Summary:

An already depressed second year medical student, Deborah, finds herself even more confused about the meaning of life after her aunt sustains a head injury and is in critical condition. Auntie Jenny’s convertible car collides with a utility pole and the impact ejects the woman (who was not wearing a seatbelt) onto the concrete road where she smacks her head. Five days later, Jenny remains in a vegetative state and connected to a ventilator. Deborah’s mother and Auntie Sal keep vigil over their unresponsive younger sister.

Deborah has been slacking – missing classes, sleeping a lot, and uninterested in most activities she formerly enjoyed. Previously she has suffered from insomnia and has fifteen barbiturate sleeping pills remaining. She questions the medical librarian as to how the drug works and the physiologic effects of an overdose. In the seventh grade, Deborah was hospitalized and out of school for one month with unexplained abdominal pain. In retrospect, her mother now admits that Deborah was likely suffering from depression as a child but no diagnosis was made and no treatment provided.

Jenny’s medical status remains unchanged. Deborah’s mother gives her an ultimatum: “You’ve got to make up your mind. The living or the dead” [p 119]. Deborah envies Jenny. No more worries about finding answers to important questions. Survival itself seems to be out of her control. Jenny’s fate rests in the hands of her close relatives who confer with the doctor about whether to continue artificial life support or “pull the plug.”

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The book opens with a thought "exercise": thirteen short essays, each in a different national voice and beginning "We, the people of a nation . . . " The honest, intelligent "speakers" love their countries and traditions; however, they try to express the ugly truths about their homelands as challenges for the future.

For example, American smugness over its know-how and wealth combines with American failure to recognize the resentment sparked elsewhere by these same attributes. Similarly, the mutual intolerance of Canada's linguistic and religious duality is portrayed as a grotesque irony. The U.S.S.R. has exchanged an old tyranny for a new; Japan must face the issue of controlling its population, if it is to control its impulse to aggression.

Chisholm then returns to his role as a socially committed psychiatrist who hopes to avert a war that could annihilate the human species. World aggression, he writes, is caused by the "anxiety" that emerges from intolerance typifying narrow parental guidance and even narrower systems of education and religion. People must learn to be comfortable with differences in population, race, language, and wealth. The message is simple: "anxiety" leads to "aggression." The book ends with a ideal curriculum for "world citizenship," surprisingly different from any currently in use.

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Sultana, a doctor who escaped her illiterate nomadic background to study and work in France, returns to her native Algeria when she hears of the death of her former lover and fellow physician, Yacine. She is treated with hostility, but defiantly stays in Yacine’s place at the clinic. Vincent, a Frenchman who is the baffled recipient of a perfectly matched kidney from a young Algerian woman, travels to the desert to explore the culture of this unknown person whose death has brought him back to life.

Sultana and Vincent meet through their common friendship with the furtive, questioning children, Dalila and Alilou. Vincent and Salah, Yasmine’s best friend, both fall in love with Sultana, but she seems indifferent to them. The violence and suspicion of the town leaders causes her to regress into anorexia and mutism, during which she is tormented by the horrible memory of the loss of her parents. Her three male friends and the village women help her to recover a sense of self worth, but she must flee when the leaders set fire to their dwellings. A glimmer of optimism can be found in the aspirations of the children and the solidarity of the women.

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A saxophone-playing, divorced psychiatrist, Dr. Denis, is baffled by the unexplained arrival of a new patient in his mental hospital. The highly intelligent newcomer, called Rantes, has extraordinary gifts and spends long hours in the yard facing southeast, where he claims to receive communications from his home planet. He is visited by the saintly Beatriz, who works in a church, and Denis asks her questions about Rantes.

The bond between the three people begins to transgress the ordinary boundaries between doctor and patient, and culminates in an excursion to a concert in the park. Charmed by Beethoven's "Song of Joy," Rantes instigates generalized waltzing and takes over from an inexplicably obliging conductor. Back in the asylum, the other patients feel the vibrations emanating from Rantes' concert and engage in a good-humored romp. The doctor is reprimanded for the embarrassing situation, and begins to doubt the integrity of the psychiatric enterprise. A weakened Rantes dies after electroshock therapy and the film ends in ambiguity.

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This documentary film is narrated by Dustin Hoffman; all other characters play themselves. Five stories (pathographies) introduced as panels from the 14-acre AIDS quilt are interwoven with each other, together with personal photos, newsreels and radio reports to recount the history of the first decade of AIDS in the United States.

Tom was a highly educated and athletic, gay man whose story is told by his lesbian friend and co-parent of his adored little daughter. Rob was a married Afro-American, I.V.-drug-user whose loving wife recounts his battle with drugs as well as his disease and who views her own HIV seropositivity as "God’s will." Jeff’s story is told by his grieving male lover over images of his once golden health.

