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There have been long‐standing difficulties with the recruitment of medical students into psychiatry. One of the reasons for this may be the perceived stigma attached to the profession. The aim of this paper is to assess whether a brief intervention could help to alter attitudes towards psychiatry in students undertaking clinical attachments with psychiatry components. An evidence‐based intervention was delivered to fourth year medical students. Their attitudes towards the specialty were measured with the ATP‐30 questionnaire in order to establish any effect. The intervention may have been associated with a temporary improvement in attitudes, which attenuated during the course of their clinical placements. Unexpectedly, it appeared that placements themselves may have contributed to a negative impact. Female students and those from a healthcare background were more likely to have positive views. Although single brief interventions may have only a limited effect in combating stigma in medical student's attitudes, placement experience appears to play a significant role, which requires further study.

The purpose of this paper is to describe pre‐school children's learning during a learning study, and their teachers’ awareness of each child's learning possibilities in relation to what they actually learned. The paper's aims are twofold; first, to focus on how to design learning study in pre‐school settings; and second, to study young children's (aged 4‐5) learning.

The data consist of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre‐school teachers.

The results show: an increased learning outcome in all three groups; there is a discrepancy between what the children actually learned and the teachers’ awareness about the children's possibilities. The teachers’ awareness of the children's learning possibilities differ from what the children actually learned.

Learning study is usually used in school settings, but this paper shows its potential also in pre‐school settings. Beside this, the results indicate that there is a risk that if teachers’ expectations are too high or too low, they will affect children's abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of learning study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.

AT last Mr. Baker's long announced “Descriptive Guide to the Best Fiction” is in our hands, and proves to be a bulky volume of over 600 pages, which must have cost its author many hours of arduous labour. Descriptive guides to literature of any sort are unfortunately too rare on this side of the world not to ensure for any decent attempt to compare with what the Americans are doing in this direction, the support of all librarians and bibliographers—at least we hope so—and Mr. Baker's book is a great advance on anything that has hitherto been attempted, here or elsewhere, to provide an annotated handbook to fiction. When the series of guides to literature, science, the arts, &c., announced by Messrs. Scott, Greenwood & Co., are published—which it is to be hoped will be soon—England will not be so desperately and humiliatingly “out of it,” as is the case at present, in the great task of selecting from and annotating the literature of the world.

The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.

This book has presented theoretically driven empirical research that confirms the impact of workplace bullying on the community college campus. Theoretical insights and methods such as equal opportunity theory (Mithaug, 1996), Hochschild’s emotional labour (2003), McPhail’s culture management theory (2002), Bandura’s self-efficacy (1977), and theories on power (Goldblatt, 2007) provide a framework for these data. Further, social dominance theories, (Sidanius & Pratto, 1999) and employee disengagement theories (Samnani, Salamon, & Singh, 2014) give different lenses from which to consider bullying.

Theories provide solid backdrops, yet for those facing workplace bullying, there is nothing theoretical about the experience. The abuse is real and demoralizing; by the definition used throughout this book, bullying is escalating (Einarsen, 2003). In response to bullying, study respondents confirm filing EEO complaints, leaving the job, taking stress leave, and changing work schedules to find relief. The following scenarios provide an opportunity to reflect objectively on workplace bullying and its application to different community college constituencies.

The goal for each discussion is to find relief for the target, and develop recommendations to create a healthy environment. As one reflects on these scenarios, one also needs to consider: (1) A rationale reaction or strategy that is not informed by outrage, anger, or helplessness, (2) what resources can be or should be at the disposal of the target, and (3) what policies or legislations are available to assist the target. Readers should be encouraged to utilize the findings and data in this book and policy at their respective institutions to craft possible solutions. These scenarios are appropriate for those considering the nuances of workplace bullying and leadership in scholastic or practical arenas. Further, emerging leaders and graduate students can also consider solutions to workplace bullying.

SO much controversy has raged around the subject of newsrooms in the past two years, that librarians are, as a rule, utterly tired of it, and the appearance of still another article upon the subject is not calculated to tone down the general spirit of vexation. It requires no little courage to appear in the arena in this year of Grace, openly championing those departments of our institutions which were originally intended to convey the news of the day in the broadest manner.

THE influence of wireless on libraries is marked. As a method of publicity it is unmatched. On April 20th the new secretary of the Library Association, Mr. Guy Keeling, joined the number of library broadcasters with a talk from 2 LO on “What Your Public Library can do for You.” The announcer said he regarded the talk as a fresh mark of the co‐operation between the B.B.C. and the public libraries which had been so fruitful in the past; and Mr. Keeling made his first real public appearance as Secretary with a clearly Stated account of our ordinary activities, enlivened with humour, and delivered in excellent manner. Together with all those who have any vision in the matter, he looks forward to co‐operation between all libraries.

Millions of the British people have for some years now been struggling valiantly to live with hard times, watching them day by day grow worse but always hopefully that the cloud had a silver lining; that one day, reason and a sense of direction would prevail. Tyranny in many forms is a feature of history; the greatest epics have been risings of ordinary people to overthrow it. The modern form of tyranny is that of Money; the cruel and sinister ways in which it can be obtained and employed and the ineffectiveness of any measures taken to control the evils which result. Money savings over the years and the proverbial bank book, once the sure safeguard of ordinary people, are whittled away in value, never to recover. Causes always seemed to be contained within the country's own economy and industrial practices, and to this extent should have been possible of control. The complex and elaborate systems constructed by the last Government were at least intended for the purpose, but each attempt to curb excessive demands for more money, more and more for doing less and less— the nucleus of inflation—produced extreme reactions, termed collectively “industrial strife”. Every demand met without compensatory returns in increased work, inevitably led to rises in prices, felt most keenly in the field of food and consumer goods. What else would be expected from such a situation?