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There is a great deal of interest in the environment these days, and while much of that interest focuses on saving the world, a lot of it relates to learning about nature. Field guides are among the most popular natural history guides for the general public; it sometimes seems that almost every household must have at least one lurking in a corner. There are an incredible variety of field guides available for inquiring naturalists. The well‐known Peterson, Golden, and Audubon series and the typical bird, flower, and tree guides are just the tip of the iceberg.

The purpose of this chapter is to describe a method for priority setting that can be used to identify options for disinvestment, and is also meant to serve as a tool for re-allocation of resources to achieve better outcomes with a given pot of resources.

This chapter draws on findings from the application of a priority setting and resource allocation framework known as Program Budgeting and Marginal Analysis (PBMA). Case studies are used to illustrate key points around implementation including factors for success and guidelines for improving priority setting in practice.

PBMA has been applied in over 150 settings over the last 30 years. Purposes varied from focusing strictly on disinvestment to examining opportunities for re-allocation. Many organizations report continued use of the framework and decision makers typically express a desire to not revert to historical allocation or political negotiation in deciding on the funding for programs.

Practical implications of this body of work on priority setting abound in that there are significant opportunities to improve resource allocation practice including better engagement of staff, clinicians and public members, greater use of evidence in decision making and improving process transparency.

As healthcare resources are limited, particularly in predominantly publicly funded health systems, prudent use of resources is critical. Actually applying the appropriate tools to ensure that funding aligns with organizational and system objectives is paramount.

Although there is a large body of literature on priority setting particularly in countries like the United Kingdom and Canada, this chapter serves to highlight key messages specifically in the context of fiscal constraint and in relation to the concept of disinvestment or service reduction.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.

This article examines Max Weber’s theory of value spheres as a basis for a polytheistic religious sociology of institutional life. Weber’s approach implies institutional theory as a form of comparative religion. Two problems present themselves. If the values of the spheres are to be considered as “gods,” they do not align easily with Weber’s sociology of religion. Given that love was central both as a driver and a constituent in Weber’s understanding of salvation religions, it also implies that love be incorporated into our theorizing of institutional life, something entirely absent in the way we think about enduring forms of social organization. Taking the second seriously may enable us to fabricate a solution to the first.

Megan’s Year: An Irish Traveler’s Story provides the reader with an in-depth look inside the life of a young girl growing up in Ireland. The author provides a realistic and a touching peek into lives of travelers through Megan’s eyes, showing both the joys as well as the personal and familial challenges of a mobile lifestyle. Through the insights of Megan intermediate students will be able to develop an understanding and appreciation of cultural diversity. Students will be able to make connections to others in their global community by getting to know Megan and seeing the different ways in which she views the world. In this short unit, students will participate in the use of readers’ theater, Venn diagrams, the Directed Reading-Thinking Activity (DR-TA) and the Know-Want to Know-Learned- Questions (KWLQ) strategy. As a culminating activity, the students will prepare a story comparing their lives to the life Megan experiences as an Irish Traveller.