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Bernard LaFayette Jr. (b. 1940) was a cofounder of the Student Nonviolent Coordinating Committee (SNCC), a leader in the Nashville lunch counter sit-ins, a Freedom Rider, an associate of Dr. Martin Luther King Jr. in the Southern Christian Leadership Conference (SCLC), and the national coordinator of the Poor People's Campaign. At the young age of twenty-two, he assumed the directorship of the Alabama Voter Registration Project in Selma -- a city that had previously been removed from the organization's list due to the dangers of operating there. In this electrifying memoir, written with Kathryn Lee Johnson, LaFayette shares the inspiring story of his years in Selma. When he arrived in 1963, Selma was a small, quiet, rural town. By 1965, it had made its mark in history and was nationally recognized as a battleground in the fight for racial equality and the site of one of the most important victories for social change in our nation

ObjectivesWe exploited linked administrative data to study attainment gaps in GCSEs, A level, and vocational and technical qualifications. Our aim was to compare how grades for groups of students with different protected characteristics and socio-economic status have changed in 2022 compared to previous years.
MethodsWe used a multilevel regression modelling to evaluate the impact of each demographic and socio-economic characteristic on students' results, once other factors are controlled for. The purpose was to examine how the relationship between students' attainment and their characteristics has changed between 2018 and 2022. The characteristics analysed were:

ethnicity
gender
special educational needs and disabilities statusfree school meal eligibility
Income Deprivation Affecting Children Index score
prior attainment
first language
region
centre type

We collected results and prior attainment data from awarding organisations and linked it with data from the Individual Learner Record and the National Pupil Database.
ResultsOf the many different comparisons between groups of students, the majority showed no notable change in attainment gaps in 2022, compared with both pandemic and pre-pandemic years. Some degree of minor fluctuation is always to be expected.
Attainment gaps and changes over time differ across qualifications. At A level, the analysis highlighted some key changes in results in relation to gender (the difference between boys and girls reversed during the pandemic), ethnicity and school and/or college type.
At GCSE, the analysis showed notable changes for ethnicity, with Gypsy and Roma students narrowing the gap compared to White British students, school and/or college type and socio-economic background.
For vocational and technical qualifications, we found fewer notable changes than for GCSEs and A levels.
ConclusionThe use of linked administrative data helped to gain better insights in attainment gap changes over time. Many gaps remained the same, some gaps widened, and others narrowed. The findings make it difficult to draw firm conclusions about the cause of these differences, many of which existed before the pandemic.

Studien zum Gesundheitswesen und zur Gesundheitsfürsorge bei Kindern in Homelands und von Afrikanern bewohnten Stadtvierteln

Abstract: An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood education focuses on speech and hearing. Elementary and secondary school curricula reflect low expectations for deaf students and lack the same academic content provided to hearing students. There are limited higher education opportunities. There are no support services such as note takers or interpreters for mainstreamed students. There are no deaf teacher preparation or interpreter training programs. Jobs are few; the vast majority of deaf adults are unemployed. Deaf people interviewed for the article describe their needs, their dreams, and the changes they are witnessing, which result in part from recent empowering international collaborations.

AbstractPublic attitudes toward sound health and the surest means of achieving and sustaining it offer instructive insights into their perceptions of other, broad social and community challenges. Americans will incur significant sacrifices to enhance their quality of life and personal and family security, provided the burdens are shared fairly and public leaders dispense benefits and enforce obligations equitably.

Changing labor markets require a workforce that is broadly trained for a variety of possible careers. Recognizing this, government and industry representatives, along with students and their families, are encouraging universities and colleges to focus more on developing transferable skills to maximize employability of their graduates. In response, academic institutions and professional organizations have begun to develop lists of transferable professional skills that they expect students to have acquired on graduation. At the 2018 Physiology Majors Interest Group (P-MIG) meeting, participants stated that there was a need to define a list of professional skills for undergraduates completing a physiology major. To this end, a professional skills committee was established. Initially members of the committee worked together to develop a draft list of skills. An iterative process of refining the list was then undertaken through presentations/small-group discussions at appropriate international meetings and via an online survey. Over 60 physiology educators, the majority of whom teach in undergraduate programs, provided input. The final list (presented here) consists of 13 skills grouped in four broad categories: think critically, communicate effectively, behave in a socially and scientifically responsible manner, and demonstrate laboratory proficiency. It is anticipated that the list will be used for curriculum mapping and to guide the development of new physiology courses and major programs. The professional skills committee now plans to develop rubrics and tools that will allow for the assessment of these skills.