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Students from culturally and linguistically diverse (CLD) backgrounds face negative perceptions about their academic potential (Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration: Teaching and Program Development, 17, 21–32). They are more often tracked into special education classes, and receive harsher punishments than their White peers (Shores, K., Kim, H. E., & Still, M. (2020). Categorical inequalities between Black and White students are common in US schools—but they don't have to be. Brookings Center Chalkboard. https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/21/categorical-inequalities-between-black-and-white-students-are-common-in-us-schools-but-they-dont-have-to-be/). Further, changing student demographics across the United States makes it imperative that students' experiences within the classroom are positive, affirming, and reflective of their cultures and realities (Ladson-Billings, G. (2021). I'm here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78). While research in education has focused on the various teaching and leadership experiences of CLD educators, there are only a few which have specifically explored those of Black educators who taught in the era after the Great Migration. Unearthing such stories would be instructive for informing and improving current pedagogical practices for Blacks and other CLD students. Further, centering Black educators' narratives is a way to disrupt the pervasive hegemonic narratives that typically focus on the experiences of White educators. Consequently, this small-scale study sought, through qualitative inquiry, to explore the perspectives of Black educational leaders and educators who attended segregated schools and then taught in more integrated settings after the Great Migration. Data collected through semi-structured interviews revealed three main themes: boundaries, community, and enhanced education. Importantly, the findings also revealed that as these Black educators shared their teaching and leadership experiences after migrating, they somehow could not escape the physical or psychological burden associated with being Black. The study has implications for how current educators interface with Black and CLD students to help them navigate a system that is still marked by anti-Black racism. [ABSTRACT FROM AUTHOR]

The Every Student Succeeds Act (ESSA) is now the educational law of the land. It replaced and revised what was known as No Child Left Behind (NCLB). ESSA represents a movement from more federal oversight to more state and local control. Although this transitional time period is one of great potential and excitement, educators and policy makers might also want to remain cautious. This next educational era of ESSA is still plagued by the problems of the past era. Teachers and administrators are still struggling to turn around low-performing schools in many U.S. urban areas; many urban educational issues, like high-dropout rates, gang influence, and low student engagement, are still inextricably linked to the socioeconomic problems that exist in local communities. This analysis first seeks to explain the purpose of ESSA. It then outlines the current plight of many students of color in the United States. Next, critical race theory is used to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color. Finally, the author proposes ways to address the stated problems for school leaders and policy makers. [ABSTRACT FROM AUTHOR]

At its 2017 meeting, the Southern Baptist Convention (SBC) encountered controversy when it initially declined to debate a resolution condemning the "Alt-Right"--a movement representing ideologies that promote white nationalism in America. Given the SBC's recent efforts to embrace diversity, many of the denomination's members thought such a resolution would be supported. A version of the resolution was ultimately approved but only after the SBC faced accusations of bigotry. In this article, we argue that the controversy, although jarring, is instructive. Without open disagreement, expressions of suffering, and public redress, religious individuals and groups cannot heal wounds inflicted by racism. [ABSTRACT FROM AUTHOR]

In urban school districts across the USA there are mandates to implement zero tolerance policies. As this occurs, there is an increasing number of students, specifically students of colour, who are being jettisoned out of the educative process. When school principals have little autonomy regarding how they handle disciplinary infractions within their schools, it becomes relatively easy for them to opt out of making tough decision. The authors assert that Culturally Relevant Leadership is a framework that, if applied correctly, can help school leaders reduce the multiple school suspensions and expulsions that are occurring among students of colour. [ABSTRACT FROM PUBLISHER]

An essay is presented highlighting the reoccurring and unresolved issues of the impact of alternative dispute resolution (ADR) on minorities in the U.S. It describes the development of ADR in the past 30 years. It explores ADR issues of justice and fairness. It examines the ADR's impact on minority community and addresses individual rights of minorities. It reveals why minorities are selected as neutrals.

