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The purpose of this study was to investigate and compare American and Thailand education for secondary school teachers, with an attempt to gain insight into the practices of the teacher education in the two countries, for the benefit of improvement of secondary teacher preparation in Thailand. A survey of literature pertaining to secondary teacher education was made. Supplementary information was obtained through a questionnaire from six secondary schools in Thailand. In addition, a number of bulletins from colleges in the United States were utilized to corroborate information gleaned from the literature. The findings were (1) professional education in the teacher preparation of Thailand was more emphasized than that in the United States, (2) a number of educational agencies in the United States contributed to the development of secondary teacher education while teacher education in Thailand developed solely through the work of the Ministry of Education, (3) teaching requirements in Thailand were not as rigid as in the United States, (4) the Thailand government appropriated a large portion of the national budget for educational development, but more and better trained personnel was needed, (5) in the United States at least a bachelors degree was required for secondary teaching, but a minority of secondary school teachers in Thailand had a degree. The generalizations were (1) the welfare of the nation depended upon the education of its people; and the progress of education, in terms of quality and quantity, is a consequence of good education programs; (2) the preparation of secondary school teachers was as essential as secondary education itself; (3) a good teacher education provided for teaching competence; (4) education, like other branches of social science, needed improvement which call for experimentation and research; and it was also true in teacher education; (5) teaching as a profession was promoted through the works of professional organizations; (6) the heart of a teacher preparation program was the curriculum which comprised general education, specialized education, and professional education, or, non-professional education and professional education; (7) pre-service education and in-service education were necessary for the prospective teacher and the teacher who was teaching; (8) teachers and prospective teachers needed assistance and supervision; and (9) a good teacher education program should be cooperatively planned by professional educators, teachers, students, and the public. The recommendations were (1) more cooperative effort should be given to teacher education programs; (2) requirements for teachers at secondary level should become more rigid, especially in the area of professional education; (3) prospective teachers should become much more familiar with educational research; (4) relationship of the public with the teacher education program should be encouraged; (5) teaching as a profession should be raised to a higher standard through the strengthening of professional organizations and the strengthening of teacher preparation programs; (6) supervision of instruction should be expanded to provide assistance to all teachers in all areas of secondary teaching; and (7) the improvement of teacher education should be recognized as a crucial factor in making the teaching profession more attractive to capable young men and young women.

Endeavors supporting college students' positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of individuals transitioning from secondary schools into institutions of higher education (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with college student samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734). Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice. ; Funding for this project was proved by a grant from University of California Institute for Mexico and the United States (UC MEXUS) and El Consejo Nacional de Ciencia y Tecnología (CONACYT) to the University of California Santa Barbara and the Universidad de la Salle (Guanajuato) and from the Ministry of Economy, Industry, and Competitiveness of the Government of Spain (I+D+i Projects, 2017, reference number: PSI2017-88280-R).

Currently, volunteering plays a significant role in the implementation of the state social policy. On the one hand, the number of volunteers is growing, but, on the other hand, there are many questions and problems regarding the participation of people in volunteer activities. In order to study the attitude of young people to volunteering, their motives, and willingness to participate, a survey among 1st year university students majoring in Social Work was conducted. The choice of respondents was not random: their future profession of a social work specialist is directly related to the state social policy implementation. It was found that most of all young people are attracted to volunteering by a noble idea, the possibility of gaining new experience, self-realization, and new opportunities and hobbies. Thus, young people often begin to volunteer in order to satisfy their needs and interests in the first place. A novice volunteer can form humanistic values and the need to help people while being in the community united by the idea of helping others. An example is the activities of the all-Russian social movement "Volunteers of Victory", in particular, its branch in the city of Magnitogorsk. "Volunteers of Victory" cooperate with the city social service institutions, helping to solve various social problems, organize events for the patriotic education of children and youth, and conduct educational work, thereby contributing to the creation of a socio-cultural environment aimed at educating a socially active person and to the solution of topical social issues.

Cover -- Title Page -- Copyright Information -- Contents -- Introduction: Why Volunteer? -- Chapter 1: Double Bonus: Help Others- And Yourself Too! -- Chapter 2: Get Out There: How To Find A Volunteer Opportunity -- Chapter 3: Take Charge!: Start Your Own Service Project -- Chapter 4: Say It Loud: How To Make Your Voice Heard -- Epilogue: Be Tomorrow's Leader -- Glossary -- Selected Bibliography -- Further Information -- Index/About The Author -- Back Cover

