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Black and minority ethnic (BME) students are less likely to achieve a first or upper-class second degree than White students. This evaluation investigated the experiences of BME Health and Social Care students at a London university of the hidden curriculum, thematically analysed through a critical race lens. Four overarching themes were identified, (1) super-visible ethnicity, (2) the negative depiction of BME lived experiences, (3) self-depreciation and self-confidence and (4) separation. Recommendations at an institution-level are made in the areas of staff diversity, language support, student registration experiences and canteen costs. Recommendations at a course-level are made in the areas of co-creation of the curriculum, student belonging, academic and literacy skill development. The recommendations are underpinned by a critical pedagogy, including culturally sensitive teaching strategies and the development of meaningful staff-student partnerships. The recommendations made may be applicable to other Higher Education Institutions with a diverse student cohort where the attainment gap is prevalent.

Policies and programs intended to increase the racial diversity of the US teaching population have failed to make meaningful inroads in an overwhelmingly white profession despite extensive research demonstrating the need for more teachers of color. This article explores teacher diversity efforts in one non-urban district through a qualitative case study grounded in Critical Race Theory (CRT). In particular, CRT tenets of interest convergence and the ubiquitous presence of racism in society clarify ways that incremental approaches actually served to reinforce the status quo. Implications call for a radical rethinking of teacher diversity efforts by insisting on a holistic approach to teacher diversity that challenges norms and commonsense practices.

Abstract: Nesting female Leatherback Turtles (Dermochelys coriacea (Vandelli, 1761)) are ungainly and vulnerable to predation, stranding, and physiological stress, dangers encountered repeatedly in a nesting season. Minimising these risks must [...]

fMRI was used to examine the differential effect of two problem-solving strategies. Participants were trained to use both a pictorial/spatial and a symbolic/algebraic strategy to solve word problems. While these two strategies activated similar cortical regions, a number of differences were noted in the level of activation. These differences indicate that the algebraic strategy is more demanding than the spatial strategy, which was particularly true for the anterior insula and the parietal cortices. In addition, an exploratory analysis was performed that examined effects of strategy preference. These results revealed that participants who preferred the algebraic strategy, while having a similar mathematics background, elicited less activation and had higher working memory capacity (as measured by the reading span task) than those participants who preferred the spatial strategy. These data have implications for fMRI, as well as behavioral studies of higher-order cognition--the use of different strategies by participants within one study could alter the final results and, therefore, the conclusions drawn.

The sentences we process in normal conversation tend to refer to information that we are familiar with rather than abstract, unrelated information. This allows for the use of knowledge stores to help facilitate comprehension processes. In many sentence comprehension studies, the stimuli are designed such that the use of world knowledge is limited. Here, we investigated how the semantic relatedness of sentence constituents influences sentence processing. A three factor design was employed in which processing phase (sentence vs. probe), syntactic complexity (object-relative vs. conjoined active) and the semantic relatedness of the nouns within the sentence was examined. We found a differential effect in two sub-regions of the left inferior frontal gyrus (LIFG). BA 44 revealed an effect of syntactic complexity while inferior portions of the LIFG (BA 47) revealed an effect of relatedness as well as an interaction between complexity and relatedness during the probe phase. In addition, significant differences in activation were observed when comparing the sentence processing and probe phases with the sentence phase eliciting stronger semantic related activation while the probe phase elicited stronger working memory related activation. (Contains 4 tables and 6 figures.)

External cues and internal configuration states are the likely instigators of involuntary autobiographical memories (IAMs) and déjà vu experience. Indeed, Barzykowski and Moulin discuss relevant neuroscientific evidence in this direction. A complementary line of enquiry and evidence is the study of inhibition and its role in memory retrieval, and particularly how its (dys)function may contribute to IAMs and déjà vu. [ABSTRACT FROM AUTHOR]

Suggests that those teaching "basic" social studies should establish a climate of success for students, who often suffer from low self-esteem. Recommends organized, brief, concise daily lessons, consistent routines, and frequent opportunities for student writing. Explains a Model Student Program in which the reading teacher acts as a role model for students. (SG)

Penetrating traumatic brain injury (TBI) is uncommon in infancy. The consequences may be devastating, especially when the injury is extensive and affects eloquent areas of the brain. There is the potential for neuropsychological dysfunction that may impact the individual's development and well-being into adulthood. In the context of early brain injury, the developing brain is both remarkably resilient and vulnerable. The present case study describes a patient who experienced a penetrating TBI at 9 days of age, subsequently developed intractable seizures, and underwent left hemispherectomy. Neuropsychological testing at ages 5, 10, 11, and 19 years are presented alongside fMRI and Wada testing. While the patient initially developed cognitive functions in the low-average range by age 5, scores on neuropsychological assessments began to decrease thereafter. This case is discussed with attention to vulnerability and plasticity theories. It highlights the ability of the brain to reorganize and allow the development of functions that would normally be sub-served by damaged areas and the limits of plasticity. Further, this case illustrates the vulnerability of the early brain to insult, the potential to grow into deficits, and the need to consider a variety of factors when predicting outcomes for cases of pediatric brain injury. [ABSTRACT FROM AUTHOR]