Trends and issues in language policy and language education in Crimea

This work identifies and discusses developments in language policy and language education in Crimea since the peninsula’s incorporation into the Russian Federation in March 2014. Working on the assumption that post-Soviet reforms and changes in language and education policies cannot be understood outside their historical context, the article starts by briefly outlining some of the defining features of the historical and sociolinguistic situation of Crimea until March 2014. It then presents the changing linguistic situation of the peninsula since its accession into Russia and discusses present developments in light of the broader context of post-Soviet language ideologies, policies and practices. It suggests that the new Crimean authorities are following a double strategy: the imposition of monolingual educational and linguistic policies, accompanied by largely symbolic concessions to the demands of local ethnic communities.     

Forced migration and destination choice: Armenian forced settlers and refugees in the Russian Federation

Many analysts have criticized resettlement institutions for placing displaced people in inappropriate and desolate areas. This article seeks to determine the extent to which the Russian Federal Migration Service (FMS) plays an active, systematic role in the placement of dislocated peoples, focusing on refugees ( bezhentsii ) and forced settlers ( pereselentsii ) in the Russian Federation arriving from the Republic of Armenia.
Using data on regional-level forced migrations flows, we investigate structural- and choice-based models for the prediction of settlement patterns.
Findings indicate that variables associated with models of individual choice best predict the resettlement pattern for forced settlers and refugees from the Armenian Republic in the Russian Federation. Our findings question previously held assumptions regarding the meaning of refugee status and the influence of institutions on settlement location patterns.     

Teaching Note—Using TED Talks in the Social Work Classroom: Encouraging Student Engagement and Discourse

Focusing on TED Talks (online videos) as a resource for social work educators, this teaching note shares our ideas regarding the use of the online videos as an avenue for reaching students and encouraging discussions in the social work classroom. The article first explores the TED platform and then discusses using TED as a teaching tool. Finally, we share our perspectives and student voices on selected videos that can be useful in social work education, including references to specific Council on Social Work Education competencies and practice behaviors. The videos bring world-renowned speakers into the classroom, providing social work educators with rich teaching opportunities limited only by their imagination.     

Forum: social network for the surveillance and prevention of workplace accidents

In 2008, academic researchers and public service officials created a university extension studies platform based on online and on-site meetings denominated "Work-Related Accidents Forum: Analysis, Prevention, and Other Relevant Aspects. Its aim was to help public agents and social partners to propagate a systemic approach that would be helpful in the surveillance and prevention of work-related accidents. This article describes and analyses such a platform. Online access is free and structured to: support dissemination of updated concepts; support on-site meetings and capacity to build educational activities; and keep a permanent space for debate among the registered participants. The desired result is the propagation of a social-technical-systemic view of work-related accidents that replaces the current traditional view that emphasizes human error and results in blaming the victims. The Forum uses an educational approach known as permanent health education, which is based on the experience and needs of workers and encourages debate among participants. The forum adopts a problematizing pedagogy that starts from the requirements and experiences of the social actors and stimulates support and discussions among them in line with an ongoing health educational approach. The current challenge is to turn the platform into a social networking website in order to broaden its links with society.     

EVALUATION OF THE FIRST WEB-BASED ADVANCED STANDING MSW PROGRAM

The first completely Web-based advanced standing master of social work program began in 2002, and 32 students had graduated by 2005. This article presents a preliminary evaluation comparing the first two online cohorts with a face-to-face (F2F) cohort of advanced-standing students. Results showed several demographic differences between groups (e.g., online students were older and had more work experience than F2F students). There were few differences on a variety of educational and satisfaction outcomes with the exception of field, where instructors rated online students lower on several sections of the field evaluation measure. The implications for social work education are discussed.     