The purpose of this study was to investigate secondary school principals’ perceptions of multi cultural education in a rural southeastern state. The researchers wanted to ascertain whether or not the race or gender of school principals have a role in how those principals view multi cultural education in theory (its theoretical value). For the purpose of this study, multi cultural education in theory was defined as the belief that multi cultural education is for all students, elevates students’ self-esteem, is embedded in cultural pluralism, and recognizes the social, political, and economic community and societal constructs on students of color (Fernandez, 1996). Three hundred and two secondary school principals were surveyed in a designated southeastern state. A significant difference was discovered with regard to the gender of the school principals and their perceptions of the theoretical value of multi cultural education. [ABSTRACT FROM AUTHOR]

The article presents a history of the B-17 bomber aircraft that would be known as Memphis Belle. The plane was named after Margaret Polk, a native of Memphis, Tennessee, who was asked by the original pilot, Robert K. Morgan, to marry him before he was assigned to England to join the daylight bombing campaign for the U.S. Army Air Force in World War II. Details of the couple's courtship and how the aircraft came to be named the Memphis Belle are provided. The personal history of the copilot, Jim Verinis, and his involvement with the airplane are discussed. Several combat missions involving the Memphis Belle are recounted.

This study focused on the actions and relationships among educators, which promoted an environment of future or success for African American students. The researchers examined the perspectives of teachers and administrators as related to pedagogy and practice in a Midwestem urban middle school. Specifically, the study employed ethnographic strategies to develop a comprehensive case study. Emergent areas included challenges related to leadership, pedagogy, and relationships within an urban school in an era of heightened accountability. [ABSTRACT FROM AUTHOR]

The article discusses several aspects of administering successful programs for multicultural students, particularly with special needs, in the U.S. The responsiveness to intervention program implemented to aid English language learners in California is one strategy that is proven to yield positive outcomes for multicultural students with special needs. Teacher assisted team is also another program to assist multicultural students. It aimed to assist teachers with strategies to better educate students who exhibit academic, emotional, and behavioral difficulties. It is said that more preventive programs and strategies must be implemented to address the learning needs of multicultural students and to decrease their presence in special education programs.

African American students face myriad problems that are pervasive, multifaceted, and socio- historical. In the U.S. educational system, these students are frequently stigmatized, misidentified, mislabeled, misplaced. and misinstructed. In addition to these problems, they are blamed by this same system that fails to value their behavioral, learning, and cultural styles. This article identifies self-empowerment as a means of maximizing the educational potential of African American students using the Comprehensive Support Model (CSMJ Also, pertinent cases are provided to support the implementation of the CSM. [ABSTRACT FROM AUTHOR]

Background: It is well known that qigong practice is beneficial to human health, but it is less known, even in China, that qigong may also be an effective therapy to treat various diseases. This report documents the story of a 58-year-old Caucasian male patient with a series of chronic conditions, including high prostate-specific antigen (PSA) levels (but not a confirmed cancer), atrial septal defect, asthma, allergies, multiple injuries following an automobile accident, high blood pressure, and edema in the legs. Can medical qigong help such a patient to cure multiple symptoms simultaneously? Method: The intensive qigong workshop involved the training and practice of gathering qi, magnifying qi energy and using it for self-healing with visualization and guided imaginary; plus supervised energetic fasting. The patient practiced qigong 4-plus hours per day during intensive training, and approximately 1 to 2 hours daily thereafter. About 10 sessions of external qi healing were performed by a qigong master for his pain and systematic adjustment. Settings/Location: The intensive medical qigong workshop took place in the World Institute for Self-Healing, Inc. (WISH) office at Middlesex, NJ; and the patient practiced qigong at home for the rest of time. Results: After the workshop and qigong therapy, the patient discontinued all medications (8 in total) and lost 35 pounds; his blood pressure dropped from 220/110 with medication to 120/75 without medication (in 2 weeks); pulse rate dropped from 88 beats per minute resting to 68 beats per minute in the mornings and 55 bpm in the evening; the edema in his legs went away; symptoms of asthma or allergies disappeared; the PSA level dropped from 11 to 4 (normal), all without any medications. Conclusion: This kind of simultaneous recovery from multiple "incurable" conditions and other documented successes cannot be explained by any known medical theories, and call for formal clinical trials to closely examine the qigong self-healing therapy. [ABSTRACT FROM AUTHOR]