As the baby boomer generation reaches retirement age in the coming decades, American metropolitan areas face the serious problem of an increased demand for supportive services. This situation is complicated by the fact that many of the elderly will have limited financial resources, leading to a growing number of seniors struggling with poverty and financial insecurity. At the same time, federal funding for social services is shrinking, and local organizations will play a key role in supporting the low-income elderly in American metropolitan areas. The concept of social resilience offers a useful starting point for understanding the mechanisms that hinder or enable local communities and individuals, in order to recognize and cope with the slow, continuous changes that these demographic changes present. A resilient metropolitan area is one in which markets, local political structures, communities, and individuals continually adapt to changing conditions. This research focuses on the adaptive resilience of the Phoenix metropolitan area through the ability of systems to support low-income seniors to age in place, independently, for as long as possible. Phoenix is an attractive retirement location, and the case study aims to understand if and how the metropolitan area is preparing for the impending demographic changes, viewed as a lasting disturbance. The research uses a descriptive quantitative approach based on triangulation of an online survey of local governments, expert interviews with representatives of local organizations working with the aging population, and document analysis. The major findings for the research period from 2012 to 2014 show that local level actors of public and nonprofit sectors demonstrated involvement in the network of support for the aging population, where nonprofit actors are mainly dependent on the decisions and funding of the public sector and rely increasingly on volunteer support. The current study found that only a few of the participating actors from the public sector expressed clear recognition of the extent of financial insecurity among seniors. Research also revealed an understanding of poverty as predominantly focusing on the personal faults of members of society, which does not require any proactive action from the government. The existing network of services is targeted to reactive support services, which promotes individual resilience and responsibilization. Community services, which can provide prolonged independent aging in place, are less developed or in the early stages of development; operation of these services anticipates significant involvement of volunteers as well. Funding shortages challenge the ability of the public and nonprofit sectors to maintain the existing level of support services for a growing population, and actors need to compensate through local partnerships and innovations. From a theoretical perspective, the research results show that adaptation to the growing number of aging people is emerging in the Phoenix metropolitan area, while financial insecurity is widely considered the personal responsibility of seniors. A reliance on public engagement also refers to individual resilience and can be seen as the next step of a responsibilization process in American society. Thus, the role of individual resilience is growing in American society compared to the role of social or community resilience. A balance should be found that recognizes the power of and limits to both individual and social resilience in creating a social realm that benefits all citizens.

Abstract
Payday lenders provide high-cost short-term loans to those who have limited access to traditional financial institutions. Although an overwhelming majority of payday loan customers are repeat borrowers, studies examining the phenomenon of repeat borrowing is scant. Our study aimed to assess risk and protective factors among repeat payday loan borrowers. Using Bankruptcy filers' data obtained through the Public Access to Court Electronic Records database of the United States Bankruptcy Court of a Southern district, we conducted a multinomial logistic regression analysis to compare one-time and repeat borrowers with non-borrowers (N = 453). Findings revealed that medical debt and the number of children are associated with an increased risk of repeat borrowing. Homeownership is associated with a decreased risk of both one-time and repeat borrowing. In contrast, student loans are associated with an increased risk of one-time borrowing. Implications for social work practice, policy, research, and education to engage with financially vulnerable households, build assets and financial capability, and address risk and protective factors of alternative financial services such as repeat payday loan borrowing toward achieving socio-economic justice goals are discussed.

This article examines the case of six young people who, on reaching 18, were no longer eligible for care from Social Services and were identified as Appeal Rights Exhausted Care Leavers and thus subject to removal from the UK. The Positive Futures Project was developed in recognition of the needs and vulnerabilities of young people facing the prospect of enforced return to Afghanistan. The basic aim of the project was to encourage these young Afghans to volunteer for assisted voluntary return by giving them some extra training and skills that would be useful once back in Afghanistan. Existing evidence from the research and other studies of young Afghans presents a clear picture that young 'Care Leavers' do not want to return. Many cannot imagine a future in Afghanistan and the continuing state of unrest in the country makes return an uncertain and frightening prospect. Adapted from the source document.

Executive summary; Introduction; Profile of DOE activities in New Mexico; Albuquerque operations office; Los Alamos National Laboratory; Sandia National Laboratory; Waste isolation pilot plant; Uranium mill tailings remedial action project; Shiprock, NM site; Ambrosia Lake, NM site; Inhalation toxicology research institute; Ross aviation; The National Atomic Museum; Other DOE activities in New Mexico; Security training; Financial institutions; AL support contractors; Construction; DOE expenditure patterns; Economic impacts, FY 1986 and FY 1987; Social impacts of DOE; Technology transfer; Small and minority business report; Educational outreach; Los Alamos National Laboratory; Sandia National Laboratory; Scientific recognition; Community services; United Way; Volunteers; Other; Cultural activities; Political and public affairs; Conclusions; References; Appendix; Model results; Coefficients; State and local government impacts; Multipliers ; Report containing the results of a study of the economic and social impacts of Department of Energy sites on communities throughout New Mexico.

The author, a noted sociologist of religion, attempts to ascertain what determines the qualities of kindness and caring in modern society. He examines a cross-section of American youth to discover how the habit of caring is developed, and how parents and organizations instill morals in the young

Nearly 75,000 refugees were resettled in the United States in 2009. Volunteer resettlement agencies across the country offer extensive support services to help refugees settle into US society -- such as English and job-training classes, social and community events, and youth programmes. The use of computers is often central to these activities -- as a tool in the basic skills that refugees may need in seeking employment and in acquiring language skills but most importantly the internet allows them to stay connected to their past. Adapted from the source document.

Community Resources for Older Adults provides comprehensive, up-to-date information on programs, services, and policies pertaining to older adults. Authors Robbyn R. Wacker and Karen A. Roberto build reader awareness of programs and discuss how to better understand help-seeking behavior, as well as explain ways to take advantage of the resources available to older adults. The substantially revised Fifth Edition includes new topics and updated research, tables, and figures to help answer key questions about the evolution and utilization of programs for older adults and the challenges that service providers face.

In October 1979 the first university-based mediation service in the United States was born in the political science department of the University of Hawaii. Student and faculty volunteers developed an administrative system in facilities donated by the university. Mediation trainers were brought in to train the first 18 mediators who represented a cross section of the community. Student and faculty volunteers conducted outreach to citizen groups and agencies, the arranging and staffing of mediations, the collection of case materials and records, and the training of new mediators. This paper reports on the outcomes of the first nine months of the project's operation. Note: This working paper was originally published in 1982 by the Institute for the Study of Social Change, now the Institute for the Study of Societal Issues.