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As the mission of this text calls us to engage in articulating a vision that speaks to the power and potential of the next chapter in the historically Black college and university (HBCU) narrative, we propose that we take a moment to critically reflect in order to contextualize and establish a vision of the road ahead that is clear and informed. The past decade ushered in many significant shifts in policy and practice with varying outcomes that have uniquely and forever shaped the future of our beloved institutions and we must be careful not to forget these pivotal moments. Utilizing a robust critical discourse analysis, the authors of this chapter will explore topics ranging from resource development and institutional leadership at HBCUs to the critical role of research as a mechanism for owning and sharing our individual and collective HBCU narratives in 2020 and beyond. The authors will provide a timeline of events and discuss their impact on HBCU stakeholders and institutional operations, while also taking the time to provide recommendations for preparing for and possibly circumventing comparable issues in the future. Although HBCUs find themselves navigating a constantly evolving sociopolitical landscape, we are certain that being mindful of our immediate past and committed to our historical purpose provides the best route for us to be intentional about our future.

Our nation at last seems to be rousing herself to put forth her full strength, and the organisation of industry is receiving at the hands of the new National Government no less attention than the armies that are springing into being under the magnificent direction of the new Knight of the Garter, Lord Kitchener. Hearts are beating high with hope and determination to help in every way possible in this vast effort to uphold the right, and the call comes afresh to each one of us to do everything in our power at this time of National need. In the present number we gladly publish more names of comrades who have joined the forces, but could wish they were still more numerous. Are there not others who can and who will join the noble army of heroes prepared to face the enemy in the field for faith and Motherland?

The purpose of this paper is to explore the responsibilities and challenges faced by academic librarians whose major responsibilities include the overall promotion of the library.

A questionnaire was sent to seven library listservs asking respondents to describe their work duties, promotional activities, academic background, and professional challenges and concerns.

This study garnered 215 responses. Respondents who completed the questionnaire identified as academic librarians whose major responsibilities include the overall promotion of the library. Librarians who promote face a plethora of challenges, including time restraints, lack of funding and limited support for their promotional efforts. These barriers place a strain on promotional work in academic libraries.

The paper illustrates the roles and responsibilities of librarians who promote and the challenges and obstacles they deal with on an institutional and departmental level.

This study provides a unique snapshot of marketing initiatives across various academic libraries, in the midst of a global economic recession.

Migration is increasing worldwide. health care practitioners must provide care to migrants in a culturally competent manner that is sensitive to cultural, political and economic contexts shaping health and illness. Many studies have provided strong evidence that health providers benefit from training in cross-cultural care. Cultural competence education of medical students during their early learning can begin to address attitudes and responsiveness toward refugees. At Memorial University in Canada, the authors designed “Morning in Refugee Health”, an innovative program in cultural competency training for first year medical students in the Clinical Skills and Ethics course. The purpose of this paper is to discuss these issues.

Here the authors introduce the curriculum and provide the rationale for the specific pedagogical techniques employed, emphasizing the consideration of culture in its relation to political and economic contexts. The authors describe the innovation of training standardized patients (SPs) who are themselves immigrants or refugees. The authors explain how and why the collaboration of community agencies and medical school administration is key to the successful implementation of such a curriculum.

Medical students benefit from early pre-clinical education in refugee health. Specific attention to community context, SP training, small group format, linkages between clinical skills and medical ethics, medical school administrative and community agency support are essential to development and delivery of this curriculum. As a result of the Morning in Refugee Health, students initiated a community medical outreach project for newly arriving refugees.

The approach is unique in three ways: integration of training in clinical skills and ethics; training of SPs who are themselves immigrants or refugees; and reflection on the political, economic and cultural contexts shaping health and health care.