In the U.S. Air Force Future Capabilities Game 2001, Blue force Trident nuclear submarines came close to the Red country's coast, well inside the seaward perimeter of its Integrated Air Defense System (IADS), and launched their payloads. This wasn't a nuclear strike but a series of tactical and operational actions, integrated with the Joint Force Air and Space Component Commander's (JFASCC) plans and orders, designed to inform the Intelligence Preparation of the Battlespace (IPB) process, suppress the enemy's air defense, and preemptively strike at his operational centers of gravity. These Tridents weren't the nuclear ballistic missile submarines of the fleet but conversions to nuclear-powered guided-missile submarines with payloads of unmanned aerial and underwater vehicles, tactical ballistic missiles, and tactical cruise missiles. The submarine force initiated an active concept development and experimentation process to examine this and other questions.

Focuses on the poetry, `Les Cenelles,' which was written in French by free coloured men in New Orleans, Louisiana, under the leadership of Armand Lanusse, in 1845. Works described as the single most important piece of ante-bellum black literature ever written; Why the works have received little criticism; Description of the time when the poetry was written; Excerpts from the pieces of work.

Comments on issues pertaining to management in the U.S., featured on the 1990 issue of the periodical 'Management Review.' Ethics in business; Liabilities of business organization laxness in controlling and securing the usage of fax machines; Key to success in business; Legality of software and copyright laws.

Historically, the Black Church has been an institutional stronghold in the Black community and has thereby sustained a cultural ethos that has enabled African Americans to combat racial prejudice and hostility for generations. Therefore, this article will unearth Yosso's notion of alternative capital that students of color have at their disposal and the Black church's role in its nourishment. Alas, educators and administrators who are charged with educating African American students have, in many cases, been negligent in their efforts to recognize such contrarian capital. This has been mainly due to the fact that schools are undergirded by precepts of implicit and explicit racial biases. The authors will attempt to add to the notion of pedagogy of self-development as we elucidate that such a cogent standard to traditional capital is doing increasing harm and contributing to the on-going academic decline of many African American students in U. S. schools. [ABSTRACT FROM AUTHOR]

Purpose: Though it has become increasingly clear that religion and spirituality are important aspects of whole patient care, little is known about how this topic is taught to medical students. This systematic review examined the structure of courses teaching spirituality to medical students and assessed their impact on reported student outcomes., Methods: In October 2020, the authors conducted a systematic review of the literature from 1926 to 2020 to identify published articles describing medical school spirituality curricula. Included studies were English-language articles that described spirituality courses predominantly designed for medical students, specified a curricular structure, and evaluated outcomes of the course. The authors used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of the included studies and summarized course structures, curricular content, and study outcomes., Results: Nineteen publications of the 1889 reviewed met the inclusion criteria. These studies were of moderate quality (mean MERSQI = 9.9). The majority of curricula were taught in United States medical schools. Courses were evenly split between mandatory versus elective classes, with mandatory courses having a shorter duration and higher total student participation. Most studies with clear student outcome evaluation had a pre- and post-test design. Common themes throughout the curricula included teaching how to take a spiritual history, delineating differences between spirituality and religion, and experience shadowing chaplains interacting with patients., Conclusions: This broad systematic review of the literature revealed a small but growing number of studies describing specific course structure and curricula for teaching spirituality at the medical student level. For the most concise approach, one short, mandatory didactic session followed by application with standardized or hospital patients can be an effective method of introducing students to the importance of spirituality. Important topics to address include the differences between religion and spirituality, recognizing spiritual distress, how to take a spiritual history, and the relevance of spirituality to student well-being. Measured student outcomes should encompass behavioral changes during patient care in addition to changes in knowledge and attitudes. Suggested methods of evaluation include reflective writing and adding a standardized patient case in which the patient is in spiritual distress in an Objective Structured Clinical Examination (OSCE).