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This case study analyzes the introduction of democracy and human rights into the educational program of Tostan, a nongovernmental organization working in Africa. The authors show how Tostan’s original educational approach created a meaningful context for integrating democracy and human rights into its curriculum, a process that took place from 1995 to 2003. The integration produced unexpected results: a participant-led social movement to end harmful practices such as female genital cutting and child and/or forced marriage. After describing the phases of curricular revision in the case, the authors draw out themes to show how the phases interacted to produce social transformation. A visioning exercise at the beginning of the program created a discursive context for the introduction of democracy and human rights, the democracy and human rights sessions created critical reflection about past practices, and awareness of an international human rights framework emboldened participants to undertake actions that created new social norms.

This study examined the frequency of small groups in university students’ coursework and how that related to their general attitudes toward learning in groups and their views about different aspects of group work. We administered a survey to 208 students in an upper-division interdisciplinary arts and sciences program. Students reported that they had been in multiple groups, of different duration and types, both in their current program and in courses at their lower-division institutions. A regression analysis uncovered strong relationships between students’ past and present group experiences, peers, and instructor clarity about group purpose. The findings suggest that successful group work is no longer a matter of instructor effort but requires campus initiatives and interdepartmental coordination if students are to understand and experience the benefits of learning in small groups.

Due to their high incidence and associated morbidity and mortality, musculoskeletal injuries place an enormous burden on society. For example, in the 2004 to 2005 period 62,000 people with hip fracture accounted for 2.9% of the total number of hospital bed days in England. Between 12% and 37% of people with hip fracture die in the first year. Of the survivors, most are less mobile and many lose their independence. Soft-tissue joint injuries during sports and exercise-related activities in young adults constitute another important group. Of these, ankle sprain is the most common single injury and it predisposes people to further recurrence. Members of the Cochrane Bone, Joint and Muscle Trauma Group prepare systematic reviews (Cochrane Reviews) of the evidence for interventions used in the prevention and management of musculoskeletal injuries. These reviews serve to facilitate evidence-based decision making by policy makers, healthcare professionals and consumers, and to guide future research. This article focuses on two major groups of injuries: osteoporotic fractures and soft-tissue joint injuries, and discusses some of the fundamental issues and questions associated with the prevention and management of these. Drawing insights from relevant Cochrane Reviews, this article examines the different approaches used for preventing, and the role of surgery and immobilisation for treating, these injuries. Brief illustrations of the inherent complexity of rehabilitation are also provided. This article also gives examples of how these reviews are helping to inform healthcare choices and practice, and guide research in this area.

Cet article montre la valeur pedagogique d'une etude de cas dans l'enseignement de la diversite en classe multiculturelle. En particulier, des affirmations implicites concernant la race et les privileges des Blancs sont susceptibles d'etre formules par les etudiants, et d'alimenter ainsi la reflexion sur le sujet

When helping others is an expression of conventional goodness, it stifles women's cognitive and emotional development and disables those they are trying to help. Drawing on Gilligan's theory of moral development, the author analyzes the dysfunctional aspects of helping and the paradox of conventional goodness. She argues that women persist in this behavior because they have developed a conceptual schema that habitually guides them in resolving moral dilemmas. Practitioners and educators need to explore these issues further, since the majority of social workers are women and hence have been socialized to equate "helping" with being "good."

Recent studies of political attitudes have documented increasing support for women political candidates among college students and adults. This study examined junior and senior high school student's attitudes toward women in politics and analyzed the effect of gender and race on their attitudes. We found that adolescent girls had very positive and optimistic views of the role of women in politics; adolescent boys, particularly blacks, had more negative and pessimistic views.