Yes / Many members of Europe’s national minorities had particularly terrible experiences during the First World War. This article examines how three ethnic German minority activists from the Baltic region responded to those dreadful years by, subsequently, presenting themselves as peace campaigners promoting a novel model for multi-ethnic society. They promoted ideas such as the ‘a-national state’ and ‘cultural autonomy’ at both national and international levels, not least in the hope of influencing the League of Nations. To what extent should they be accepted as early peacebuilders? / British Academy

In the Commonwealth of Virginia, gifted education plans are submitted to the state every five years for state approval. The plans must indicate the use of a minimum of four criteria out of the eight criteria provided by the Commonwealth in the identification process. The concept of using multiple criteria stems from research. Research has shown that the criteria used in the identification of gifted students affect the number of identified students as well as the proportions of the underrepresented (Donovan & Cross, 2002). Research has also shown that the use of multiple criteria leads to a higher proportion of underrepresented students identified (Callahan, Hunsaker, Adams, Moore, and Bland, 1995). The purpose of this study was to compare the gifted identification criteria used within the Commonwealth of Virginia's public school divisions and analyze the effects of the criteria on the percentages of underrepresented gifted within the divisions. In this study, the researcher analyzed the numbers of each minority in the total populations against the total gifted minority populations to identify those divisions that were proportional for traditionally underrepresented minorities. All aspects of the gifted identification process for each division were then analyzed. The aspects were then used to compare the proportional divisions to the non-proportional divisions for commonalities in the identification process. Findings revealed that there were no divisions with reported minorities that were proportional in all traditionally underrepresented ethnicities. In addition, no one specific standardized measure was successfully used in identifying non-traditionally gifted minorities in all ethnic groups. The implication that can be drawn from this research is that despite all attempts to put research into practice by using multiple criteria in the identification of the gifted, there is no one criterion that ensures the proportional identification of underrepresented minorities. / Ph. D.

The purpose of this study was to investigate time commitment, self-efficacy and social environment as it relates to physical activity in a selected sample of hypertensive African Americans. In addition, this study focused on identifying additional research areas in regards to hypertensive African Americans. This study utilized a quantitative method for data collection. The survey instrument utilized contained the following subtopics: (1) demographics;(2)hypertension risk factors;(3) prevention and treatment;(4)hypertension knowledge, and (5)physical activity participation. Data collected did not support the hypotheses or information contained in the review of literature. It was revealed from data collection that 69% of the respondents (n=90) disagreed with the survey statement that "exercise takes too much of my time (time commitment)." Fifty-two percent of the respondents (n=68) either disagreed or strongly disagreed with the statement "exercise tires me (self-efficacy belief)." Forty-three percent of the respondents (n=56) disagreed with the statement "my spouse (or significant other) does not encourage exercise." There is a need for future investigation to examine how additional barriers to physical effect activity African Americans individually, and is there a culmination of specific barriers to physical activity that work in conjunction to inhibit African Americans to engage in physical activity. / Ph. D.

The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly significant for mathematics education since the courses students pursue during those years affect later access to rigorous mathematics coursework at the high school level as well as college and career readiness. This case study examined factors that affected Black student achievement in advanced mathematics classes at one middle school. Data included interviews of school personnel, on-site observations, and school-related document analysis. Six major themes that affected student achievement in advanced mathematics classes emerged from the data: (a) mathematics placement innovations, (b) cultural shift towards increased rigor, (c) culture of high expectations, (d) culture of continuous learning, (e) data sharing, and (f) perceived barriers to enrollment. The conceptual framework of Bryk, Sebring, Allensworth, Luppescu, and Easton (2010) was used to identify and explain the relationships among these categories. This case study highlighted key district and school individuals who initiated and implemented the wave of changes regarding mathematics placement and teaching that occurred over a four-year period. The study also identified barriers that seemed to impede Black student enrollment in such classes. The findings illustrated how concerted efforts provided students with a challenging curriculum, thus, increasing access to advanced mathematics classes for all students. Policies and practices that lifted all students had a positive effect for Black students. / Ed. D.

