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ABSTRACTThis study reports results concerning close embodied practices, involving touch, in early childhood care settings in Sweden during the COVID‐19 pandemic. The data—video recordings of everyday practices in contexts of childcare—were collected during various phases of the pandemic. The study demonstrates a broad range of uses of touch, by adults and children themselves in various age groups and for various social purposes. Touch as embodied intimacy was initiated by educators, and by children, both within their peer group and towards educators. Touch served the purposes of embodied intimacy, emotion regulation, social affiliation, social control, instructions and play. We highlight the detailed ways in which practitioners' actions sustain children's bodily integrity and provide them with embodied agency, participation and learning. Professional touch practices with young children are discussed in the context of 'no‐touch' views in social work and care work with children. It is suggested that insights into the social and emotional uses of institutional touch can inform social work practice, especially child and family social work, and residential care.

Abstract. The concepts of corporate social responsibility and social audit have been developed to a great extent in the last century. Analysis reveals a mature and sophisticated philosophical framework developed over the decades to enhance the relationship between the laborers, the state and the local government. Furthermore, there exists a framework to audit the economic and social activities of the business and a concern and focus in both the private sector and the public sector towards sustainable practices and a culture of ethical leadership. An audit criterion is developed and an examination of 3 top fortune companies reveals valuable insights into social audit and corporate social responsibility as well as the current best practices and benchmarks in the literature.Keywords. Corporate responsibility, Social audit, Apple, Amazon, Mckesson.JEL. M14.

This article aims to consider the position of social pedagogy in Japan in the relationship between social education and social work, by focusing on the historical development of the two. In Japan, the term social pedagogy is not as well known as it is in European countries. The term of social education is used to cover the combination of 'social' and 'education/pedagogy'. Historically, social pedagogy was influenced by Japanese social education at the beginning of the 1900s, and more recently, interest in social pedagogy is increasing, with attention from some Japanese researchers in the fields of both social education and social work/social welfare. In Japan, after the Second World War, social education and social work came to be entirely separate areas due to the establishment of social education and social welfare systems. In this article the different institutional positions of modern-day social education and social work/social welfare are first clarified. Their historical development is then explored by delving into the literature that discusses how the two first diverged. Finally, how social pedagogy is positioned in the relationship between social education and social work/social welfare is considered. This will deepen the understanding of the issue from the viewpoint of education welfare theory as the research framework, a theory of Toshio Ogawa, one of the leading figures in Japanese social education research.

This article discusses affective practice in context of social media activism. Drawing on work by Margaret Wetherell the article explores particular sensibility of political discourse and action, enhanced by the social media environment. The empirical cases involve the social media activism of anti-immigrant movement as well as solidarity activists in the context of the so called refugee crisis in Europe. It is argued that practices and sensibilities of activism enhanced and shaped by the technologies and economics of social media. While the anti-immigrant movement makes use of politics of irony on various levels from discourse to acts of trolling, solidarity movements tend to focus on compassionate, yet increasingly practical and shielded forms of practices as well as commercialized. Finally it introduces solidarity of dissonance as an opportunity for reflexive collective action and as a space to imagine alternatives.

In the present research, we aimed to study the relationship between work alienation and work engagement and the mediating role of perceived social support. The current study used data from 178 participants (48 men and 130 women) aged 21 to 53 years (M=30.88, SD=9.00). Participants were invited to complete the following instruments: Work Alienation Scale (Nair & Vohra, 2009), The Multidimensional Scale of Perceived Social Support (Zimet et al., 1988), and The Utrecht Work Engagement Scale (Schaufeli & Bakker, 2003). Findings indicate that work alienation and work engagement correlate significantly negatively (r=-.755, p<.01). Similarly, work alienation also correlated significantly negatively with perceived social support (r=-.744, p<.01). Also, perceived social support has proven to be an important mediator between work alienation and work engagement (z=-10.17, p<.01).
Keywords: work alienation, work engagement, perceived social support, mediation.

This article describes social work education in the Federal Republic of Germany and how it is implemented in the Fachhochschulen, a type of profes sional school initiated in 1970/71. Following description of the educational system in Germany and the structural location of the Fachhochschulen consideration is given to curriculum and its organization within the Katholische Stiftungsfachho chschule in Munich as an example. Some comparisons are made to social work education in the United States.