Considering the Moral Complexity of Adolescents in Divided Societies

This paper focuses on adolescents who live in divided societies and how they navigate those divisions as they develop as civic actors. The study sites are Northern Ireland, South Africa, and the United States. In each setting we collected surveys, conducted focus groups with teachers and students, and followed students through the 9th and 10th grades in a case study classroom. In all locales, the students used materials from Facing History and Ourselves, and their teachers had participated in workshops on using those materials. In this paper we follow a case study student from the United States who provides a particularly complex look at issues of division and ethical civic development. The student, Pete, is a white immigrant from South Africa, studying in a multi-ethnic and multi-racial school in the United States. He confronts his South African legacies in the context of a foreign school system, which is working to help U.S. students confront their own legacies. Across two, one-semester, citizenship classes, Pete shows us the tension between an academic stance and a moral/emotional stance. When moral dilemmas become complex for him, he begins to lose his ability to judge. Teacher support and guidance is critical to help students like Pete learn to hold their moral ground, while understanding why others act as they do.

Panel One: Formal Education and Non-formal Education

Format: 5 minute introduction, 15 min per speaker, 70 min discussion Moderator: Johanna Vollhardt, Clark University

Panel Four: Politics and Policy

Format: 5 minute introduction, 15 min per speaker, 70 minute discussion Moderator: Shelly Tenenbaum, Clark University

Panel Five: Looking ahead

Format: 5 minute introduction , 7 min per speaker, 1 hour discussion Moderator: Ken MacLean, Clark University Debόrah Dwork, Strassler Center, Clark UniversityThomas Kühne, Strassler Center, Clark UniversityTaner Akçam, Strassler Center, Clark University

Re-thinking Teaching About Atrocity: Human Rights Comparative History and Critical Pedagogy

This paper will explore re-framing historic atrocity and its relationship to Holocaust and Genocide education. The origins of genocide studies and its links to Holocaust studies will be traced to discuss the impact of new scholarship and framings on genocide education in the classroom.

Panel Three: Challenges and Best Practice

Format: 5 minute introduction, 15 min per speaker, 70 minute discussion Moderator: Raphael Rogers, Clark University

Panel Two: Content Orientation versus Civic Education

Format: 5 minute introduction, 15 min per speaker, 70 minute discussion Moderator: Eric DeMeulenaere, Clark University

Solid organ transplantation: are there predictors for posttransplant noncompliance? A literature overview

BACKGROUND: Many studies confirm that noncompliance or poor compliance is one of the great problems in health care as it results in waste of resources and funds. METHODS: This overview includes literature on heart, liver, and kidney transplants with emphasis on heart transplantation in adult and pediatric transplant patients and addresses the following variables as potential predictors of postoperative compliance problems: demographic variables (age, marital status, gender) psychological variables (anxiety, denial) psychiatric disorders (major depression, anxiety, and personality disorders), poor social support, pretransplant noncompliance, obesity, substance abuse, and health-related variables (distance from transplant center, indication for transplantation, required pretransplant assist device). Relevant studies on these topics that were conducted up to 1999 are included and discussed in this overview. The most important results are presented in tables. RESULTS: Unfortunately, there has not been any systematic and comprehensive review of the literature on predictors of noncompliance in organ transplant patients so far. With organ transplantation noncompliance impairs both life quality and life span as it is a major risk factor for graft rejection episodes and is responsible for up to 25% of deaths after the initial recovery period. Therefore, it might be assumed that well-informed transplant patients are a highly motivated group whose compliance is just as high. This is not the case. However, even when graft loss means loss of life as in heart or liver transplantation, noncompliance occurs. To best select potential organ recipients, it would be ideal if patients who are very likely to show noncompliant behavior could be identified already before being transplanted. CONCLUSION: The literature overview shows the necessity of preoperative psychosocial screening regarding predictors for posttransplant noncompliance.