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The purpose of this paper is to present the findings on interpersonal relational processes of Israeli healthcare providers (HCPs) and Syrian patients and caregivers using data collected in two Israeli hospitals.

Using a parallel mixed-methods design, data were integrated from observations, interviews, and surveys. In total, 20 HCPs and three Syrian patient caregivers provided interview data. Quantitative data were collected from 204 HCPs using surveys. The qualitative component included the phenomenological coding. The quantitative analysis included factor analysis procedures. Throughout parallel analysis, data were mixed dialogically to form warranted assertions.

Results from mixed analyses support a three-factor model representing the HCPs’ experiences treating Syrian patients. Factors were predicted by religious and occupational differences and included professional baseline, humanitarian insecurity, and medical humanitarianism.

Limitations of this study included issues of power, language differences, and a small Syrian caregiver sample.

As the fearful, injured, and sick continue to flee violence and cross geopolitical borders, the healthcare community will be called upon to treat migrants and refugees according to ethical healthcare principles.

The value of this research is in its critical examination of the HCPs’ interactions with patients, a relationship that propels humanitarian healthcare in the face of a global migrant crisis.

For more than a century, state and federal governments and organizations have used different measures to determine if students and groups of students have achieved in a particular subject or grade level. While the construct of achievement is applied irrespective of student differences, this equal application turns out to be anything but equitable. In this chapter, we work to understand the way achievement plays out for Black students by deconstructing how the word achievement works. In doing so, we track the history of education, testing, and curriculum as it has been applied to Black youth and youth of color.

Blues music is in the midst of its second revival in popularity in roughly thirty years. The year 1960 can be identified, with some qualification, as a reference point for the first rise in international awareness and appreciation of the blues. This first period of wide‐spread white interest in the blues continued until the early seventies, while the current revival began in the middle 1980s. During both periods a sizeable literature on the blues has appeared. This article provides a thumbnail sketch of the popularity of the blues, followed by a description of scholarly and critical literature devoted to the music. Documentary and instructional materials in audio and video formats are also discussed. Recommendations are made for library collections and a list of selected sources is included at the end of the article.