Suchergebnisse

Razvoj zelenog socijalnog rada odvija se paralelno s ekološkim aktivizmom na globalnoj razini. Socijalni rad u Hrvatskoj u procesu je integriranja ekološkog pristupa u svakodnevne aktivnosti, pružanja usluga korisnicima i zagovaranja prava na zdrav okoliš. Nevladine organizacije građana aktivno sudjeluju u oblikovanju javnih politika na lokalnoj razini i šire, te unose održive promjene u zajednicu. Potreba da se socijalni radnici uključe u rješavanje ekoloških problema i izgradnju održivosti u zajednicama sve je vidljivija na globalnoj i lokalnoj razini. Prirodni svijet koji nas okružuje, primjerice klimatski uvjeti, uvelike određuju kakvi su prirodni resursi kojima raspolažemo. Socijalni radnik ne može zaobići činjenicu da raznolikosti ugrožavaju birokratski pristup koji se do sada koristio pa treba biti dovoljno tolerantan i osjetljiv za raznolikosti. Centraliziranim pristupom resursi se rijetko stavljaju tamo gdje su najviše potrebni što umanjuje sposobnost zajednice da se brine za sebe. Kako bismo se uspješno suočavali s izazovima i neuravnoteženosti u prirodnom okolišu, potrebno je razvijati i postaviti na odgovarajuću razinu otpornost zajednica. ; The development of green social work goes hand in hand with ecological activism on a global scale. Social work in Croatia has not yet integrated the ecological approach to everyday activities, providing services to users or advocating the right to a healthy environment. Non-governmental organizations of citizens actively participate in shaping public policies at local and wider level and contributing to sustainable change in the community. The need to involve social workers in solving environmental problems and building community sustainability is increasingly visible at the global and local level. The natural world around us, for example, climatic conditions largely determines what kind of natural resources we have. A social worker cannot overlook the fact that diversity endangers the bureaucratic approach that has hitherto been used, and should be sufficiently tolerant and sensitive to diversity. With a centralized approach, resources are rarely placed where they are most needed and thus undermine the community's ability to take care of themselves. In order to successfully face challenges and imbalances in the natural environment, community resistance needs to be developed.

List of Illustrations -- Acknowledgements -- Note on Transliteration -- Introduction -- Chapter 1. Shaping the Space: Movement, Stories, and Structure -- Chapter 2. A Roadology: Intentional Acts of Movement and Transformation -- Chapter 3. Neak Ta: Articulating the Boundaries -- Chapter 4. The Cham: History, Memory, and Practice -- Chapter 5. Merit in Motion: Temple Building and Other Powerful Acts -- Conclusion -- Glossary of Non-English Terms -- References -- Index --

Social dialogue focusing on the problems of work does not deliver a sufficient area of communication for all citizens. It is important, therefore, to note that civil dialogue develops and permits to look at social problems in a wider manner as well as to include various partners to decisions made by the public authorities. Therefore, the aim of this paper is to present civil dialogue in a theoretical and practical way. For that reason, making the detailed objectives of the study, we turn our attention to the relationship between social and civil dialogue, as well as the methods of civil dialogue. In the second section we wish to investigate one of these methods – namely, public consultation in a theoretical way. The third part of this paper describes a case study analysing an information meeting over the Lower Silesian participatory budget. In the final section we conclude our reflections about civil dialogue. The paper uses data from scientific literature, acts as well as the case study – observations and interviews with the participants of the consultative meeting.

