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This paper exposes the development of a written proposal in a 2nd year high school students in a rural school district Santa Terezinha in Itaporã-MS and a part of its results, to promote a reflection on new possibilities for work that contribute to close the gap between school written practices and extracurricular and their socio historical relations. We begin from the assumption that the writing is heterogeneously formed the linguistic facts do not separate the social practices (Corrêa, 2004). The proposal constituted the production of a Virtual Journal on Facebook, developed during the Portuguese classes. The analysis of news production and reporting, plus the comments made on the digital platform, enable linguistically show that there is no rigid boundary between writing practices of focused on writing culture and those of digital culture, as they suppose many educators. Furthermore, show that social networks in school can work as collaborators in a more efficient and meaningful writing instruction for all involved.

Reflective practice is an essential skill for those working in health and social care, but why is it so vital and how can it be learned? As inter-disciplinary working becomes more common, finding shared ways of reflection on practice are becoming more and more important. How do we share our ideas and thoughts to enrich both professionals and their client base?This book uses stories and exercises to enable readers to develop their skills. Its emphasis is on the practical, from how to construct a reflective essay to the ethical ambiguities of whistleblowing and constructing a professional person

"This book presents Islam as a lived religion through observation and discussion of how Muslims from a variety of countries, traditions and views practice their religion. The range of fascinating case studies will also help students understand how research into religious practice is carried out, and what issues and challenges arise"--

The nature of social work as a profession and the increasing demand for social workers to reflect the ethnic and cultural communities which they serve, means that social work programmes should seek to recruit and train students from many different backgrounds and ethnicities.This article will draw upon a wider evaluation, undertaken by three academics, all teaching on undergraduate and post qualifying modules on Social Work programmes. The broad aim of the evaluation was to develop an understanding of the Black African student perspective on their life experiences and its impact on their learning whilst studying social work. The particular focus will be on students' experience of practice learning.

The future of practice education in social work in England is under discussion. An integral part of this relates to those considered qualified and appropriate to assess student social workers and the qualification framework necessary to ensure their supply. A draft Practice Educator Framework for England was published in October 2009. Fifteen partnerships of employers and Higher Education Institutions (HEIs) were invited to deliver pilot Practice Educator programmes to test out the draft framework. This paper reports the formative and final evaluations from these pilot sites and lays the foundation for considerations of the future development of practice education in England. The evaluation and the pilot were commissioned by Skills for Care and funded by the Social Work Development Partnership. In total, 321 candidates had been or were in the process of being recruited to these pilot sites; whilst 24 candidates withdrew from or deferred their studies. The findings from the evaluation indicated that the vast majority of pilot sites had accredited their programmes academically, many at Master's degree level. Candidate feedback was predominantly positive; however, about one in eight candidates disagreed that their programme had provided them with sufficient mentoring support. A third of pilot sites have realised they do not have the numbers of stage 2 Practice Educators that qualifying placements may require. Strong partnerships between employers and HEIs and targeted funding will be needed to ensure that future programmes meet workforce development needs.