Suchergebnisse

This symposium reports on Robert Kane's survey of 360 non-US IAGG members about their views on evidence and compares them to findings from his 2016 study with 240 GSA members. Both GSA and IAGG are eclectic scientific societies, with diverse membership in terms of disciplinary affiliation (e.g., basic sciences, clinical sciences, psychology, sociology, economics, political science, and the humanities, each with many subfields). Their research is theoretical and applied, quantitative and qualitative using a wide variety of designs. Topics studies include the phenomenon of aging, population aging, effects of treatments and interventions, and translation of effective approaches into practice. In an evidence-conscious yet increasingly specialized era, examining how gerontologists perceive, define and use evidence, and the evidence they trust is timely. Defining evidence as "information you believe is true and would act upon," respondents rated how various circumstances influenced their confidence in evidence the credibility of evidence gleaned from a variety of research designs; and their perceived adequacy of available evidence to guide their own work. Three papers present findings: 1) crosscutting review of methods, results, and themes; 2) a multivariate analysis of responses based on respondents' disciplines and primary function; and 3) patterns of difference between GSA and IAGG responders and the role of country of residence in the results. Commentaries by 3 distinguished international experts, each with a different disciplinary perspective, ushers in a general audience discussion to explore the implications of the findings for cross-disciplinary and international research and knowledge development.

Conference Theme: promoting social and economic equality ; E-Poster ; Online education is a new trend in higher education, which has significant implications for social work education within the global context. The ease of access to the Internet internationally and the development of web-management systems, such as, Blackboard, are creating easy access for faculty and students to interact in an online learning environment. A course titled, International Social Work, was taught using an online global classroom with students residing in their home countries of the USA, Hong Kong, South Africa, Mexico and Australia. The course was designed to introduce students to international social work and the theories and perspectives that underpin current thinking and practice in international social work. Students explored how historical, environmental, cultural, religious, political and economic factors impact social welfare policies and the delivery of human services in different regions of the world. Students engaged in critical thinking and analysis of global social welfare issues including poverty, child welfare, health, issues particular to women and the results of catastrophic events including conflict and natural disaster. Students and faculty participated weekly in blogs, a course "coffee shop", discussion boards, live online class lectures, and critical thinking exercises. Qualitative data was collected from the weekly blogs and discussion boards. Analysis of the data revealed that the online global course had a positive impact on the students' views toward international social work, an increase in their desire to address international issues in their professional goals, and an increase in networking with each other across countries. The use of technology presents both challenges and opportunities for global social work education and teaching across borders. The authors will discuss the logistical challenges as well as the outcomes of this international teaching collaboration. ; published_or_final_version