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How fragile is our knowledge of morality, compared to other kinds of knowledge? Does knowledge of the difference between right and wrong fundamentally differ from knowledge of other kinds? Sarah McGrath offers new answers to these questions as she explores the possibilities, sources and characteristic vulnerabilities of moral knowledge.

This research has been triggered by the consistent references to the increase in the number of children from ethnically diverse population in schools in England and lack of confidence and preparedness of teachers to teach children from diverse backgrounds. A government commissioned Newly Qualified Teachers (NQT) survey encouraged them to respond to questions related to their preparedness and confidence to teach children from all ethnic backgrounds and who have English as additional language, one year after gaining their Qualified Teacher Status (QTS). The aim of this research is to explore the perspectives and challenges of students (referred to as Associate teachers (ATs)) on teacher training programmes related to their knowledge and understanding of inclusion and diversity from the teacher training programmes. This research examined the perceptions of ATs on their final year of the three-year degree on initial teacher education programme and some teacher educators teaching this cohort of students who are programme leaders, year leaders, and other staff, who provide enriching experiences related to diversity. Data was collected through a survey consisting of open questionnaires for teacher educators and ATs were requested to volunteer to respond to questions on an online forum. The online survey was kept open for a short window of four weeks to enable ATs to respond in their own time and ensure anonymity. The responses provided by ATs and Teacher Educators (TEs) have been analysed using qualitative data analysis applying the three steps - Developing and Applying Codes, identifying themes, patterns and relationships and summarizing the data. The data resulted in four themes : concepts and contexts of diversity, experiences on the programme, preparedness to teach and challenges. The ATs and TEs articulate that there was significant impact of the teacher training programme on preparing them to teach children from diverse ethnic backgrounds. They acknowledged the lack of diversity in the placements to teach children from diverse backgrounds as one of the key challenges and barriers faced.

Documenting the recent rise of transnational corporations, Skinner details the business-related human rights and environmental law violations inflicted on local communities - along with the barriers victims face when seeking remedies. This book will interest scholars, policymakers, and anyone concerned about the role of corporations in our increasingly globalized society.

BACKGROUND: Little is known about the COVID-19 pandemic's impact on US military veterans' health, wellbeing, and care engagement. Healthcare systems like VA need additional information about the pandemic's biopsychosocial impacts and how a Whole Health approach may help to address them. OBJECTIVE: To examine how the pandemic has affected veterans' health, wellbeing, and engagement in the VA Whole Health System of Care. METHOD: We conducted qualitative interviews with 40 veterans at a large multicampus VA healthcare system during the pandemic. Informed by a Whole Health approach, interviews used open-ended questions to holistically explore pandemic impacts on mental and physical health, healthcare access and engagement, social support, coping strategies, and use of VA healthcare and wellness services. Interviews were conducted by telephone, audio-recorded, and analyzed using a matrix-based technique. Interviews were supplemented by an original survey assessing pandemic impacts; descriptive frequencies were calculated to describe and characterize the interviewed sample. INTERVIEW RESULTS: Nearly, all participating veterans described significant pandemic impacts on their wellbeing, especially loneliness and sorrow stemming from isolation and disruptions to ordinary routines. These emotional impacts—sometimes combined with new constraints on care access and personal mobility—disrupted veterans' health plans and sometimes deterred engagement in both routine and wellness care. Veterans already struggling with chronic mental and physical health conditions and those who experienced transitions or losses during the pandemic described the most severe impacts on their wellbeing. Virtual VA wellness services, especially health coaching and mind-body wellness groups, were a key source of support and connection for those who engaged in them. CONCLUSION: We discuss the implications of our findings for care systems attempting to implement a Whole Health System of Care, including how they can address postpandemic barriers to ...