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This article contains two brief cases about health‐care disputes, designed for executive education audiences who work in health care. One case is a dispute between a doctor and a hospital administrator over authority to control nursing assignments. The other case is about doctors competing for access to operating room space. These cases are used to discuss underlying causes of the disputes and participants' strategies for managing these disputes. The teaching note focuses on using the power, rights, and interests model from Ury, Brett, and Goldberg (1988) as a way to organize the discussion.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

In Aotearoa New Zealand (Aotearoa), bicultural education has reinforced the privilege of settler colonial knowledge with te reo Māori, the language of Indigenous people of Aotearoa New Zealand, used as decorative labels to create a bicultural étagère. Similarly, for inclusive education ableist notions of personhood have maintained approaches that attempt to assimilate the person into the educational hood. In this chapter, research findings from a doctoral case study highlight the intersecting nature of ableism and racism in the foundations of the Aotearoa education system. The author argues that Indigenous knowledge and customs in a bicultural Initial Teacher Education (ITE) program that prepares early childhood educators promote positive constructions of inclusion. Using the tenets of DisCrit and the Alaskan Cultural Standards as tools of analysis, key bicultural practices that support inclusion are identified and discussed. In addition, the inclusive opportunities and the fragility of meaningful intentions are highlighted.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.

The first season of HBO's Lovecraft Country is based on Matt Ruff's 2016 novel and explores the horrifying world of H.P. Lovecraft and the very real Jim Crow-era racism that plagued the United States in the 1950s. The series, developed by Misha Green and produced by Jordan Peele, places Black protagonists at the centre of a Lovecraftian horror story. The Black characters have to face shoggoths, grand wizards and magic but they also have to deal with and escape very realistic horror, in the form of racist police violence and white supremacy. By bringing the Black characters into the centre – often the metaphorical villains of Lovecraft's stories – the series allows for a new layer of meaning to Lovecraft's fear of the other. Atticus, Leticia, Uncle George, Hippolyta and the rest of the cast are struggling to escape the everyday real and supernatural manifestations of racism. Their struggle can be seen as a reflection of the actual struggle of the Black communities today, who are trying to liberate themselves from the shackles of oppression and systemic racism once and for all, so all people regardless of the colour of their skin, gender, race and ethnicity can finally be free. Lovecraft Country can be read as a symbolic yet crucial contemporary representation of this struggle for freedom. The series was created before George Floyd's and Breonna Taylor's murders, but it came after the deaths of Trayvon Martin, Philando Castile and Sandra Bland. Once the viewers search deeper and look past the dark mansions, the wicked wizards and the shoggoth monsters, they can understand that the supernatural and fictional land of Lovecraft Country is not a distant place after all.

High-fidelity simulation has well-established educational value. However, its use in psychiatry remains underexplored. This study explores medical students’ experiences of high-fidelity simulation teaching during their psychiatry placements. A session was delivered on “psychiatric emergencies”, set in a simulated emergency department, with equal emphasis on the management of physical and psychiatric aspects of patient care. This paper aims to report on student attitudes to high-fidelity simulation teaching in psychiatry, as well as student attitudes to “integrated” teaching (i.e. covering both physical and psychiatric knowledge).

Semi-structured focus groups were conducted with medical students at a UK university. This exploratory approach generated rich qualitative data. Thematic analysis was used.

High-fidelity simulation teaching in psychiatry is well regarded by medical students, and helps students recognise that psychiatric problems can present in any clinical setting. This study has demonstrated that students value this type of “integrated” teaching, and there is potential for this approach to be more widely adopted in undergraduate health-care professional education. High-fidelity simulation could also be considered for incorporation in undergraduate examinations.

To the best of their knowledge, the authors are the first to conduct an in-depth exploration of attitudes to simulation teaching specifically in psychiatry. The authors are also the first to directly explore student attitudes to “integrated” teaching of psychiatry and physical health topics. The results will support the effective planning and delivery of simulation teaching in psychiatry, the planning of undergraduate summative assessments and will likely be of interest to health-care professionals, educational leads, simulation practitioners and students.

Purpose – A geologist and sociologist have developed a pair of Earth resource courses to teach geology in global context and critical thinking and negotiation skills. The energy and minerals courses emphasize the physical and geological sciences as well as an understanding of the political, social structural, cultural, economic, and environmental factors that influence resource extraction and use. We are seeking to develop the global citizenship skills students will need to participate in future discussions on Earth resource issues. To this end, active learning approaches involve students in group problem solving and negotiation.

Methodology – For five years we have been developing these courses and regularly assessing the accomplishment of course goals. Focus groups and before/after surveys guide course modifications.

Findings – Though limited, our evidence shows an increased awareness and willingness on the part of our students to engage in discussions searching for solutions to Earth resource issues. Geology students are enthusiastic about the content that goes beyond geology. Non-geology students appreciate knowing more of the science of Earth resources that help thereby providing critical insight and background for their interest in environmental and social problems.

Value of the paper – The L(SC)2 paradigm we have developed can be adopted or adapted to a variety of possible partnerships between the sciences and the social sciences and humanities. Studying Earth resource issues in global context connects the immediate concerns of consumers to the practices and problems of Earth resource extraction and processing around the world to better foster citizen involvement.

On 1 April 1978, the Israeli peace movement burst into world consciousness when an estimated 25,000 Israelis demonstrated in Tel Aviv to urge the administration of Prime Minister Menachem Begin to continue peace negotiations with Egypt. A grassroots group called Peace Now is credited with organizing and leading that demonstration. Today, the “peace camp” refers to left‐wing political parties and organizations that hold dovish positions on the Arab‐Israeli conflict and the Palestinian issue. While some figures in the Labor Party view themselves as the peace movement's natural leader, political parties further to the left like the Citizens Rights Movement (CRM) and Mapam are more dovish. In the last 10 years, many grassroots peace organizations have, like Peace Now, formed outside the political party system, with the goal of influencing public opinion and eventually having an impact on policy makers. Peace Now is still the largest, most visible and influential of those organizations.