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An increase in the ageing UK population is leading to new ways of looking at how we deliver health and social care services in the UK. The use of assisted living technology (ALT) and telecare is already playing a part in these new models of care. Yet despite the current advances in the range of technology and networking capabilities in the home, ALT and telecare solutions have not been taken up as eagerly as might have been anticipated. The study reported here used scenario‐based focus groups with a wide variety of stakeholders in home care to identify the existing barriers to the successful uptake of ALTs and telecare in Scotland. Six focus group sessions were conducted with individual stakeholder groups (social care workers, policy makers, telecare installation technicians, older users, informal carers) and five conducted with mixed stakeholder groups. The focus groups used the same home care scenario to identify and categorise the different perceptions, attitudes, and expectations of the various stakeholders when discussing telecare implementation for a fictitious older couple. The emerging themes from the focus groups were analysed and categorised according to the Framework Analysis approach. We present a synthesised list of the current barriers to the uptake of ALTs and telecare ‐ and discuss how each of these barriers might be overcome. If these barriers are addressed, we believe telehealthcare technologies will be better designed, more usable, easier to prescribe effectively, more acceptable to more users in more contexts, and ultimately more common place in homes throughout the UK.

The purpose of this paper is to evaluate an approach to automating goals for supporting home care, with a view to understanding user experience when defining such goals and hence identifying improvements that could be made to the approach.

The study was designed to answer the key research question of whether users can understand, formulate and relate to automated goals for home care. In order to do this, a fictional text-based scenario was used about a couple with care needs. This helped to explore the feasibility, acceptability and usability of goals to manage care at home. Face-to-face qualitative interviews were undertaken with ten participants with a background in social care: four social care professionals; one health care professional; one formal carer; one informal carer; and three end users.

Overall, participants were positive about being able to control the MATCH (Mobilising Advanced Technologies for Care at Home) system through the use of goals. The results from the participant interviews will be used to help guide potential improvements to the home care system. The main issue that emerged from the study is that it would be valuable to think in terms of outcomes as a higher level than goals. A second consideration is that it would be desirable to adopt terminology that can be understood by all stakeholders.

The study has demonstrated that automated goals for home care have a useful role to play and can be successfully used by end users and carers. Although the range of participants in the study was limited, it has allowed confidence to be built in the approach and has identified useful pointers for future development.

With the evaluation and validation of the goal-based approach, it has encouraged the developers to make automated goals more widely available in future deployment of the home care system.

The use of automated goals to support home care has been shown to be acceptable to end users and carers. This will allow future home care systems to offer more personal and better customised services to those receiving telecare.

The study provides a unique evaluation of the use of automated goals to support home care. Previous use of goals in the literature has been for highly technical applications, so their application to home care is novel and speculative. The study has demonstrated that the approach is viable, useful, and usable by end users and carers.

Black women’s contributions to the struggle for educational equality and to the USA Civil Rights Movement have been deplorably under-examined and scarcely evident in educational literature. This historical, biographical account documents the life and challenges of one brilliant woman, Mamie Phipps Clark, PhD. The purpose of this paper is to consider how Mamie Phipps Clark encountered and connected with Thurgood Marshall to advance social justice and the historical outcomes in the Brown v. Board (1954) decision. More importantly, the ways in which young Black children perceived racial awareness and self-identity are examined, and the perniciously damaging effects frequently stated by children’s and their negatively held attitudes about skin color were revealed in her work (Clark and Clark, 1950).

This historiography examines Dr Mamie Phipps Clark’s scholarship. Central to Brown v. Board of Education was Dr Mamie Phipps Clark’s research agenda. She contributed to the USA’s history in the pursuit of justice and equity for children. To adequately prepare social studies and civics educators and students, the unknown has to be realized. To embrace Clark’s accomplishments within the educational literature is to forge a vast path of knowledge about children’s identity, racial awareness and psychological well-being. She worked determinedly for just ideals for generations of children and women preparing the way for just educational integration.

Nevertheless, until women, and essentially Black women’s scholarship and civic contributions are valued as imperative to foundational educational, civic, social studies, history canons the entirety of history remains veiled. When women’s scholarship by which our country achieved civic ideals is fully accepted, multicultural educators for social justice and action will claim Mamie P. Clark’s merited inclusion in the social studies and educational canon. Without the position, knowledge and expertise of Judge Thurgood Marshall, the momentous 1954 movement toward educational equity and civic righteousness would not have occurred. It took his skill, but mostly his powerful Black maleness to bring about just passage of Brown v. Board. Further, without the influential testimony of Dr Kenneth Clark at Brown v. Board the crucial argument of the “pernicious effects of segregation” would have not influenced the court in the same fashion as that of a Black woman. In fact, in one account (Pohlman, 2005), Mamie, P. Clark’s work is not mentioned when referencing a court cases’ detailed circumstances of the doll studies. Interestingly, Dr Henry Garrett, Mamie’s racist doctoral advisor is mentioned in the preliminary Virginia segregation court case as a prominent witness in this integration case without note of Dr Mamie Phipps Clark.

