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Valuing People Now (DH, 2009) recognises that some people, particularly those with complex needs, have been missing out. It has made ‘including everyone’ a priority for the next three years. With reference to Tom's story, this paper will consider the reasons why people with profound and multiple learning disabilities (PMLD) remain among the most marginalised people in society today, what has changed since Valuing People (DH, 2001) and what needs to change in the next three years of delivering Valuing People Now (DH, 2009) if we are to rise to the challenge of ‘enabling extraordinary people to live ordinary lives’ (McConkey, 1998).

This paper aims to provide a commentary on the previous paper in this issue “The Confidential Inquiry (CI) into the deaths of people with learning disabilities – the story so far.”

The author considers the potential impact of the CI in reducing the health inequalities and premature deaths of people with learning disabilities.

The author considers how the process of conducting the CI described in the paper will address the fundamental issues of indifference and discrimination documented in the Mencap report, Death by Indifference.

The author suggests that, in conjunction with the findings that the CI will publish in the future, that the political will to change the way health services are delivered to people with learning disabilities in the future will be crucial.

Net of controls for educational credentials, recommendations, age, high school quality, employment sector, firm size and region, white personnel officers tend to assign black male high school graduates to lower paying positions than those assigned to white male high school graduates in the USA. Similar patterns are observed for while female college graduates. The effect of job candidates' race on employers' job placement decisions is examined, using data gathered by the randomised vignette technique. These patterns of apparent bias in job placement are found to be offset to some degree in firms with affirmative action policies. The findings are discussed in the context of Thurow's (1975) theory of statistical discrimination. Further research is needed to investigate potential discrimination in job selection and to examine characteristics of firms and personnel officers with the greatest propensity to discriminate.

The recent outbreak of severe epidemic illness at Brighton and Hove with the accompaniment of widespread anxiety, suffering and death, as well as great financial loss, both public and private, draws attention of the most unfavourable kind to what appears to be grave deficiency in the supervision and control of the milk supply of one of the most important towns on the south coast.

An organization is broadly defined to be a formally co‐ordinated effort by groups of individuals to realize specific goals. A university, as an organization, can be distinguished from a wide range of business organizations and government agencies, both by the manner of co‐ordination and the goals of profession. Reviews some characteristics of university academic and administrative organizations in both Australia and China. Includes a comparative examination of supervising organs above the university; governing bodies within the university; teaching organizations of the university between Australia and China, and the classification of China′s universities.

Since new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations.

This commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners.

Universities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credntials.

This paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking.

Understanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers.

Provides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change.

The commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling.

In a study of merger-evoked cultural change in three organizations, quantitative and qualitative data were collected from individuals at all employment levels in both merger partners within each organization. Results were that most individuals perceived that the merger had impacted significantly on them personally. There was, however, a perceived lack of congruence between the organizational cultures of merging partners, resulting in culture clashes and significant changes to the organizations’ organizational cultures. More specifically, outcomes for both individuals and the subsequent acculturation following the mergers were related to the approach adopted to manage the merger process: incremental, immediate, or indifferent.