Osnovni cilj ovoga rada jeste utvrditi elemente savremenog pristupa organizaciji i sprovođenju praktične nastave u edukaciji za socijalni rad, te ih identifikovati u praktičnoj nastavi socijalnog rada u BiH. Rad se sastoji iz dva dijela. U uvodnom dijelu analizirana su određenja i obilježja praktične nastave u edukaciji za socijalni rad, te sa njima srodni koncepti iskustvenog učenja i refleksije. U drugom dijelu, analizirana su obilježja praktične nastave u edukaciji za socijalni rad u BiH, na tri različite škole: Odsjek za socijalni rad Fakuleteta političkih nauka Univerziteta u Sarajevu, Odsjek za socijalni rad Filozofskog fakulteta Univerziteta u Tuzli i Studijski program socijalnog rada, sa Fakulteta političkih nauka Univerziteta u Banjoj Luci. Analiza je izvršena na dva načina. Prvi je kroz identifikovanje osnovnih obilježja modela praktične nastave na sva tri fakulteta, a u odnosu na osnovne elemente koji su utvrđeni prethodnom teorijskom analizom. Potrebni podaci su dobijeni primjenom metode intervjua sa predstavnicima osoblja fakulteta, koji su odgovorni za praktičnu nastavu studenata. Da bi se utvrdio pravac i kvalitet razvoja modela praktične nastave na ovim fakultetima, analizarana su njihova obilježja u odnosu na školsku 2011/12 godinu sa jedne, i osam godina kasnije - školsku 2019/20 godinu, sa druge strane. Drugi pristup se zasniva na komparativnoj analizi silabusa predmeta praktične nastave, u odnosu na dva obilježja: 1) ciljevi i definisani ishodi; i 2) metode nastavnog procesa. Rezultati ukazuju na razvojni pomak, u smislu povećanja broja sati i predmeta u kojima se organizuje praktična nastava, kontiuiranu pripremu studenata prije terenske prakse, te organizovanje prvih edukacija za mentore. Priručnik za praktičnu nastavu i veća podrška i usmjerenje mentorskog angažmana sa jedne, te metode kojima se razvijaju kritičko mišljenje, naučni stav i otvorenost za nove perspektive, sa druge strane, ostaju poseban izazov za dalji razvoj praktične nastave. ; The main objective of this paper is to identify the elements of the contemporary approach to field education in the education of social work and to identify them in the field education of social work education programmes in BiH. The paper is divided into two parts. In the introductory part we have analyzed different definitions and general characteristics of field education in social work education, and with that related concepts of experiential learning and reflection. In the second part, we analyzed the elements of field education in education for social work in B&H at the three different schools: the Department of Social Work of the Faculty of Political Science- University of Sarajevo; Department of Social Work, Faculty of Philosophy- University of Tuzla; and the Social Work Study Program, Faculty of Political Science- University of Banja Luka. The analysis was conducted from two perspectives. The first one is through the identification of the basic features of the field education model in all three faculties, and in relation to the general elements of field education previously identified through the theoretical analysis. The required data were obtained by applying the interview method with representatives of the faculty staff who are responsible for the field education programs. In order to determine the direction and quality of development of the model of field education programs, they were analyzed according to these characteristics in relation to the school year 2011/12 on one side, and the eight years later - the school year 2019/20, on the other side. The second approach is based on a comparative analysis of the curriculum of the field subjects, in relation to the following elements: 1) goals and defined outcomes; and 2) educational process methods. The results indicate developmental step forward, in terms of increasing the number of hours and courses in which field education is organized, the continuous preparation of students before the field practice, and the organization of initial trainings for mentors. A handbook for field education and greater support and guidance for mentoring engagement, organising the educational methods for develop critical thinking with students, their scientific attitude and openness to new perspectives, remain as the biggest challenges for the further development of field education in school for social work in B&H.

This paper describes the phenomenon 'predatory conferences', the characteristics of predatory conferences, and it describes the problems they cause for science. Predatory conferences fail to properly manage peer review, frequently have imaginary conference committee, do not operate any quality control, are unclear about payment requirements and about conference organizer or location. Towards the end of the paper it is discussed what can and should be done to eliminate or reduce the effects of predatory conferences.

This book is open access under a CC BY license. Interest in social innovation continues to rise, from governments setting up social innovation 'labs' to large corporations developing social innovation strategies. Yet theory lags behind practice, and this hampers our ability to understand social innovation and make the most of its potential. This collection brings together work by leading social innovation researchers globally, exploring the practice and process of researching social innovation, its nature and effects. Combining theoretical chapters and empirical studies, it shows how social innovation is blurring traditional boundaries between the market, the state and civil society, thereby developing new forms of services, relationships and collaborations. It takes a critical perspective, analyzing potential downsides of social innovation that often remain unexplored or are glossed over, yet concludes with a powerful vision of the potential for social innovation to transform society. It aims to be a valuable resource for students and researchers, as well as policymakers and others supporting and leading social innovation