Yes / Restrictions implemented by the UK Government during the COVID-19 pandemic have served to worsen mental health outcomes, particularly amongst younger adults, women, those living with chronic health conditions, and parents of young children. Studies looking at the impact for ethnic minorities have reported inconsistent findings. This paper describes the mental health experiences of mothers from a large and highly ethnically diverse population during the pandemic, using secondary analysis of existing data from three COVID-19 research studies completed in Bradford and London (Tower Hamlets and Newham). A total of 2807 mothers participated in this study with 44% White British, 23% Asian/Asian British Pakistani, 8% Other White and 7% Asian/Asian British Bangladeshi s. We found that 28% of mothers experienced clinically important depressive symptoms and 21% anxiety symptoms during the pandemic. In unadjusted analyses, mothers from White Other, and Asian/Asian British Bangladeshi s had higher odds of experiencing symptoms, whilst mothers from Asian/Asian British Indian s were the least likely to experience symptoms. Once loneliness, social support and financial insecurity were controlled for, there were no statistically significant differences in depression and anxiety by ethnicity. Mental health problems experienced during the pandemic may have longer term consequences for public health. Policy and decision makers must have an understanding of the high risk of financial insecurity, loneliness and a lack of social support on mother’s mental health, and also recognise that some ethnic groups are far more likely to experience these issues and are, therefore, more vulnerable to poor mental health as a consequence. / This study was funded by The Health Foundation COVID-19 Award (2301201), with further contributions from a Wellcome Trust infrastructure grant (WT101597MA); a joint grant from the UK Medical Research Council (MRC) and UK Economic and Social Science Research Council (ESRC) (MR/N024391/1); the National Institute for Health Research under its Applied Research Collaboration Yorkshire and Humber (NIHR200166); ActEarly UK Prevention Research Partnership Consortium (MR/S037527/1); Better Start Bradford through The National Lottery Community Fund; and the British Heart Foundation (CS/16/4/32482). The research conducted in London was funded by UKRI-ESRC ES/V004891/1 (Tower Hamlets), and by London Borough of Newham Public Health. Heys was supported by the NIHR Great Ormond Street Hospital Biomedical Research Centre.

Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

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A sexual minority is someone who identifies as lesbian, gay or bisexual (LGB). According to the Minority Stress Model (Meyer, 2003), sexual minorities encounter significant levels of stress due to their minority group status, thus they are more likely to experience perceived stress. Our cross-sectional, correlational study aimed to explore the relationships between forgiveness, mindfulness and anger and how they are related to perceived stress in a convenience sample of ethnically diverse LGB adults. We hypothesized that: 1) anger is positively associated with perceived stress; 2) forgiveness is negatively associated with perceived stress; 3) mindfulness is negatively associated with perceived stress; and 4) anger, forgiveness and mindfulness account for a significant proportion of the variance in perceived stress. 5) The relationship between anger and perceived stress is moderated by forgiveness. 6) The relationship between anger and perceived stress is moderated by mindfulness. Among LGB adults, the extant literature does not address these four variables in conjunction and the relationships between anger, forgiveness, mindfulness and stress has yet to be explored. Various statistical analyses were conducted, including a hierarchical linear regression to test our model. We found that our overall model accounted for 36% of the total variance in perceived stress (F(5, 142) = 17.31, p <.01) with anger (β = .31, t = 3.55, p = .001) and forgiveness (β = -.21, t = -2.56, p < .05) as the significant predictors. Contrary to prediction, forgiveness and mindfulness did not moderate the relationship between anger and perceived stress in our LGB sample. Limitations, strengths, future research and implications are discussed.

The basic aim of the thesis is to provide a sufficient image of the German minority's, the so-called "Sudeten-Germans'", legal status in the first Czechoslovak republic. The author of the thesis decided to include also a brief outline of the legal status of nations in the era of the Austro-Hungarian monarchy besides the analysis of all the three law of national minorities mainstays, the way they are specified by today's jurisprudence, together with the description of their origin circumstances. This was the time when both the real and theoretical basis of the issue were formed, going hand in hand with historical events that predetermined the following historical development in this case. Space is also given to the international political situation which had, together with the international legislation, essential influence on the origins of domestic legislation dealing with the German minority's status and its incorporation into the Czechoslovak republic itself. The thesis is divided in two basic parts - Cisleithanian Law of National Minorities and Czechoslovak Law of National Minorities and Protection of Minorities. The first of them is formed by two chapters, out of which one is aiming at outlining the legal and political dimension of the Czecho-German question on the background of the...