The parents of twelve-year-old hemophiliac, David, tell the story of his entire life as a rush to consume, from his babyhood forward until the sadness of his last Christmas. The shy, handsome architect, David, is mourned by his bisexual lover, a naval officer at the Pentagon, who now lies dying with the lesions of Kaposi’s sarcoma quite visible on his face.

The narrators describe solace they derived from quilting memorial panels for their loved ones. In the final scene, the AIDS quilt lies on the Mall in Washington as names of hundreds of loved ones are read by grieving families and friends.

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Harry (Daniel Auteuil) is a successful sales consultant for a large bank, but his marriage is over. After he forgets to pick up his little daughters at the railway station, his wife (Miou-Miou) quite understandably bars him from further contact. Angry, depressed, and driving alone on a wet night, he literally "runs into" Georges (Pascal Duquenne), an adult with trisomy-21.

Georges has escaped the institution where he was placed by his sister at the death of his beloved mother four years ago. Reduced to ineffectiveness and irrational behavior, Harry is simply unable to rid himself of Georges, allows him to take over his life, and accepts him as a friend on equal terms.

Georges draws Harry into an escapade with his fellow inmates that ends in a late-night frolic at a beach carnival and a spectacular display of fireworks for Harry's children that lures the family back. Georges is in love with Nathalie, a fellow inmate also with trisomy-21, and they share wonderful, neatly ironic daydreams of leading roles in a Mongol horde.

But Georges knows that they can never find happiness together. He eats a box of chocolates, to which he is greatly allergic, and calmly steps off the roof of Harry's skyscraper bank. Thanks to Georges, Harry's life is not only restored, it is vastly improved.

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As the two physician-authors suggest, this book is kind of a primer for medical educators who plan to integrate medial humanities materials and approaches into curricula for healthcare providers and trainees. It is a "how-to" manual for teaching medical humanities content to clinicians.

The book's Introduction asks "why use the arts In medical education?" and identifies their utility in understanding the patient's unique and personal experience of illness, and the effects of  patients' social locations and psychological responses to their disease and to the healthcare professionals who care for them. And further, the arts offer a way for healthcare professionals to explore and reflect emotionally on their personal interactions with patients, to think creatively and practice empathetically.

The next chapter provides a model of "how to teach the arts" using a non-didactic, interactive approach as a series of questions around the work of art. Illustrative examples are included at each step. In the subsequent chapters, each focuses on an individual art forms-- literature, visual art, sculpture, photographs, music and drama-- with specific examples, exercises and activities for learners that have been piloted by the authors. For the music chapter, a CD with examples is included.

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When Rupert Darley, a twice married writer and teacher, shows up unannounced at his elderly parents’ home in rural Southeast England for a weekend, having just left his second wife, he has little reason to suspect that it will be the eventful weekend that it is. In only 170 pages, he is joined by his medical student daughter, Miranda (also called Milly), whose visit to her grandparents is expected by them but not by Rupert; he must come to grips with the harsh realities of aging, most especially that of his suddenly quite old and frail parents, whom he calls by their given names, Oliver and May; he and his daughter discuss for the first and most honest time their lives and those of their family; and they all must deal with the crisis of sudden unannounced illness.

Oliver is a well known architect who is stodgy and well aware of his eccentricities, tolerated but not allowed free range by May, his arthritic wife who is probably stronger in spirit than Oliver. The four of them discuss - jointly and in various permutations of groupings - a costly stair lift for May, Rupert's marriages and current (extended) mid-life crisis, Oliver's quixotic project to build a huge pyramid city complex, the vicissitudes of aging and approaching death (which is the elephant in the parlor in this book), health, illness and societal change.

Of interest to literature and medicine readers, Milly has frank conversations regarding end of life choices, to Rupert's initial dismay, with both grandparents individually and accompanies Oliver to the hospital in an ambulance when he has a heart attack at the end of the book.

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The bud / stands for all things, / even for things that don't flower . . . .

The poet observes that everything flowers from within, if given the chance. Sometimes, however, a being doesn't understand its own loveliness and must be retaught. St. Francis, for example, had to "put his hand on the creased forehead / of the sow . . ." and reveal to her how blessed she was, before she could remember throughout her whole being "the long perfect loveliness of sow."

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To find out how humans live and survive in minimum-wage America--particularly women who were at the time about to be pushed into the labor market because of "welfare reform"--writer Barbara Ehrenreich moved three times, from Florida to Maine to Minnesota, and worked as a waitress, a hotel maid, a house cleaner, a nursing home aide, and a Wal-Mart employee.

The "rules" of her project (1) prohibited her from falling back on skills available to her because of her education (a PhD in biology) or previous work (an essayist with 11 books); (2) required that she take the highest-paying job offered to her and do her best to keep it; and (3) dictated that she take the cheapest accommodations she could find. The idea was to spend a month in each setting and to see if she could find a job and make enough money to pay a second month's rent. The book, then, tells her story of trying to make ends meet, what "millions of Americans do . . . every day, and with a lot less fanfare and dithering."

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