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After initially positioning this paper within the broader mental health recovery literature, this paper aims to highlight the role that physical activity can play in promoting social inclusion and social recovery for those experiencing mental health challenges.

This conceptual paper draws together the limited, but growing, research on how physical activity can facilitate improved social inclusion and benefit an individual’s recovery.

For individuals suffering with mental health challenges, not being able to exercise their right to inclusion is concerning from a recovery perspective, because experiencing social inclusion is recognised as a facilitator of recovery. Initial research has demonstrated by embracing community inclusion and supporting initiatives such as physical activity programs, mental health services can better facilitate individuals’ journeys towards social inclusion and social recovery.

Future research should appreciate the interplay between inclusion, recovery and physical activity. Collaborating with individuals with lived experience, peer mentors and social prescribing teams to explore options for physical activity within local communities fosters empowerment, social inclusion and ensures interventions align with individuals’ preferences and needs.

Practitioners in health service and community settings should recognise the wide-ranging benefits of physical activity for individuals with mental health challenges, especially in terms of helping their social inclusion and social recovery.

This paper is unique in synthesising the mental health literature relating to social inclusion, social recovery and physical activity. Initial findings show promise, but more attention is needed to explore the relationship between these elements and how individuals experiencing mental health challenges can be supported using physical activity.

An advertorial for a company that supplies e‐learning. Tells us a little about the courses they develop and the benefits of them.

Over the past decade, the popularity of authoritarian governments and/or authoritarian leaning leaders has steadily grown. Much of the acceptance of and/or allegiance to such forms of leadership and governance structures stems from a rightward shift among voting blocs, who are increasingly comfortable with nationalist, nativist, and insular arguments in an effort to ensure a sense of stability and safety. In scholarly circles, there has been a parallel rise with scholars increasingly using decolonial theories, research, and practices in an effort to destabilize norms of colonial, Western, and patriarchal knowledge creation and dissemination. These two movements might, on the outside, appear to be disconnected but are in fact coupled together in ways that can constrain progressive movements around human rights, education and justice. The paper frames a selection of political battles in education to highlight the emergence, journey, and outcomes that have led to the successful rise of right-wing ideologies in education as well as offer a critique on the ambiguity inherent in decolonial theories that impede current decolonizing ways of knowing. These ambiguities exacerbate the emergence of a neo-decolonial perspective. This exploration of a neo-decolonial narrative is predicated on the evolution and co-option of the public space, or argued by Habermas, the “bourgeois public sphere.” This shift often leaves the liberal, progressive, and human rights-orientated individuals out of the dialogue on the future of education, in part, readying a public willing to engage in new forms of decolonial thinking, resulting in more sophisticated right-wing intersections in policy and practice that directly affect educational equity and access.

Looks at different teaching methods and what works for some young people in schools – relevance, allowing the learner to comprehend the higher purpose of learning, and, involving the learner actively in the process – and what doesn’t.

A discussion of the impact of the internet on the provision of education. Starts by looking at how, in the music industry, control of property rights has been taken over by what the internet can offer and then moves on to look at how similar effects can be seen in education. In particular it looks at the effects on the outsourcing of services within education and at distance learning.

Whiteness. We appropriate the word to erase it. We laugh – ha, ha – whiteness. I begin with my experiences as a white, upper-middle class girl raised up in a racist and racialized educational system. This authoethnography revolves around an epiphanic moment resulting from the impact of years of involvement in this system. I look at various ways educational practices that are meant to alleviate pain, inequity, and a legacy of racism can function to allow white people to distance ourselves from the ugliness of privilege, silence criticism, perpetuate inequity, and, ultimately, limit human growth and connection.

Sustainability performance in higher education is often evaluated at a generalized large scale. It remains unknown to what extent campus efforts address regional sustainability needs. This study begins to address this gap by evaluating trends in performance through the lens of regional environmental characteristics.

Four sustainability metrics across 300 North American institutions are analyzed between 2005 and 2014. The study applies two established regional frameworks to group and assess the institutions: Commission on Environmental Cooperation Ecoregions and WaterStat (water scarcity status). Standard t-tests were used to assess significant differences between the groupings of institutions as compared to the North American study population as a whole.

Results indicate that all institutions perform statistically uniformly for most variables when grouped at the broadest (Level I) ecoregional scale. One exception is the Marine West Coast Forest ecoregion where institutions outperformed the North American average for several variables. Only when institutions are grouped at a smaller scale of (Level III) ecoregions do the majority of significant performance patterns emerge.

This paper demonstrates an ecoregions-based analytical approach to evaluating sustainability performance that contrasts with common evaluation methods in the implementation field. This research also identifies a gap in the literature explicitly linking ecological sub-regions with their associated environmental challenges and identifies next research steps in developing defensible regional targets for applied sustainability efforts.

The practical implications of this research include the following: substantive changes to methodologies for rating sustainability leadership and performance, a framework that incentivizes institutions to frame sustainability efforts in terms of collaborative or collective impact, a framework within which institutions can meaningfully prioritize efforts, and a potential shift toward regional impact metrics rather than those focused solely on campus-based or generalized targets.

The authors believe this to be the first effort to analyze North American higher education sustainability performance using regional frameworks.

Allyn Young′s lectures, as recorded by the young Nicholas Kaldor, survey the historical roots of the subject from Aristotle through to the modern neo‐classical writers. The focus throughout is on the conditions making for economic progress, with stress on the institutional developments that extend and are extended by the size of the market. Organisational changes that promote the division of labour and specialisation within and between firms and industries, and which promote competition and mobility, are seen as the vital factors in growth. In the absence of new markets, inventions as such play only a minor role. The economic system is an inter‐related whole, or a living “organon”. It is from this perspective that micro‐economic relations are analysed, and this helps expose certain fallacies of composition associated with the marginal productivity theory of production and distribution. Factors are paid not because they are productive but because they are scarce. Likewise he shows why Marshallian supply and demand schedules, based on the “one thing at a time” approach, cannot adequately describe the dynamic growth properties of the system. Supply and demand cannot be simply integrated to arrive at a picture of the whole economy. These notes are complemented by eleven articles in the Encyclopaedia Britannica which were published shortly after Young′s sudden death in 1929.

The British North American colonies were the first western economies to rely on legislature-issued paper monies as an important internal media of exchange. This system arose piecemeal. In the absence of banks and treasuries that exchanged paper monies at face value for specie monies on demand, colonial governments experimented with other ways to anchor their paper monies to real values in the economy. These mechanisms included tax-redemption, land-backed loans, sinking funds, interest-bearing notes, and legal tender laws. I assess and explain the structure and performance of these mechanisms. This was monetary experimentation on a grand scale.