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Forensic nursing is a fast‐developing branch of psychiatric nursing and now at an international level covers many aspects of practice. As its field of study develops to incorporate working with vicyims, survivors and offenders, it becomes increasingly important to establish the evidence base for the practice areas. This paper outlines these developing areas and highlights the expansive nature when see from an international perspective.

OUR readers will, we trust, appreciate our double souvenir number issued in connection with the Library Association Conference at Glasgow. Special features are the articles on the Mitchell Library, Glasgow, 1874–1924, by a member of the staff, Mr. J. Dunlop, and one on the Burns Country, by Mr. J. M. Leighton, of Greenock Public Library. We printed the provisional programme in our July issue and as we go to press have little to add to the particulars there given, except to compliment the Library Association and the Local Reception Committee on the excellent programme arranged for the occasion, from both the professional and social point of view.

AT the end of October, 1935, I retired from active service, after more than fifty years spent in library administration. And now my friend, the editor of this journal, asks me to write some reminiscences in a short article. The limitations of space do not provide for more than a series of brief notes, but it is possible that fuller details may subsequently appear in another form.

Travel bursaries enable staff to visit centres of excellence in order to study practice that is different or innovative. This study tour enabled visitors to study the practice in Provincial Forensic Assessment Units, Remand Centres and Prisons, in Alberta and Saskatchewan, Canada.

To improve social studies teaching and learning, teachers must engage in quality professional development experiences to deepen their pedagogical content knowledge. This article describes a Master of Education for Experienced Teachers (M.Ed.) program that reconcepulatized graduate study for teachers, using Alan Tom’s (1999) markers for reform — ongoing self-improvement, a commitment to working together collegially, and a focus on student learning. We describe each of the markers and the experiences of the social studies cohort enrolled in this program. We hope that by sharing our efforts to revitalize graduate study for social studies teachers, we will stimulate continued, thoughtful reflection and discourse.

Healthcare workers’ (HCWs’) job-related high exposure to Covid-19 virus arouses fear of Covid-19 among them. Based on the Theory of Mind (ToM), the study predicts that fears will lead to negative psychological (psychological distress) and behavioral (withdrawal intentions) outcomes. ToM is also used to identify social intelligence as a means to counter fear of Covid-19 on heightened psychological distress and increased withdrawal intentions.

To investigate the study design, a sample of 262 HCWs, including doctors, nurses and technicians, were surveyed using standardized questionnaires.

As predicted, Covid-19 fear led to increased withdrawal intentions with heightened psychological distress partially mediating the relationship. The alleviating role of social intelligence on the effects of Covid-19 was supported as high social intelligence reduced HCWs’ turnover intentions, with decreased psychological distress partially mediating the relationship.

Given the universality of the Theory of Mind (ToM), the findings of this study are likely to be generalizable to all pandemics. The study results support the increased application of ToM in organizational settings and have both theoretical and practical implications for health administrators. Based on study results, health administrators are exhorted to develop ToM-based mental models to understand and deal with the fear of contagious diseases. Health administrators can also increase HCWs’ social intelligence to deal with the negative perceptual and behavioral outcomes arising from the emotions aroused by the nature of their work.