Suchergebnisse

The banking crisis and the pandemic have both demonstrated the potential for a progressive paradigm shift that could break with the hegemony of neoliberalism over Britain's political economy. The Covid pandemic has demonstrated how many of the ideas and policies that formed the basis of the Labour Party manifestos of 2017 and 2019 are essential to tackling the current crisis of the pandemic and also for tackling the next crisis, which is the existential threat of climate change. For those on the left and progressives, the task is to discuss and plan the economy and society that will translate these lessons into a vision for the future of our society and into the concrete policy programme needed to achieve that vision. This article is based on a lecture given at the Marx Memorial Library on 23 June 2020 and we are pleased to reproduce it here.

This practice report gives a perspective on what it is like for a social worker in the UK to receive feedback and coaching on their work with families.It also considers what it is like for the author to then be in the position to give feedback and ocaching. It further considers what skills could be considered required for supervisors to give feedback and coaching.

The Labour Party candidate for Prime Minister John McDonnell MP discusses the place of the Labour Party in parliament & his view of globalism as the "highest stage". The campaign strategy of the Labour Party is to stimulate a debate about British socialism & to gain power in the Constituency Labour Parties. The internal "coup" that brought Blair & Brown into power & continues to isolate Parliamentary Labour Party (PLP) is countered by his nonsectarian approach to workplace conditions. McDonnell argues that Marxism is highly relevant to the British political economy & easily explains globalization as unprecedented & intense imperialism. The candidate's platform calls for an alternative to privatization through public ownership with democratic accountability, British withdrawal from Afghanistan & Iraq & a critical view toward China & Russia. References. J. Harwell

AbstractA need has long been expressed for up‐to‐date information on householder plans for saving, both quantity and type. This article surveys the international work done on ascertaining householder intentions and then proposes a group of nine specific questions to be put to Australian households with the aim of developing a useful Index of Saving Intentions along with information on household asset allocation. Full development can only be accomplished ex post when results can be correlated over time with various savings measures. It is intended that the Index assist in forecasting household behaviour, the allocation of savings across assets and that it will permit more rapid evaluation of the effects of government policy changes in areas such as taxation and superannuation. Results from initial surveys are presented.

This study examined the relative effectiveness and efficiency of general case in vivo and general case simulation plus in vivo training in teaching six students with moderate and severe disabilities to purchase drink and food items in fast-food restaurants. General case in vivo training consisted of instruction in three fast-food restaurants located near the students' school. General case simulation plus in vivo training alternated classroom training with training in a single restaurant. Generalization was assessed in three novel restaurants. Results indicated that both strategies led to reliable performance in nontrained settings. However, students who received general case in vivo instruction required fewer training trials to criterion, made fewer errors to criterion, and required less training time to criterion than students who received general case simulation plus in vivo training. In addition, the overall costs of general case in vivo instruction were lower than the costs of the general case simulation plus in vivo training. The results are discussed in terms of the implications for teachers in designing instructional programs to teach generalized performance of community skills.

Purpose
This paper presents findings from a project that aimed to support social work managers to observe, evaluate and give feedback on social work practice skills.


Design/methodology/approach
An embedded team of researchers observed over 300 meetings between parents and social workers and gave feedback based on an established research instrument that facilitated quantitative coding of individual skills such as empathy and purposefulness. Then managers took on this task to sustain ongoing feedback on practice skills beyond the timescale of the project.


Findings
A practice tool was successfully developed to take the place of the research instrument and aid managers in these observations, and it was implemented across a range of social work settings. The tool was used in a variety of ways by different managers which highlighted a range of views on what constitutes good practice. This raises questions about how far authorities can (or should) expect to achieve a consensus about the type of practice they want to deliver.


Research limitations/implications
The value of this project is primarily pragmatic, in that it shows the potential for using research to develop practice tools collaboratively. However, in doing so, it brings into focus key questions around the nature of good practice.


Practical implications
This paper presents a practice tool, based on an established research instrument that was co-developed with senior managers. It is an aid for observation that practitioners and managers can use to support practice development.


Originality/value
Few research studies have worked so closely with practice managers to develop a tool that can be used to support practice. The paper also highlights the crucial and neglected role of observation in practice development.

IntroductionUsing linkage to the Chinese National Health Insurance (HI) system, we identified disease outcomes from a prospective cohort study of 512,000 middle-aged Chinese adults. Mandarin free-text diagnosis data were supplied by over 30 different agencies across 10 areas, often without an accompanying International Classification of Diseases 10th revision (ICD-10) code.
Objectives and ApproachTo facilitate a genome-wide association study (GWAS) of all our genotyped participants, we needed to code as many of our 2.02 million hospitalisation events as possible. We developed software to assign ICD-10 codes to unique disease descriptions and stored the coded diagnoses in an internal corpus. The software used an interface which allowed clinicians to select and code disease descriptions individually, or collectively using Chinese keywords. All coded disease descriptions were subsequently validated by an independent Mandarin-speaking clinician. All new events with descriptions which matched exactly those already in the corpus were automatically coded to ICD-10.
ResultsBy the end of 2016, there were 2,021,352 hospitalisation events coded to ICD-10. 436,702 (21.6%) were automatically assigned codes where disease descriptions corresponded to those in the Chinese version of the ICD-10 codebook. A further 1,084,197 (53.6%) were coded by a clinician using our standardisation software; all disease descriptions linked to 200 or more events were included. Finally, a remaining 454,237 (22.5%) events were given the ICD-10 codes supplied by the health insurance agency (after cleaning). In total, 97.7% of all health insurance events were coded to ICD-10. Overall, over 17,000 unique disease descriptions have been clinically classified.
Conclusion/ImplicationsAutomatic coding of hospitalisation events to ICD-10 has enabled our study to investigate a greater range of diseases and use GWAS to detect novel genetic variants. We are now well positioned to test semantic matching and machine learning strategies for coding of the remaining 46,216 (2.3%) uncoded events.

The emergence of the standards-based reform movement has raised a number of issues related to the design of educational programs for students with severe disabilities, and a debate has arisen that presents an "either/or" choice between the general education curriculum and an ecological curricular framework that has traditionally guided curriculum development. In this paper, the authors propose that, to adequately meet the needs of students with moderate to severe disabilities, an ecological approach focusing on quality of life outcomes must be reconciled with the development and implementation of standards-based academic curricula. To accomplish this reconciliation, the authors recommend that individualized education plan teams engage in a process that allows them to work within an ecological curricular framework to develop standards-based goals that reflect meaningful knowledge and skills that are tailored to students' individual needs and applicable to their everyday lives. They propose that quality of life goals expand beyond home, friendships, community participation, and work to include academic goals that are life enriching and promote lifelong learning that can be linked to a broader range of subject area domains in the core curriculum. In addition, they suggest instructional approaches that promote effective instruction and generalized outcomes for both academic and functional skills. Finally, they outline a number of issues that require additional reflection, discussion, and research.

This study examined the instructional contexts of six students with severe disabilities and six peers without disabilities enrolled in the same general education classes. The two groups of students were compared on (a) the extent to which they were the exclusive focus of instruction; (b) the amount of one-to-one, small group, and whole group instruction that they received and the amount of independent work they were asked to complete; (c) who delivered instruction; and (d) the types of instructional interactions that were directed toward them. Data were collected using The Code for Instructional Structure and Academic Response — Mainstream Version (MS-CISSAR; Carta, Greenwood, Schwartz & Miller, 1990). The results indicate that students with severe disabilities were much more likely than their typically developing peers to have instruction focused exclusively on them and to receive one-to-one instruction. The results are discussed in terms of the implications for educational programs for this group of students and future research.