Howard University’s motto, Veritas et Utilitas, Truth and Service was key to Charles Houston, Thurgood Marshall, Mamie P. Clark and Kenneth Clark’s moral code. They lived the possibility to intensify equitable, equal, and accessible education by enacting legal civil rights agency and action. Nevertheless, pending any woman scholar, essentially women civic scholars, Black women’s foundational social studies scholarship and contributions are wholly vital to our educational history and canons. It is only when women’s precedents are included into the literature by which our country achieved civic justice, then social studies educators and educational researchers may begin to achieve gender inclusive practice while transforming social studies scholarship to better all students’ worlds.

Dr Mamie Phipps Clark’s work endures, as does her history and advocacy for generations of children, especially children of color, as well as women scholars. Her equitable, historical place will be actualized as long as scholars continue to herald her scholarship and contributions to the civic and social studies canon of literature.

Dr Mamie Phipps Clark. Central to Brown v. Board of Education was Dr Mamie Phipps Clark’s scholarship. She contributed to the USA’s history in the pursuit of justice and equity for children. To adequately prepare social studies and civics educators and students, the unknown has to be realized. To embrace Clark’s accomplishments within the educational literature is to forge a vast path of knowledge about children’s identity, racial awareness and psychological well-being. She worked determinedly for ideals for generations of children and women preparing the way for educational integration.

The range of tactical force options available to police is increasing, while public debate about police use of force is never far from the headlines. This paper aims to examine what factors shape how people accept police use of force.

The authors use two online experiments to test whether different force options affected judgments about the acceptability of police action and to explore the role of trust and legitimacy in people's judgments.

The authors found across both studies that respondents judged scenarios involving a weapon (baton, CS spray, Taser) as less acceptable compared to scenarios that did not (talking down, handcuffs), but they did not draw much distinction between the specific weapon used. In study 1, exposure to different police tactics had no effect on trust and legitimacy. In study 2, prior perceptions of trust were strong predictors of acceptability judgments.

There is a comparative paucity of British-based empirical research examining public attitudes toward different use of force resolutions by police. In this paper, the authors explore how use of force affects people's views of police at a time in which the nature and scope of force applications, how these are understood and indeed the basic enterprise of policing itself is being reconsidered and renegotiated.

Fiction has the potential to dispel myths and helps improve public understanding and knowledge of the experiences of under-represented groups. Representing the diversity of the population allows individuals to feel included, connected with and understood by society. Whether women and girls with autism spectrum disorder (ASD) are adequately and accurately represented in fictional media is currently unknown. The paper aims to discuss this issue.

Internet and library searches were conducted to identify female characters with ASD in works of fiction. Examples of such works were selected for further discussion based on their accessibility, perceived historical and cultural significance and additional characteristics that made the work particularly meaningful.

The search highlighted a number of female characters with ASD across a range of media, including books, television, film, theatre and video games. Many were written by authors who had a diagnosis of the condition themselves, or other personal experience. Pieces largely portrayed characters with traits that are highly recognised within the academic literature. However, some also appeared to endorse outdated myths and stereotypes. Existing works appear to preferentially portray high functioning autistic women, with limited representation of those whom also have intellectual disability.

This is the first exploration of the depiction of ASD in females within fiction. There is a need for more works of fiction responsibly depicting females with ASD, as this can help reduce stigma, develop public awareness and recognition and increase representation.

Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators.

This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw attention to the ways that we, as White educators, authorize and are complicit in this violence.

This paper explicates a praxis of questioning, developed through efforts to reflect on our complicity in and responsibility for racial violence in our classrooms. The authors offer this praxis of questioning to other White language and literacy teachers as a heuristic for sensemaking with regard to racism in classrooms.

The authors situate this paper within a broader struggle to engage themselves and other White educators in work for racial justice and invite others to take up this praxis of questioning as an initial step toward examining the authors’ complicity in – and authorization of – discourses of racism.

The purpose of this article is to consider the impact of incorporating a set of readings focused on issues of gender, diversity, leadership, and feminist thought into the curriculum of a statewide educational leadership doctoral program.

Based data from open‐ended surveys, semi‐structured interviews, and reflection statements, the article presents a qualitative analysis of how students react to, learn from, and resist social justice‐oriented curricula and teaching strategies, particularly those related to gender issues.

The analysis of the data collected in this research suggests that, after a year of exposure to readings and written assignments about gender and other diversity issues, few students had undergone significant transformations in their learning regarding gender issues. Moreover, it was found that many students demonstrated resistance to reading, reflecting on and discussing gender issues.

Programs and professors that endeavor to prepare leaders who are transformative, require transformative teaching practices that assist in the development of such leaders. When content includes issues of diversity, our findings indicate that it is particularly important that faculty increase their knowledge of student responses to difficult content and transformative teaching strategies.

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.

This column has always intended to provide in‐depth, comparative reviews of abstracting services, indexes, serial bibliographies, yearbooks, directories, almanacs and other serial tools which would normally be housed in reference departments. For the purposes of this column, reference serials are materials which must meet two rather flexible requirements: they must be useful as reference sources and they must be issued as serials or be titles which are superseded periodically by new editions.

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.