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Postsecondary student demographics are dramatically shifting in the state of Texas, resulting in an increased need for state government resources to ensure college access affordability in the state. It is critical that lawmakers prioritize higher education to allow Texans from all backgrounds access to afford higher education. This editorial is an overview of the Texas 86th Legislature's increased investment in need-based financial aid, disparate state funding to public Historically Black Colleges and Universities (HBCU), proposals of state College Promise programs, and legislation aimed at serving nontraditional students. Together, these investments and programs demonstrate that the Texas Legislature has taken positive steps to improving higher education access and affordability but must increase focus on and investment in higher education in the future to ensure the economic prosperity of Texas. ; Education

Book review of 'You're Wearing That? Understanding Mothers and Daughters in Conversation' by Deborah Tannen, published in 2006 by Ballantine Books, New York.
Deborah Tannen, as Michael Billig (2000: 129) noted in his review of her 1998 book 'The Argument Culture', has a particular knack for writing best-sellers that 'can outstrip the celebrity biographies, cookery books and sex manuals that dominate the non-fiction book trade'. Indeed, Tannen's latest addition to her oeuvre meant for popular consumption, 'You're Wearing That?' a New York Times bestseller, is no different.

"Caring for an older family member with physical or cognitive impairments is a difficult, strenuous process. Caregivers often struggle to balance their own needs with those of the care recipient. Their relationships with family, friends, coworkers, and even the care recipient can suffer as well. As a result, family members often seek professional help to guide them through the caregiving process. This book presents Caregiver Family Therapy (CFT), a systems approach to treating families that care for an aging adult. CFT consists of three core stages: (1) Identifying the problem; (2) Structuring caregiver roles; and (3) Ensuring caregiver self-care. Transition stages bridge one core stage to the next, helping caregivers structure care for the older adult, examine the impact of caregiving role structures, and consider broader effects of caregiving. As new challenges arise, the stages are repeated and the CFT process begins anew. Full of rich clinical examples, this book will help therapists and other service providers meet the complex, diverse needs of caregiving families"--Publicity materials. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

LAY SUMMARY On leaving the military, Canadian Armed Forces Veterans begin receiving health care services in the civilian community. Health care providers may not understand the military culture from which Veterans come and how military service can affect health and well-being. The purpose of this study was to identify what civilian health care providers need to know and do to provide culturally competent care to Canadian Veterans. Veterans and health care providers (family physicians and an occupational therapist) were interviewed, and specific knowledge, skills, and abilities were identified as important when establishing a quality health care relationship. This information can be used to develop resources for health care providers when beginning work with Veterans and their families, as well as for Veterans themselves as they transition to receiving care in civilian systems.

California is moving quickly to transform transitional kindergarten (TK) into a universal preschool program to be available to all four-year-olds in the state by 2025 (California Legislative Information, 2021b).This will create the need for as many as 8,000 to 11,000 additional lead TK teachers.1In child care centers and family child care homes across the state, a diverse cadre of early educators are experienced in teaching young children and well prepared to meet this demand. Yet this expansion of TK — currently planned to operate exclusively in public school settings — risks bypassing these trained professionals. Without careful attention to how TK is implemented, this model stands to bring greater instability to the early care and education (ECE) system and fuel existing racial pay gaps among the ECE workforce, ultimately undermining the state's vision for an equitable system for children, families, and educators.This snapshot highlights original key findings from a recent workforce survey of center-based and TK teachers and includes analysis of secondary data that are immediately relevant to the expansion of transitional kindergarten.2Additional findings from the workforce study, including results from family child care (FCC) providers and center administrators, are forthcoming.

Introduction: Most military families experience mandatory relocation, or posting, several times during their military career. For Canadian military families, who must access provincial or territorial health care systems, maintaining reasonable continuity of care is a persistent issue. Such challenges may be amplified when a child in a military family has special needs within the health and educational systems. The purpose of this qualitative study was to gain a better understanding of Canadian Armed Forces (CAF) families' experiences in navigating health care systems on behalf of a child with Autism Spectrum Disorder (ASD), in the context of mandatory relocation, and to determine their recommendations for improved system navigation. Methods: Parents of children with ASD, where at least one parent serves in the CAF and had faced military-related relocation, were recruited. Semi-structured interviews were recorded, transcribed verbatim, and analyzed thematically. Results: A total of 13 participants represented 12 families and 15 children with ASD. Participants discussed two primary ways to support military families: (1) Improve communication between military-connected families with children with ASD, and (2) Improve transition coordination. Discussion: The recommendations made by military families echo those made in clinical professional association reports and recent Canadian research. International policy initiatives to offset the impacts of military family relocation may serve as examples to adapt to the provincial and territorial jurisdictions for both health and education in Canada.