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This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors' scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives. [ABSTRACT FROM AUTHOR]

Although literature on energy cooperation highlights that cooperation is more successful at the regional level, it largely fails to understand and conceptualize energy cooperation as part of the wider phenomenon of regionalism. Energy cooperation tends to be analyzed through prisms of security and geopolitics, thus, downplaying other important regional integration processes. The present paper addresses this lacuna, defining energy regionalism and conceptualizing its various dimensions, logics, motivations, and interests. We apply a comparative perspective, examining two regions which exhibit extensive energy cooperation yet differ in several ways: North America and the European Energy Community. Our findings suggest various trajectories and models, and indicate that formal institutionalization is neither a necessary condition for nor a guarantee of strong energy regionalism. We discern that regional anchor is key in North American and European energy regionalism. [ABSTRACT FROM AUTHOR]

Microbotryum marginale is reported for the first time on Bistorta plumosa, based on a collection from the Yukon coast, Canadian Arctic, at 68°55'N. This locality is a new northern limit for M. marginale in North America. [ABSTRACT FROM AUTHOR]

During April 2022, bryological inventories of arable lands in the Peterborough Ecodistrict of Ontario, Canada, resulted in the detection of a population of Ephemerum recurvifolium (Dickson) Boulay. Specimens were collected and confirmed, and vouchers were provided to the National Herbarium of Canada (CANM). This species of moss has not been reported previously in North America. Its detection raises the question whether it is native or adventive on the continent, finding an answer to which will require more extensive field inventories, studies of herbarium material and population genetics research. [ABSTRACT FROM AUTHOR]

Background: With the advent of competency-based medical education, as well as Canadian efforts to include clinical informatics within undergraduate medical education, competency frameworks in the United States have not emphasized the skills associated with clinical informatics pertinent to the broader practice of medicine. Objective: By examining the competency frameworks with which undergraduate medical education in clinical informatics has been developed in Canada and the United States, we hypothesized that there is a gap: the lack of a unified competency set and frame for clinical informatics education across North America. Methods: We performed directional competency mapping between Canadian and American graduate clinical informatics competencies and general graduate medical education competencies. Directional competency mapping was performed between Canadian roles and American common program requirements using keyword matching at the subcompetency and enabling competency levels. In addition, for general graduate medical education competencies, the Physician Competency Reference Set developed for the Liaison Committee on Medical Education was used as a direct means of computing the ontological overlap between competency frameworks. Results: Upon mapping Canadian roles to American competencies via both undergraduate and graduate medical education competency frameworks, the difference in focus between the 2 countries can be thematically described as a difference between the concepts of clinical and management reasoning. Conclusions: We suggest that the development or deployment of informatics competencies in undergraduate medical education should focus on 3 items: the teaching of diagnostic reasoning, such that the information tasks that comprise both clinical and management reasoning can be discussed; precision medical education, where informatics can provide for more fine-grained evaluation; and assessment methods to support traditional pedagogical efforts (both at the bedside and beyond). Assessment using cases or structured assessments (eg, Objective Structured Clinical Examinations) would help students draw parallels between clinical informatics and fundamental clinical subjects and would better emphasize the cognitive techniques taught through informatics. [ABSTRACT FROM AUTHOR]

If decolonization truly begins with land, then it can be said that landscape studies—as a field concerned with the study, design, and ordering of land—has at least some stake in on going processes of decolonization. Repeated contestations for Indigenous land rights in North America suggest that settler-colonial contexts present a distinct and pressing concern for decolonization. The landscapes of colonialism are also deeply racialized, converging on extractive capitalism and environmental racism. Historically, landscape has been used as a disciplinary tool to facilitate the control of land and to naturalise colonial hegemonies, including the cultural framing of landscape through art and architecture. Current approaches to the built environment (including development, conservation, and management) also routinely perpetuate colonizing logics. For landscape studies, the prospect of decolonization (and of a decolonizing landscape praxis) demands the critical reconciliation of underlying coloniality within the field and a complete reorientation towards anti-colonial subjectivities. [ABSTRACT FROM AUTHOR]