Human smuggling in Austria: a comparative analysis of data on smuggled migrants from former Yugoslavia and the Russian Federation

This article provides a summary of the author’s research on human smuggling in Austria comparing migrants from Former Yugoslavia and the Russian Federation. The project’s primary intent was to collect more detailed information on migrants seeking asylum in Austria and their use of smuggling services to leave their home countries, including detailed information on demographics, force or threat of force by smugglers, routes and methods of transportation, costs of smuggling, payment methods, and deeper perceptual questions regarding the flight. Another central premise of the article discusses how current distinctions between human smuggling and human trafficking are arbitrary in many regards.     

Enhancing Learning and Learner Satisfaction Through the Use of WebCT in Social Work Education

Emerging technology has produced changes in the ways that social workers learn, practice, and interact. As communication and educational innovations have increasingly involved the use of ever-improving technologies for social work practice, so too has social work education evolved to incorporate these advances in the classroom setting. This article describes and evaluates various aspects of one particular type of web-based learning environment, WebCT, and its incorporation into five face-to-face foundation courses in a bachelor's and master's level social work program. The authors utilized an online survey to assess frequency of access of the web-based course management system and perceptions of the features. Results of this online survey assessing student use and perception of hybrid courses are shared along with implications and recommendations.     

Culturally sensitive social work: promoting cultural competence

In current times of great conflict and clashes between different cultures and worldviews, cultural competencies should be a well embedded feature of social work education. This is a fundamental and cross-cutting issue; however, we question whether it is an obvious concern in social work education in European countries, specifically in Portugal, and if the curriculum of social work courses covers this topic. This article is based on research that seeks to find out if there are mandatory curricular units of the disciplinary field of social work that explicitly address culturally sensitive social work and cultural competencies. Thus, this article presents a study that focuses on educational institutions that provide social work courses in Portugal, and has the potential to be extended to other countries. An online survey and a document analysis of the curriculum programmes of all Portuguese courses in social work were conducted. The study results revealed the lack of curricular units with clear terms relating to the topic of culturally sensitive social work. The implications for practice and educational policy are also discussed, which lead to a reflection and analysis of the evaluation and accreditation process of social work education in Portugal, with a conclusion that it is incomplete and faces major challenges in curriculum development and course accreditation. Challenges and opportunities in developing social work curricula, as well the debate around a generic or specialist social work education are also discussed. Finally, the authors suggest an opportunity to develop cultural competencies through continuing and lifelong learning for social workers.     

Litigation and political transformation: the case of Russia

This article analyzes some recent developments in the system of public law in the Russian Federation, focusing in particular on changing patterns of litigation and increases in use of administrative law, linked to new acts of legislation. It argues that discussion of the Russian case provides a sociological perspective in which we can understand the importance of legal actions in hybrid polities. It explains that litigation in Russia, even where it may have counter-systemic outcomes, is partly incentivized by the government, as promotion of access to law is seen as a means to formalize interactions between citizens and government and so to extend the societal penetration of the political system more generally. Litigation thus forms a mode of practice that, dialectically, possesses both inner- and counter-systemic status. In addition, the article argues that the case of Russia allows us to comprehend litigation as an element in processes of nation building and social integration more widely, and Russia illuminates the systemic significance of litigation in other societies.     

Social work educators’ perceived barriers to teaching with technology: the impact on preparing students to work with younger clients

ABSTRACT

The educational needs of current social work students have transitioned in time from fully face-to-face to hybrid and for some, to fully online instruction. This helps to address students’ need to save time and money, as well as it assists the higher education institutions to provide easier and more efficient access to education. The use of technology in educational instruction has a positive impact on the future social workers who have to address the needs of technologically savvy younger clients. This is due to parallels related to the access and the use of technology, communication preferences, and the wide use of social media platforms. A quantitative non-experimental research design was employed in this research study. Non-parametric statistics were employed. A Mann-Whitney U test was used to compare the perceptions of barriers/challenges to eLearning among US and Spanish social work educators. The Kruskal-Wallis test was used to find the differences in the perceptions of barriers/challenges to eLearning across different group characteristics such as age, academic position, and experience teaching online and hybrid courses. There are six main barriers/challenges identified in this article. When not addressed, these barriers could have a negative impact on social work students’ readiness to use technology in their future social work practice.     

