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Elementary students are often hampered by a tendency to ascribe innovation to increasing human intelligence or individual agency rather than increased information, better access to information, or collective and institutional agency. As a result, they struggle to build evidence-based interpretations of the distant past. A fifth-grade "experimental archaeology" approach to studying ancient Eastern Woodlands Indians served as an intellectual tipping point in students' interpreting ancient people's intellect, ingenuity, and agency. As fifth-graders participated in a field-based experience with "chaîne opératoire" (the sequence of operations) for tools and technologies, classroom-based opportunities to consider material objects as primary sources, and opportunities for reflection, they confirmed the power of "engaged understanding" in supporting the humanistic and civic goals of social studies.

Broadly defined, digital moviemaking integrates a variety of media (images, sound, text, video, narration) to communicate with an audience. There is near-ubiquitous access to the necessary software (MovieMaker and iMovie are bundled free with their respective operating systems) and hardware (computers with Internet access, digital cameras, etc.). This easy access, along with the open-ended nature of digital movies, presents powerful opportunities to design student-centered, inquiry-based history projects. Engaging students as digital directors can not only help them develop historical questions and select and evaluate sources relevant to those questions, but can frame (literally and figuratively) and present historical interpretations. In this article, the authors discuss how they examined the impact of this kind of experience on children's historical thinking and learning through a digital moviemaking project in a fifth grade social studies classroom. In this project, much of the content learning and narrative construction took place prior to working with the technology. On the other hand, the technology did seem to shape students' use of sources in interesting ways. One unanticipated outcome of this project was that all the students in the class were able to participate in meaningful ways. Lessons learned during the implementation of this project, challenges for the educator, and concerns that surfaced along the way are also discussed. (Contains 9 notes.)

This study investigates the ways in which 150 Ghanaian junior secondary students negotiate the tensions between ethnic and national history in building conceptions of democratic citizenship. While unofficial histories operate in Ghana, and some of these may be oppositional, the students in this study do not describe their own or others' ethnic histories as in opposition to official histories. In contrast to official histories in other national settings, ethnic history in Ghana appears as an important building block in the national narrative. Students describe a national story of subjugation, struggle, and sacrifice that not only establishes the need for unity (and the consequences of disunity) and the value of diversity (and the consequences of interethnic conflict) but inclines students to honor multiple identities, search for unifying elements that might be carried into the present and future, and perceive their conationals as capable of bravery, persistence, and self-rule. At the same time, historical study did not appear to incline students toward the kind of critical historical analysis envisioned by Ghanaian curriculum planners.

Background/Aim: In patients with advanced post-transplant hepatitis C virus (HCV) recurrence, antiviral treatment (AVT) with interferon and ribavirin is indicated to prevent graft failure. The aim of this study was to determine and report Canadian data with respect to the safety, efficacy, and spontaneous virologic response (SVR) predictors of AVT among transplanted patients with HCV recurrence. Patients and Methods: A retrospective chart review was performed on patients transplanted in London, Ontario and Edmonton, Alberta from 2002 to 2012 who were treated for HCV. Demographic, medical, and treatment information was collected and analyzed. Results: A total of 85 patients with HCV received pegylated interferon with ribavirin post-liver transplantation and 28 of the 65 patients (43%) with genotype 1 achieved SVR. Of the patients having genotype 1 HCV who achieved SVR, there was a significantly lower stage of fibrosis (1.37 ± 0.88 vs. 1.89 ± 0.96; P = 0.03), increased ribavirin dose (total daily dose 1057 ± 230 vs. 856 ± 399 mg; P = 0.02), increased rapid virologic response (RVR) (6/27 vs. 0/31; P = 0.05), increased early virologic response (EVR) (28/28 vs. 18/35; P = 0.006), and longer duration of therapy (54.7 ± 13.4 weeks vs. 40.2 ± 18.7; P = 0.001). A logistic regression model using gender, age, RVR, EVR, anemia, duration of therapy, viral load, years′ post-transplant, and type of organ (donation after cardiac death vs. donation after brain death) significantly predicted SVR (P < 0.001), with duration of therapy having a significant odds ratio of 1.078 (P = 0.007). Conclusions: This study identified factors that predict SVR in HCV-positive patients who received dual therapy post-transplantation. Extending therapy from 48 weeks to 72 weeks of dual therapy is associated with increased SVR rates. Future studies examining the role of extended therapy are needed to confirm these findings, since the current study is a retrospective one.

The study reported here provides an example of the complex interface among historical study, current issues, and adolescents' complex social worlds. The authors investigated the ways in which a group of eighth grade students conceptualize the significance of gender in the context of a study of antebellum U.S. history. Fifty students participated in a set of inquiries into women's involvement in nineteenth-century U.S. reform movements, industrialization, and culture contact and conflict on the shifting frontier. Classroom interactions, museum-like displays, presentations, and interviews contrast students' public constructions and private responses to issues of gender and sexuality in the context of historical study. Among other findings, students identified women's experiences as historically significant, recognized, analyzed, and expressed interest in the variety of perspectives represented by women they studied, and worried about "reverse sexism"--studying women at the expense of men. In addition, students' historical inquiries generated discussion about current issues of gender and sexuality, both inside and outside the classroom. In discussing the contrasts between the classroom culture and the encircling "homophobic hallways," the authors suggest the importance of establishing environments where 1) gender is not an "add-on" or "extra" but fundamental point of analysis, and 2) adolescents build a vocabulary for discussing human rights issues and engage in critiquing current practices in regard to gender and sexuality. (Contains 3 notes.)

Introduces a theme issue on rethinking social studies education, discussing: pluralist visions of human possibility; citizenship education and participation; classrooms as laboratories of culture; and educating the educators. The paper suggests that these articles might provoke further discussion about how social studies could influence and shape future generations. (SM)

Introduction. Hepatitis B virus (HBV) related liver transplant (LT) recipients face a high risk of HBV reinfection in the absence of continuous post-operative HBV prophylaxis. Combination HBV prophylaxis with hepa-titis B immune globulin (HBIg) and nucleos(t)ide anti-viral agents prevents HBV recurrence in 90 to 100% of patients who undergo transplantation for hepatitis B and is considered the standard of care in Canada. Post liver transplant HBV prophylaxis protocols vary with regard to the dosing, duration and routes of HBIg administration. All Canadian transplant centres managing liver transplant patients were surveyed as to their HBV transplant protocols.Results. Results of the survey showed that the majority of the Canadian transplant centres use an oral antiviral in combination with long term or indefinite HBIg for prevention of HBV recurrence post liver transplantation. Studies were done to test new protocols using lower HBIg doses given intramuscularly or subcutaneously alone or in combination with antiviral agents.Conclusion. Long term HBIg administration post transplantation in combination with antiviral agents is an integral part of Canadian HBV related liver transplant protocol.

BACKGROUND: Matching to a gastroenterology (GI) fellowship position in Canada is increasingly competitive.