Female genital mutilation: the penultimate gender abuse.

OBJECTIVE: The five goals established for the development of this article were to: (1) provide an historical overview of the practice, (2) describe the procedure and its sequelae in realistic terms, (3) explore cultural justifications for the continuation of this action, (4) evaluate inherent moral/ethical/legal issues and, (5) focus worldwide professional attention on a gender-specific child atrocity. METHOD: A review of the past and current historical, popular and professional literature was undertaken to determine the precursors, magnitude, settings, rationale, and moral-ethical-legal-treatment issues associated with this mutilating procedure. RESULTS: Four forms of female genital mutilation were identified. These are: (1) sunna (removal of the prepuce of the clitoris); (2) clitoridectomy (removal of the prepuce and the clitoris); (3) excision (removal of the prepuce, clitoris, upper labia minora and perhaps the labia majora); and, (4) infibulation (removal of the prepuce, clitoris, labia minora, and labia majora). The "surgery" is performed most frequently by untrained midwives who use sharp rocks, razor blades, kitchen knives, broken glass, or even their teeth. As a rule, no anesthetics, antiseptics, analgesics or antibiotics are available to victims. Consequently, these females typically suffer from massive short-term and long-term physical, emotional, sexual and obstetrical sequelae. CONCLUSIONS: The justifications tendered by proponents do not withstand moral-legal-ethical scrutiny. Female genital mutilation is a violation of human rights and an atrocity perpetrated against helpless individuals who are unable to provide informed consent and who must therefore be protected through education and legislation.     

The perceived impacts of e-government on U.S. cities: A survey of Florida and Texas City managers

This study examines the perceived impacts of electronic government or e-government adoption on U.S. cities. This research conducted a survey of Texas and Florida city managers in the fall of 2005 to find out their opinions on the impact of e-government on their city government. The results indicated that e-government is having a positive impact on management, stakeholder involvement, needs and collaboration, and procurement in American cities. There are, however, concerns over spam or unsolicited e-mail and the ability of e-government to reduce the level of staffing. The results of this study imply that, according to city managers' perceptions, e-government adoption in American city governments is positively viewed as having an impact on their organizations and communities.     

Self-image and self-awareness: Group activities

As young children develop both physically and emotionally, it is important for adults to present opportunities to them for discussion and reflection upon their growth. The activities below suggest five creative ways to help foster a positive self-image and boost self-awareness. Baby Talk, The Birthday Chair, and Chronicle Growth Chart aid young children in their awareness of the process of growth. Music Pictures introduces a mode for self-expression. Dial-a-Parent integrates the family into the school environment. Children should enjoy the time spent devoted to studying themselves.These activities are from the bookThe Elementary Guidance Connection Charles C. Thomas, Springfield, IL.     

Resistance to Schooling and Educational Outcomes: questions of structure and agency

Resistance theory approaches questions of structure and agency as a divide. Resistance crosses boundaries of class, race and gender, but does not point to actions likely to lead to change in present social relations. There is a need to move beyond limited resistance perspectives to focus on individuals and groups as creative agents able to effect change in social structures. A more dynamic theory of individual, social and cultural change is needed to enable an understanding of how educational settings–including curriculum, pedagogy, and assessment practices–can help bring about just social outcomes for all students. This article draws, in particular, on the work of Willis, Walker, Giddens, and Bernstein to address questions of agency and structure in accounting for educational and social change.