T he Asian American 1 presence in schools, as captured by cartoonist Garry Trudeau here, has a compelling grasp on the public imagination. Scholars (Dong, 1995;Wu, 2002) have utilized the pointed cartoon strip to emphasize the criticality of understanding how insidious and pervasive is the myth of Asian Americans as model minorities, especially in education. The Asian American model minority image is alluring yet troubling. On one hand, the supposed academic achievement of Asian Americans is used as a beacon to highlight the prototypical American success story, a group to be admired and emulated by others. At the same time, however, it is used to produce a heightened sense of fear, particularly in schools, where the Asian "horde" will take over the classrooms to raise test scores and ruin the grading curve, resulting in a new form of "White flight" (Hwang, 2005). These concerns exist at the K-12 level as well as in the realm of higher education admissions, as captured by Trudeau. In either case, one thing remains clear: Asian Americans are cast outside the peripheries of normalcy.

Adipose tissue-derived stem cells (ASCs) in the form of stromal vascular fraction (SVF) and cultured expansion have been applied in clinical settings in some countries to treat osteoarthritis (OA) of knees, one of the most common debilitating, incurable disorders. Since the first report of successful cartilage-like tissue regeneration with autologous adipose SVF containing ASCs, there has been a gradual increase in the number of publications confirming such results. Thus far, most of the reports have been limited to treatments of OA of knees. Recently, successful applications of adipose SVF in treating OA of ankles and hips have been reported. In addition, several groups have reported modified methods of applying adipose SVF, such as combining bone marrow stimulation with adipose SVF or adding additional extracellular matrix (ECM) in treating OA. Here, we present an updated, systematic review of clinical effectiveness and safety in treating OA of knees, ankles, and one hip since 2016 using ASCs in the form of adipose SVF or in cultured expansion, along with a description and suggestion of potential biological mechanisms of cartilage regeneration.

Despite calls for research into how critical and social justice themes are taught in HRD programs (Byrd, 2015), the current literature tells us little about how future scholars and practitioners are being prepared to face workplace injustice. Recent curricular research examining published curriculum lists and course descriptions have reported no evidence of critical or social justice approaches to HRD being taught (Lim & Rager, 2015; Lim, Song, Choi, & Kim, 2013; Zachmeier, Cho, & Kim, 2014). This project uses qualitative survey methodology informed by critical race theory to critically interrogate HRD curricula. The purpose of this article is to present findings from a study designed to assess how—or if—social justice perspectives are being taught in HRD graduate programs.

The Problem Members of organizations often struggle to grasp the importance of social movements and to understand the affective dimensions of the injustices that inspire them to be organized. The Solution We argued that combining artistic expression with social movement learning (SML) in human resource development (HRD) can help members of the dominant culture to better empathize with those who experience marginalization. This will help organizations to better relate to social movements and to more effectively address related injustices. The Stakeholders HRD scholars and practitioners as well as those engaged in social movements.

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