Suchergebnisse

This is the first book to analyze the experiences of British-Indian adult children of divorce and contextualize their experiences within the larger multi-cultural polity of the UK. It also discusses the value and implications of understanding the divorce phenomenon and how it is experienced within this community to present insights into what multi-cultural social work and knowledge can mean. This can also enhance support provision for all children and enable better coping of family transitions by acknowledging their specific contexts and needs.

The main objective of educational reconstruction in India during the post-independence period was to break the colonial legacy and build up a national system of education based on Indian culture. Teachers' training had been one of the major areas of concern of Government of India right from the inception of independence. Since then, importance of training of teachers for all levels of school education, particularly primary and secondary, had drawn the attention of educationists and national leaders. Concern for improving the quality of teacher education had been reflected in various educational documents; reports; letters and speeches delivered by eminent personalities in various occasions like seminars; conferences and meetings. Accordingly, efforts had been made for the development of teacher education programme both in terms of quantity and quality. One of the earliest tasks taken in 1950s by the Ministry of Education to improve the quality of secondary teacher education, was to revise the B.Ed. syllabus in 1956. Because, curriculum is the backbone of any educational programme which needs revision every after few years with the changes in society. Teacher education is also not an exception in this direction. Considering the Report of the 'B.Ed.' Syllabus Revision Committee as an important document for secondary teacher education programme, an effort has been made in this article to analyse the report from present perspective.

Student exposure to international contexts can support students to develop a variety of knowledge, values and skills for social work practice in a globalised world. While various models of internationalisation in social work education exist, semester abroad models have received scant attention in international social work. This article presents perceived learning outcomes for German social work students who participated in an integrated semester abroad programme within the European Union, that are comparable to other international pedagogies. The model showcases reciprocal study abroad arrangements between universities located in neighbouring countries that has implications for such internationalisation beyond exchanges between North-South countries.

Cover -- Contents -- Chapter 1 International Social Work - the Vision and the Reality -- Introduction -- Defining International Social Work -- An Historical Understanding of International Social Work -- Opportunities in International Social Work -- Globalisation and International Social Work -- Global Mindedness as a Bridging Theory -- Summary -- Chapter 2 Defining Global Mindedness in Practice: Values, Knowledge and Skills -- Introduction -- What Is Global Mindedness? -- Building Global Mindedness -- Values, Knowledge and Skills for Global Mindedness -- Global Mindedness in Practice: Structure of the Following Chapters -- Summary -- Chapter 3 Global Mindedness in Protection Work -- Introduction -- What Is Protection Work? -- Understanding Vulnerability, Risk and Agency -- Approaches to Protection -- Navigating Protection Work Across Global and Local Contexts -- Protection Work and Competing Rights -- Summary -- Chapter 4 Global Mindedness and Diversity Work -- Introduction -- What Is Diversity Work? -- Cultural and Religious Diversity -- Gender and Diversity -- Abilities Diversity -- Human Rights and Diversity -- Summary -- Chapter 5 Global Mindedness and Structural Work -- Introduction -- What Is Structural Work? -- Power and Structural Work -- Policy Reform and Structural Work -- Social Development and Structural Work -- History and Structural Work -- Empowerment and Structural Work -- Intergenerational Relations and Structural Work -- Summary -- Chapter 6 Global Mindedness and Sustainability Work -- Introduction -- What Is Sustainability Work? -- Environment and Sustainability Work -- Social Development and Sustainability Work -- Transnationalism and Sustainability Work -- Summary -- Chapter 7 Global Mindedness in Practice -- Introduction -- Pushing Boundaries -- Summary -- References -- Index.

This case study outlines an ethics approval process experienced during a maternal health research project in Nepal. The Government of Nepal established the Nepal Health Research Council (NHRC) in 1991, along with the Scientific and Ethics Committee reviewing health related research. However, not all researchers apply for ethics approval. Although researchers may claim a lack of clarity on the kinds of research studies needing approval, the authors argue that the guidelines are sufficiently clear if explored and duly followed. The inconsistencies in seeking ethics approval from NHRC could simply mean that researchers are not aware of this ethical review process. Perhaps the guidelines are not strictly enforced. Nevertheless, as researchers it is our responsibility to seek ethical approval as a matter of principle, without considering it a barrier to research. ; Cette étude de cas décrit un processus d'approbation éthique lors d'un projet de recherche sur la santé maternelle au Népal. Le gouvernement du Népal a créé le Conseil de recherches en santé du Népal (NHRC) en 1991, ainsi que le Comité scientifique et d'éthique qui examine la recherche sur la santé. Cependant, tous les chercheurs ne demandent pas d'approbation éthique. Bien que les chercheurs prétendent un manque de clarté sur les types d'études nécessitant une approbation, les auteurs soutiennent que les lignes directrices sont suffisamment claires si elles sont explorées et suivies. Les incohérences dans la recherche de l'approbation éthique de la NHRC pourraient simplement signifier que les chercheurs ne sont pas conscients du processus d'examen éthique. Peut-être que les directives ne sont pas strictement appliquées. Néanmoins, en tant que chercheurs, il nous appartient de chercher l'approbation éthique par principe, sans considérer celle-ci comme un obstacle à la recherche.

AbstractWe look at the institutional determinants of both within- and across-country variations in US foreign direct investment (FDI) flows over time. The strength of our approach is that in contrast to the previous work that has focused on average FDI flows across countries, we are able to explain both the variations in FDI flows across and within countries for a given year. Our core hypothesis is that in countries with high quality of contract enforcement, multinationals are more likely to invest in the industries, where by their very nature investments are relationship specific. Conversely, in countries with low quality of contract enforcement, multinationals are more likely to invest in industries where investments to a large degree are not relationship specific. Using-three dimensional panel data for US FDI flows to 50 countries and 6 sectors for the period 1984–2010, we find strong support for our hypothesis. Our findings suggest that countries that want to attract US FDI in sectors that are highly intensive in technology and institutions such as transportation and electronics should improve their property rights and contracting environment.

International contexts provide social work students with the opportunity to develop knowledge of international social work, global citizenship and cultural competency. While these contexts are powerful sites of learning, there is a need to ensure that this occurs within a critical framework. The paradigm of critical reflection is used to facilitate this and has been popular in international programs. In this article, we develop this further by describing critically-reflective techniques and providing examples used in a pilot exchange program between a social work school in the UK and in India. The potential implications of these strategies for social work education are discussed.