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1. Introduction: Finite Provinces of Meaning, Resilience, Responsiveness, The Plan of this Book -- Chapter 2: Imposed Relevances and Resilience -- Chapter 3. The Province of Play: Creativity, Responsiveness, and Ethics -- Chapter 4. The Implications of Play: Resilience, Everyday Life, and Ethics -- Chapter 5: The Experience of Music: Embodied, Holistic, and Intersubjective -- Chapter 6: Finite Provinces of Meaning and Responsiveness, Responsibility, and Jazz -- Chapter 7: Religious/Spiritual Ritual and Intersubjective Responsiveness -- Chapter 8: African-American Folkloric Humor: Resilience, Province of Meaning, Responsiveness -- 9. Conclusion: Phenomenological Intentionality and Looking-Glass Sociality.

The 1944 Education Act was a crucial piece of British legislation - one of the most important this century. It was passed against a background of war and growing popular demand for social reform. It provided a framework for the education service which remained largely intact for almost fifty years. Since 1988, however, with the introduction of a National Curriculum and competition between schools, the workings of the Act have been largely dismantled. In The Making of the 1944 Education Act, Michael Barber presents a lively evaluation of the Act - its background, passage and effect - fifty year

***A epoché ecológica***Na discussão de Afred Schutz sobre o mundo da vida cotidiana, que difere de outras realidades múltiplas, apesar de todas essas realidades pertencerem ao mundo da vida que antecede a implementação da redução fenomenológica completa, ele enfatiza que o mundo da vida cotidiana é um mundo de trabalho. Nesse artigo, descreverei o que é trabalhar e seu potencial para prejudicar/comprometer nossas relações com os animais e impactar de forma negativa a sustentabilidade ecológica. Então, sugerirei dois recursos da tradição fenomenológica para desafiar o potencial de tal comprometimento: a noção de empatia de Husserl, que atinge os animais, e a ideia de realidades múltiplas de Schutz, a qual, como argumentarei, poderia incluir uma atitude ecológica distinta iniciada por uma epoché ecológica.

Understanding why donors give money to legislative candidates is vital for assessing how money influences politics. In this paper, I test theories of why political action committees (PACs) and individuals, the two largest sources of campaign money, contribute to legislative candidates. Using a variety of data at the state and federal level, I show dramatic differences between individual and PAC contribution patterns. An original survey of donors in the 2012 election cycle shows that individuals consistently rank ideological concerns as highly important when deciding where to give. Finally, using two different within-legislator designs, I show a causal relationship between incumbency, ideology, and contributions. These results provide the most direct and comprehensive test of contributor motivations to date.1

The essence of Dussel's thought is presented through the concept of "ethical hermeneutics" which seeks to interpret reality from the viewpoint of what Emmanuel Levinas presents as the "other" - those who are vanquished, forgotten, or excluded from existent socio-political or cultural systems. Barber traces Dussel's development toward Levinas' philosophy through his discussion of the Hegelian dialectic and through the stages of Dussel's own ethical theory