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Shows that veterans gradually come to have higher educational attainment and earn more than nonveterans. The advantages come late and only after the veteran's exit from the military. For socially disadvantaged groups, veteran status provides a 'bridging environment' because employers use veteran status as a 'screening' device. (Abstract amended)

Data from the 5% Public Use Microsample of the 1990 Census & the longitudinal 1982-1989 Survey of Natural & Social Scientists & Engineers (SSE) are used to compare the labor force outcomes of women immigrant scientists with those of immigrant men & native-born women scientists. Findings indicate that immigrant women are less likely to be employed & promoted than immigrant men & native-born women. Although women immigrants appear to earn slightly less than native-born women, this gap is explained by such factors as field, employment sector, & family characteristics. It is suggested that immigration paths may underlie some of the labor force disadvantages experienced by immigrant women scientists. Results highlight the importance of considering gender differences, particularly differences in migration path, when studying immigrant scientists. 3 Tables, 17 References. Adapted from the source document.

Yes ; Public sector state funded organisations were initially constructed to deliver much needed services to their immediate community. Designed to meet the needs of societies and populations, public sector operations focussed originally on the provision of health, welfare and social services, which were often free at the point of delivery or incurred a nominal charge. Today the effectiveness of public sector service organisations is constantly challenged and threatened by factors such as funding cuts, austerity measures, competition from private providers and political changes (e.g. the departure of the UK from the European Union and the shrinking of the state in many countries). With a focus on public sector efficiency and economic gains, the boundaries between public and private operations are becoming increasingly blurred, fuzzy and complex. To maintain economically sustainable services, public providers need to become more strategic, transparent and innovative in their decision-making, funds allocation and expenditure, workforce development and operations management, whilst acting in an ethical and responsible manner to maintain public confidence and trust.

The crystal structures and properties of boron-silicon (B-Si) compounds under pressure have been systematically explored using particle swarm optimization structure prediction method in combination with first-principles calculations. Three new stoichiometries, B2Si, BSi, and BSi2, are predicted to be stable gradually under pressure, where increasing pressure favors the formation of silicon rich B-Si compounds. In the boron-rich compounds, the network of boron atoms changes from B12 icosahedron in the ambient phases to the similar buckled graphenelike layers in the high-pressure phases, which crystalize in the same P¯3m1 symmetry but with different numbers of boron layers between adjacent silicon layers. Phonon calculations show that these structures might be retained to ambient conditions as metastable phases. Further electron-phonon coupling calculations indicate that the high-pressure phases of boron-rich compounds might superconduct at 1 atm, with the highest Tc value of 21 K from the Allen-Dynes equation in P¯3m1 B2Si, which is much higher than the one observed in boron doped diamond-type silicon. Moreover, further fully anisotropic Migdal-Eliashberg calculations indicate that B2Si is a two-gap anisotropic superconductor and the estimated Tc might reach up to 30 K at 1 atm. On the silicon-rich side, BSi2 is predicted to be stable in the CuAl2-type structure. Our current results significantly enrich the phase diagram of the B-Si system and will stimulate further experimental study. ; The work was supported by Fostering Program of Major Research Plan of NSFC (91963115), National Key R & D Program of China (2018YFA0703400), National Natural Science Foundation of China (No. 51732010, 11674176, 11874224), Funding Program for Recruited Oversea Scholars of Hebei Province (Grant No. CL201729), and the Ph.D. Foundation by Yanshan University (Grant No. B970). A.B. acknowledges financial support from the Spanish Ministry of Economy and Competitiveness (Grant No. FIS2016-76617-P) and the Department of Education, Universities and Research of the Basque Government and the University of the Basque Country (Grant No. IT756-13). ; Peer reviewed

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

China, with its growing population and economic development, faces increasing risks to health from climate change, but also opportunities to address these risks and protect health for generations to come. Without a timely and adequate response, climate change will impact lives and livelihoods at an accelerated rate. In 2020, the Lancet Countdown Regional Centre in Asia, led by Tsinghua University, built on the work of the global Lancet Countdown and began its assessment of the health profile of climate change in China with the aim of triggering rapid and health-responsive actions. This 2021 report is the first annual update, presenting 25 indicators within five domains: climate change impacts, exposures, and vulnerability; adaptation, planning, and resilience for health; mitigation actions and health co-benefits; economics and finance; and public and political engagement. The report represents the contributions of 88 experts from 25 leading institutions in, and outside of, China. From 2020 to 2021, five new indicators have been added and methods have been improved for many indicators. Where possible, the indicator results are presented at national and provincial levels to facilitate local understanding and policy making. In a year marked by COVID-19, this report also endeavours to reflect on China's pathway for a green recovery, ensuring it aligns with the carbon neutrality goal, for the health of the current and future generations.

China, with its growing population and economic development, faces increasing risks to health from climate change, but also opportunities to address these risks and protect health for generations to come. Without a timely and adequate response, climate change will impact lives and livelihoods at an accelerated rate. In 2020, the Lancet Countdown Regional Centre in Asia, led by Tsinghua University, built on the work of the global Lancet Countdown and began its assessment of the health profile of climate change in China with the aim of triggering rapid and health-responsive actions. This 2021 report is the first annual update, presenting 25 indicators within five domains: climate change impacts, exposures, and vulnerability; adaptation, planning, and resilience for health; mitigation actions and health co-benefits; economics and finance; and public and political engagement. The report represents the contributions of 88 experts from 25 leading institutions in, and outside of, China. From 2020 to 2021, five new indicators have been added and methods have been improved for many indicators. Where possible, the indicator results are presented at national and provincial levels to facilitate local understanding and policy making. In a year marked by COVID-19, this report also endeavours to reflect on China's pathway for a green recovery, ensuring it aligns with the carbon neutrality goal, for the health of the current and future generations.