During the period between 1933 and 1945 the racial theory of National Socialism underwent enormous variations. It is possible to observe four different phases, some of which overlap in time. The first of these is based on the existence of a superior 'Aryan' race and defined by Hitler in Mein Kampf. This second stage, which ended around 1934, was characterized by the uncritical acceptance of Hans Günther's theses. Günther idea is centered on the Nordic breed: a tall, long-legged, thin, with average height, among males, about 1.74 m. Hair color is blonde. The stream of thought emanating from Hans Günther is known as Nordicism. The fact that about 95% of the German population, as well as almost the entire top leadership of the NSDAP, qualified as 'bastards-à-la-Günther', the Party was unable to accept such a conclusion. This was the generator of the third stage of NS racial theory. This phase is defined by an entire rejection of Günther's Nordicism. In Nuremberg, on the Day of the Party of 1933, Hitler declared: 'We do not conclude from the physical type of a man his ability, but from his achievements his race’. The fourth stage of the NS racial theory is fully demonstrated when the Waffen SS begins to welcome non-Nordic elements into its ranks. Since this fourth stage of National Socialist Racial Theory was interrupted in 1945, it is very difficult to predict what its end would have been.

Assessment literacies for both teachers and students matter because assessment is central to learning and influences behaviours and practices of both. Student assessment literacies have largely been ignored, which is surprising given discourses supporting students taking responsibility for their own learning. Here we investigate the understandings of assessment literacies, especially summative assessment (SA) and formative assessment (FA), of a group of 83 year-three health sciences undergraduates. We found limited and ineffective dialogue between students and teachers about assessment. Even after more than two years at university, students show a lack of common understanding, or no understanding, of the terms SA and FA despite them having become common parlance in academic discourses. From their responses we concluded that 29% of students understood SA, 29% understood FA, and 18% understood both. This lack of understanding is worrying since it counters somewhat the notion that students are central to their own learning. The lack is mirrored by teachers, and to some extent by the literature in general. We contend that a lack of common understanding and theoretical framework has potential to hinder the engagement and progress of students and we call for remedy, starting from a student perspective.

Background: Quality of education is not just referring to as imparting good knowledge but it also includes availability of potable water and sanitary services. Clean and continuous availability of water and right sanitation practices in schools are prerequisites to school children's entitlement to a basic education. Aim: Therefore, in the current survey study, the main objective was to assess the water supply, sanitation and hygiene practices in schools and colleges of Jammu District. Method: A simple random sampling technique was used to gather 100 school/college students studying in the Jammu region of the Jammu district of Jammu & Kashmir (UT), India. Data were retrieved using a self-constructed questionnaire assessing sanitation & hygiene practices using Google form format and E-based method. Result: The findings of the study revealed that the major water drinking facility in the educational institutions was in the form of water cooler (46%) and tap water (34%). There was no satisfactory provision of toilets for the student with disability and regarding menstrual we observed that only 67% of colleges and 51% of schools provides dustbins for disposal of menstrual hygiene wastes. It was also observed that 27% of institutions provide soap in a private space for girls due to which 75% miss classes and suffered from UTI. Conclusion: We concluded that majority of school and colleges of Jammu district provides separate washrooms for girls and boys but only half of the number of school and colleges provides hand wash/soap at hand washing place and also found that there is less menstrual hygiene. Therefore there is an urgent need to provide proper water supply, sanitary services in educational institutions to support the Sustainable Development Goal 6 for proper development of the nation.