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FROM THE GROWING NEED, AS IDENTIFIED BY OUR COMPANY'S managers and specialists for more skills training in interviewing, a small team (the authors of this article) set out to examine what Central Training Services were now offering in this area and how it could be improved. Existing at the time were two modules concerned with specific types of interview, selection and appraisal. Each module discussed their processes in relation to the company and both included role‐playing interviewing with feedback using CCTV and behaviour analysis. Related sessions were also included on management, supervisory and sales courses under such titles as ‘interpersonal skills and communications’.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Is suing the international criminal the same as or different from suing the domestic criminal? The question assumes at least part of the answer. Many of the practical problems are readily apparent. There is the problem with obtaining legal jurisdicton over the malefactor's person and assets, the problem of finding both, and, of course, the prohibitive expense of an international litigation. Each country has its own procedural and substantive idiosyncracies, resulting in an uphill battle for any international litigant. But there are more subtle queries to be answered.

In years past, when life seemed simpler and the Law much less complicated, jurists were fond of quoting the age‐old saying: “All men are equal before the Law.” It was never completely true; there were important exemptions when strict legal enforcement would have been against the public interests. A classic example was Crown immunity, evolved from the historical principle that “The King can do no wrong”. With the growth of government, the multiplicity of government agencies and the enormous amount of secondary legislation, the statutes being merely enabling Acts, this immunity revealed itself as being used largely against public interests. Statutory instruments were being drafted within Ministerial departments largely by as many as 300 officers of those departments authorized to sign such measures, affecting the rights of the people without any real Parliamentary control. Those who suffered and lost in their enforcement had no remedy; Crown immunity protected all those acting as servants of the Crown and the principle came to be an officials' charter with no connection whatever with the Crown. Parliament, custodian of the national conscience, removed much of this socially unacceptable privilege in the Crown Proceedings Act, 1947, which enabled injured parties within limit to sue central departments and their officers. The more recent system of Commissioners—Parliamentary, Local Authority, Health Service—with power to enquire into allegations of injustice, maladministration, malpractice to individuals extra‐legally, has extended the rights of the suffering citizen.

This study aims to include two major objectives. Firstly, Frederick’s leadership is explored and characterized. Secondly, it is examined as to why a leader may (or may not) adopt servant leadership behavior in the case of Frederick II, King of Prussia.

The applied methodology is a historical examination of Frederick II’s leadership, an eighteenth-century’s monarch who has the reputation of being the “first servant of the state.” The analysis is conducted from the perspective of modern servant leadership research.

This study shows Frederick remains a rather non-transparent person of contradictions. The authors identified multiple reasons which explain why a leader may adopt servant leadership. Frederick’s motives to adopt a certain leadership behavior appear timeless and, thus, he most likely shares the same antecedents with today’s top executives.

The authors identified various antecedents of individual servant leadership dimensions, an under-research area to date.

To the best of authors’ knowledge, this study is the first to look at Frederick's leadership style through the lens of modern servant leadership.

This study aims to build on Gee’s (2003) earlier question exploring specifically the learning processes associated with broadening cultural empathy and exploring personal bias through gameplay in the role-playing game, Oblivion.

Methodology for this case study (Stake, 1995) was informed by narrative (Reissman, 2001) methods that focused on collecting descriptions of the unique experiences of participants while being engaged in gameplay and their personal reflections synthesizing game-based engagement and course content. “Narrative research offers the possibility of exploring nuances and interrelationships among aspects of experience that the reader might better understand other related situations” (Josselson, p. 239). Our study focused on using narrative research methods to examine embodiment within the fictional world of the game as an experiential participatory-learning experience.

All participants indicated that the most salient learning experiences of the course was playing the game. The process participants underwent the experience of an event in the game and linked this gaming experience to their personal real-life reaction combined with emotions and thoughts. They then self-reflected on those reactions, which cumulatively contributed to self-reported increased self-awareness in the areas of personal bias, stereotypes, attitudes, values, beliefs and privilege. Three themes were identified from the data, namely, increase or variance in levels of self-awareness, navigating unfamiliar cultural systems and increased understanding and cognitive empathy for others. In addition, a fourth additional theme of embodiment and the value of embodiment were identified.

Lacking in the findings were reports by participants regarding application of skills to different cultural populations. Future research will focus on how integration of application of skills can be facilitated using similar pedagogical practices. Because this study included a small number of participants who were counseling students in a master’s program, the applicability of the findings to other student populations is limited. Further research would need to determine whether or not the findings could be replicated with other types of students.

Embedding the intervention within the structure of a course appeared to provide a supportive and safe space for experiencing embodied selves, it also provided a mode for performing their future selves for and with colleagues experiencing similar situations. In this way, they were able to venture with and among their colleagues toward a fuller understanding of self, and particularly in conjunction to diverse populations. These features of the intervention appeared to work in concert together holistically affording a space where they could be vulnerable enough, open enough, to begin questioning their central thoughts and beliefs and increase their empathy for others who are different.

Using the game of Oblivion allowed our students to have an embodied experience in a virtual space where they got to experience being in a completely different culture and experience culture shock. They had to make decisions that forced them to review their belief systems, go against their belief systems, or explore options that were against their belief systems in a safe way with no real-life repercussions. This embodied experience allowed our participants to engage in behaviors that none would dare to do in their real world and provided a comfort zone to explore taboo subjects.

Embedding the game within the curriculum encouraged participants to experience feelings of embodied empathy (Gee, 2010). Oblivion assisted in this process by providing participants the opportunity to gain entry into a unique designed world, a realistic but pseudo-cultural world replete with social and institutional structures both familiar and foreign to their real life. This appeared to provide a realistic manifestation of self, positioning participants toward experiencing embodied empathy for the designed scenarios in the game.

This paper aims to examine recent papers on the effects of the COVID-19 pandemic on mental health, including implications for some of the groups of people already less included in society.

A search was carried out for recent papers on mental health and the COVID-19 pandemic.

Two papers describe surveys of adults in the UK and Irish Republic in the first days of lockdown. Low income and loss of income were associated with anxiety and depression. These surveys could not examine distress in Black and minority ethnicities, who have higher death rates from COVID-19. Two surveys of children and young people report distress and what can help. One paper summarises a host of ways in which the pandemic may affect mental well-being in different groups, and what might help. Another calls for research to understand how to protect mental well-being in various groups.

These five papers give a sense of the early days of the pandemic, especially in the UK. They also highlight the needs of some specific groups of people, or the need to find out more about how these groups experience the pandemic. They suggest some ways of trying to ensure that everyone has the best chance to thrive in the aftermath of the pandemic.

At a recent inquest upon the body of a woman who was alleged to have died as the result of taking certain drugs for an improper purpose, one of the witnesses described himself as “an analyst and manufacturing chemist,” but when asked by the coroner what qualifications he had, he replied : “I have no qualifications whatever. What I know I learned from my father, who was a well‐known ‘F.C.S.’” Comment on the “F.C.S.” is needless.

It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues.

This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive.

New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century.

The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.