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Given the imperative to redress the education inequalities between Black, Asian and Minority Ethnic (BAME) and White students, this contribution explores advances and challenges from within Social Work education (SWE) in relation to the experiences of Black social work students. Drawing on critical race theories and the concept of racial battle fatigue, it explores the impacts of race and racism on students' academic experience and wellbeing. It proposes the significance of relational wellbeing which has been a constant strand within Social Work education and comprises a valuable approach to the decolonisation process within higher education (HE). Linking this to critical pedagogy, it highlights the role of staff to build safety, confidence and trust to support students to overcome prior education experiences of under-attainment, disadvantage and social marginalisation. Despite the pervasiveness of managerialism within HE, which compromises the teacher-student relationship and emphasises measured changes in student 'outcomes', Social Work educators are invited to nurture safe and transformational learning environments. [ABSTRACT FROM AUTHOR]

Background: "The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities.Method: The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students.Results: The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. .Conclusions: While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics. [ABSTRACT FROM AUTHOR]

In situ conservation is central to contemporary global biodiversity protection and is the predominant emphasis of international regulation and funding strategies. Ex situ approaches, in contrast, have been relegated to a subsidiary role and their direct contributions to conservation have been limited. We draw on a variety of sources to make the case for an enhanced role for ex situ conservation. We note the advances occurring within institutions specializing in ex situ conservation and stress that, although much remains to be done, many constraints are being addressed. We argue that the evidence of increasing extinction rates, exacerbated by climate change, challenges the wisdom of a heavy dependence on in situ strategies and necessitates increased development of ex situ approaches. A number of different techniques that enable species and their habitats to survive should now be explored. These could build on the experience of management systems that have already demonstrated the effective integration of in situ and ex situ techniques and hybrid approaches. For organizations specializing in ex situ conservation to become more effective, however, they will require tangible support from the institutions of global biodiversity governance. Resistance is anticipated because in situ conservation is entrenched through powerful groups and organizations that exert influence on global conservation policy and facilitate the flow of funding. The chasm that has traditionally divided in situ and ex situ approaches may diminish as approaches are combined. Moreover, the relentless loss of the ‘wild’ may soon render the in situ / ex situ distinction misleading, or even obsolete. [ABSTRACT FROM PUBLISHER]