Infusing Content about Jews and about Anti-Semitism into the Curricula

Abstract

The social work profession has overlooked the topic of Jews as a cultural-religious minority group and the problem of anti-Semitism. Yet, current accreditation standards mandate that social work programs educate students about the differences among ethnic, racial, and cultural groups. This article traces the history of the Jews and the dynamics of anti-Semitism. The author suggests that this content be incorporated into the social work curricula at the micro practice level. Students should explore their own ethnic identities and religious backgrounds. This self-exploration will enable them to be open to new information and to be aware of misinformation about other groups. At the macro practice level, role plays would help students practice their responses to anti-Semitic incidents and would sensitize them to the feelings of members of oppressed groups. Overall, the profession needs to research this content and work to eliminate anti-Semitism.     

冯仑二三事

约冯仑采访并不是一件容易的事情,也许是缘分,也许初生牛犊不怕虎,总之,在没有任何采访提纲的情况下,冯仑给了我一个半小时的时间,那时修我名片上的职务为实习记考.     

谈谈液化天然气

介绍液化天然气的液化、装载、卸载后再气化,以及安全性。     

关于失去的断想(英文)

We all win and lose,from time to time,throughout life.But the past year 2008,seemed to have more hardships and bitterness than most years.The May 12,magnitude-8 earthquake devastated much     

Talking about Blame

In this analysis particular emphasis is given to the question of blame in meaningful relationships, such as those occurring within families and between practitioners and their clients. The authors suggest there is a potential in these contexts for the subjective experience of being blamed to challenge, perhaps even disturb, an individual's sense of personhood and for interpersonal boundaries to therefore become de-regulated. A general implication for practice is then raised: if blame can be so powerful in its effects, practitioners may benefit from talking explicitly to their clients about blame in order to access intrapsychic and interactional material, for its relevance to the immediacy of the client's lived experience, for its ability to contribute to engagement, and perhaps most importantly, because feeling blamed and being blaming reduces the self-agency available to clients and hence potential for change.     

谈谈有轨电车

介绍德国柏林有轨电车的低地板概念、车辆的添置与现代化、轨道设施、车站、信息及通信设施、电车保养及存放设施的现代化、达到的现代化水平、GT6型低地板车驾驶员的培训、使用低地板车的体验、事故处理和展望等。     

All about Chrisfmas

Even though I used to swaddle my poor rag doll, Ida, in old kitchen cloths and rename her ＂Jesus＂ every Christmas. my family was never religious and manyChristmas traditions were - and remain - unfamiliar to me. l have never been to a service o11 Christmas Day, and we have never read about the birth of Jesus before Christmas dinner. In my family, Christmas has always been terribly commercialized, and celebrated for the sole purpose of keeping the children happy and out of each other＇s hair for a couple of ＂blessed＂ days.     

Feeling about Tuck Everlasting

有很多人畏惧死亡,希望自己能长生不老。但是,《不老泉》通过对塔克一家的描述,告诉我们长生不老并没有想象中的美好。人们还是应该遵循自然规律,接受死亡的到来。这篇论文概括了《不老泉》的主要内容,并进行了评述,以期唤起人们对这本小说的喜爱,更能够正确看待死亡。     

Much ado about Goffman

“The claim that all the world’s a stage is sufficiently commonplace for readers to be familiar with its limitations and tolerant of its presentation.” (Goffman 1959, 72, 254) “Given that the logic of privatization....now odiously shapes archetypes of citizenship, [and] manages our perceptions of what constitute the ‘good society’....it stands to reason that new ethnographic research approaches must take global capitalism not as an end point of analysis, but as a starting point.” (Kincheloe and McLaren 2000, 304) “My abhorrence of neoliberalism helps to explain my legitimate anger when I speak of the injustices to which the ragpickers among humanity are condemned. It also explains my total lack of interest in any pretension of impartiality, I am not impartial, or objective...[this] does not prevent me from holding always a rigorously ethical position.” (Freire 1998, 22)     

Learning about child protection

Where do social workers acquire the knowledge they use in child protection work? What opportunities exist for them to access and use research? Should they bother? This paper addresses these questions using information provided by twelve local authority social workers involved in child protection work and findings from relevant research.

In a learning and work climate which appears not to encourage interest in research findings or knowledge from books generally, the paper considers both how knowledge from research might best be brought to the attention of busy workers and what are the necessary conditions for workers to develop and use knowledge in child care and protection practice.