Teaching Clinical Social Work Skills Entirely Online: A Case Example

While numerous disciplines have eagerly embraced innovative educational technology, many social work educators have not been among early adopters. Social work's focus on the human connection and hands‐on practice skills can seem antithetical to technology‐mediated education. Nevertheless, social work programs are implementing distance learning and Internet‐mediated courses, and some schools are offering entire social work courses online. Leading the way in this regard is the Florida State University College of Social Work, which has developed and implemented the first CSWE‐accredited, entirely online Master of Social Work program. The purpose of this paper is to describe the development, design, and implementation of one skills‐based clinical course in this program, with the goal of sharing information in a way that will further the discussion of the risks and benefits of online education as well as provide guidance for educators who may be interested in developing a skills‐based online course in the future.     

When Opportunity Structure Knocks: Social Movements in the Soviet Union and Russian Federation

The notion of an opportunity structure has become both popular and confusing for social movement research. This paper attempts to clarify how opportunity structures are understood through a discussion of separatism in two cases: the Soviet Union and the Russian Federation. Instead of being treated as a collective whole, opportunity structures are broken into three factors: A) constitutional rules and rights; B) elite control; and C) the state's capacity and propensity for repression. Factor A represents formal restrictions on potentially insurgent groups while factors B and C are informal restrictions. In the Soviet and Russian settings, four distinct opportunity structures are identified. The first, established under Stalin, was narrow, constraining potentially insurgent groups. But the second, which emerged under Gorbachev, was relatively wide and contributed to the willingness of various republics to declare independence. The third, established at the founding of the Russian Federation, was medium in width, but did not permit the types of activity found in the second. And lastly, the fourth can be dated to Putin's reforms of the early twenty-first century, and is narrow in character. Although future research is necessary for confirmation, this disaggregated model is intended to be generally applicable in other contexts.     

Russia and the Kyoto Protocol: The Long Road to Ratification

The Russian Federation played a crucial role in the Kyoto Protocol's ratification. Indeed, after the United States withdrawal, its ratification turned out to be indispensable for the Protocol to become legally binding. In early 2002, Russia decided to initiate the ratification process. However, the country long hesitated to fulfil its promises, and for the last two years it sent numerous contradictory signals with respect to its position on climate policy. Consequently, the factors that shape Russia's behaviour in the context of climate negotiations have received increasing attention. The main focus has been on the economic and international aspects motivating the Russian strategy. This paper attempts to complete this analysis by concentrating on a further feature that significantly contributed to Russia's final decision, namely, domestic forces. These factors have often been overlooked in the discussion of the Russian strategy. In order to fill this gap, this paper reconstructs the Russian ratification process, trying to identify the main domestic players and their role.     

Teaching Social Work in an Online Environment

This article discusses the current debate surrounding online instruction (also known as distance) versus in-class social work instruction and reviews the relevant literature associated with those instructional models. The discussion specifically focuses on key issues, including the definition and growth of online education and the Blackboard revolution, and it addresses concerns about the effectiveness of teaching online compared to in-class social work instruction in areas related to students’ learning outcomes and satisfaction. Literature references also suggest that factors such as demographics may be related to outcome differences between distance and traditional students, while others found no significant differences between both student populations and their learning outcomes in particular courses such as research methods courses. Even today, however, the comparisons between online and traditional courses are unsettled, and many questions remain about the appropriateness or usefulness of these models. Therefore, the debate will continue to lead to even larger disagreements between researchers and educators on both sides. The concern about the effectiveness of teaching in an online environment is still the main concern of educational models in general and of social work education in particular. Even deeper concerns are found among educators and scholars about the ethical issues surrounding the entire online education debate.     

