The growing number of alternative schools seems to correlate with the mounting population of disenfranchised students. The higher the number of disenfranchised students, the more alternative schools are being built. This correlation may be caused by social, economic, and political issues that bring about pervasive social injustice, which reinforces the cycle of educational inequality. In this qualitative study, the authors examined 1 alternative high school from a critical perspective to determine whether the school benefited students to the extent that it broke the cycle of educational inequality. Using critical theory as a theoretical framework, the authors found that the school provided a caring environment for students and gained their trust. However, the school did not offer a meaningful and equitable alternative education that benefited the students. This failure led the authors to question for whom this school is truly an alternative.

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Successful translation of new and innovative medical products from concept to clinical use is a complex endeavor that requires understanding and overcoming a variety of challenges. In particular, regulatory pathways and processes are often unfamiliar to academic researchers and start-ups, and even larger companies. Growing evidence suggests that the successful translation of ideas to products requires collaboration and cooperation between clinicians, researchers, industry, and regulators. A multi-stakeholder group developed this review to enhance regulatory knowledge and thereby improve translational success for medical devices. Communication between and among stakeholders is identified as a critical factor. Current regulatory programs and processes to facilitate communication and translation of innovative devices are described and discussed. Case studies are used to highlight the importance of flexibility when considering evidence requirements. We provide a review of emerging strategies, opportunities, and best practices to increase the regulatory knowledge base and facilitate medical device translation by all stakeholders. Graphical abstract Clinicians, regulators, industry, and researchers require regulatory knowledge and collaboration for successful translation of innovative medical devices

Women now dominate student enrollment in colleges of veterinary medicine in the USA, as well as in other countries. Projections indicate that this will remain a constant. The implications for teaching, learning, mentoring, leadership, professional development, student and faculty diversity, and curriculum structure are enormous. This article provides the groundwork for examining gender diversity in veterinary medical education. Women's development and ways of knowing are identified as paramount for understanding and benefiting students and faculty in their higher education experiences and in their professional lives. Seminal research focusing on women's development and ways of knowing is introduced, summarized, and contrasted to male-centered models, and implications for teaching practice are considered. Our underlying premise is that research about women's moral and intellectual development is relevant to veterinary education and supports the adoption of student-centered approaches to teaching and learning.