. Further, it examines the prevalence and forms of purpose among diverse groups of youth and discusses the developmental trajectory of the construct. Other topics discussed include the central role of purpose in supporting optimal well-being and positive youth development. The book closes with empirically-supported steps adults, educators, and mentors can take to effectively and intentionally foster purpose among young people and makes recommendations for future research on the topic.