Trade union pedagogy and cross‐border action

In this article, we examine the potential of global union pedagogy to address the structural and political challenges of cross‐border trade‐union action. We do so by proposing an analytical framework that draws on labour relations, political sociology and education to explain educational processes and outcomes as responses to the pitfalls of global labour campaigns and the inadequacy of global and local labour institutions. We proceed to assess the value of our framework by elaborating on its different dimensions – framing, synthesizing, connecting and regenerating – in relation to the educational work of a global union federation, namely the International Transport Workers' Federation. We find that an actor‐centred approach that combines top–down, bottom–up as and horizontal processes of collecting knowledge from different contexts and making links between different countries, industries and parts of supply chains can help actors realize that their seemingly diverse concerns are essentially different manifestations of the same problem.     

Changing symbolic and geographical boundaries between penal zones and rural communities in the Russian Federation

The article examines the processes involved in the integration of the USSR's secret places into mainstream rural society in the Russian Federation. Taking the example of one rural district in the Volga-Ural region that has been the site of a large prison complex over a period of ninety years, the article examines how economic changes and local government and penal reforms have eroded the boundary that marked off the penal region from the rural district in which it was located. Using interviews and social surveys conducted among the local population, the article examines the extent to which the opening of the penal sub-region has led to changes in the symbolic boundary between the communities in the rural raion. The article concludes that although new spaces of active government are being produced in rural Russia, these are not necessarily the basis for the emergence of new common identities among the people living in them.     

Russian Families

Abstract

The Russian Federation (Russia) is the largest country in land mass and its population is seventh in the world. The historical development of the Russian family is connected, first of all, with Russian Orthodoxy. After the October revolt of 1917 socialism began and the bases of the traditional family were abolished. However, since the 1930s the family was still formally recognized as a primary cell of Soviet society. In modern Russia the demographic data show the tendencies of a decrease in the number of concluded marriages and an increase in the number of divorces, one-child and childless families. Nevertheless, according to representative opinion polls, the family is highly valued in Russian society. What modern challenges worry members of Russian strong families the most and how do they manage these challenges? To answer these questions, we have undertaken qualitative sociological research.     

Enhancing Competence in Health Social Work Education Through Simulation-Based Learning: Strategies From a Case Study of a Family Session

ABSTRACT

Simulation-based learning (SBL) is a powerful tool for social work education, preparing students to practice in integrated health care settings. In an educational environment addressing patient health using an integrated care model, there is growing emphasis on students developing clinical competencies prior to entering clinical placements or clinical practice settings. This article highlights the importance of SBL in the development of the clinical competencies of graduate social work students enrolled in a Social Work Practice in Health course. The development and implementation of an educational initiative using a family-based simulation scenario to enhance classroom learning for health social work practice is described, and recommendations for future educational initiatives using SBL are provided.     

Religion and community philanthropic organizations: The case of the United Jewish Appeal‐Federation of New York

This article explores the processes that occur when community philanthropic organizations develop religious expressions and practices by examining the shifts that took place within the United Jewish Appeal‐Federation of New York between 1990 and 2014. As the findings indicate, the gradual integration of ethnoreligious practices, norms, and expressions into the Federation's missions, routine, activities, and distribution of resources, as well as among staff and volunteers, reshaped the Federation's identity and faith‐based orientation. This process led the Federation to move beyond being a faith‐background organization toward becoming a faith‐affiliated organization, expressing Jewish beliefs through its charitable work and philanthropic activities. The article highlights the resulting dilemmas and obstacles faced by the Federation and concludes with a discussion of the implications for understanding the process of increased religion among community philanthropic organizations.     

基于信息化的教务管理流程优化研究

高等教育的不断改革和教育管理现代化的不断推进,使基于网络、计算机平台的教务管理系统迅速发展起来。文章基于信息化的管理原理,结合实际工作经验,优化教务管理工作中的部分管理流程,为以后的教务管理工作提出一点参考,从而使现有的教务管理系统能更好地为师生服务。