论社会制度的创新与社会公共组织发展

本文从经济的发展与社会制度的转型和创新相脱节而导致的矛盾的分析入手,论述了市场经济不可能实现效率与公平的均衡,政府的职能不在于主导经济的增长和发展,而在于为经济的发展和人的全面发展创造公平竞争的环境和提供制度保障;创建现代公共管理政府,除了实现从权力型政府向公共服务型政府的职能转变外,还必须大力培育和发展各种类型的社会公共服务与管理组织,创建新的社会公共管理制度和社会公共服务与管理体制。     

生命周期理论与旅游目的地轮耕——以云南旅游为例

在改变生命周期理论的约束条件下,可以获得两个修正性的旅游目的地生命周期理论:基于纯客源因素的生命周期理论和人为干预下的生命周期理论。根据这两个理论、农业轮耕理论和云南旅游实践,旅游目的地轮耕既是可行的又是必要的。旅游目的地轮耕是区域旅游对其所属旅游目的地进行有计划的轮流开发经营的一种旅游目的地生态开发理念和可持续发展模式。旅游目的地轮耕的边界可以由旅游容量饱和值和游客边际利润的零点来决定其起点时刻,具有一定可操作性。     

Defining and Estimating Risk and Protection: An Illustration from the School Success Profile

This article links a risk and protection conceptual framework with definitions of risk and protection from epidemiology. It describes methods for estimating and modeling risk and protection that yield readily interpretable results using contingency tables and logistic regression. Data from a national sample of adolescents illustrate key concepts, providing implications for research and practice.     

Community Practice in the Bulldozer’s Shadow: The History and Legacy of Social Work in Urban Renewal

Social work has a long history of involvement in urban development policy, dating to the settlement house movement. This article explores a neglected part of this history by analyzing the role of social work in urban renewal programs. The functions of social work in urban renewal—including relocating families displaced by slum clearance and community organizing to foster resident input in planning—reflect enduring tensions in practice between social justice and social control. Implications for current practice are explored as the profession continues to define its part in urban redevelopment policies.     

SOCIAL ENVIRONMENTAL RISK AND PROTECTION: A TYPOLOGY WITH IMPLICATIONS FOR PRACTICE IN ELEMENTARY SCHOOLS

Social environmental assessments can play a critical role in prevention planning in schools. The purpose of this study was to describe the importance of conducting social environmental assessments, demonstrate that complex social environmental data can be simplified into a useful and valid typology, and illustrate how the typology can guide prevention planning in schools. Data collected from 532 3(rd) through 5(th) graders using the Elementary School Success Profile were analyzed in the study. A latent profile analysis based on eight child-report social environmental dimensions identified five patterns of social environmental risk and protection. The classes were labeled High Protection, Moderate Protection, Moderate Protection/Peer Risk, Little Protection/Family Risk, and No Protection//School Risk. Class membership was significantly associated with measures of well-being, social behavior and academic performance. The article illustrates how the typology can be used to guide decisions about who to target in school-based preventions, which features of the social environment to target, and how much change to seek. Information is provided about online resources for selecting prevention strategies once these decisions are made.     

Sense of School Coherence, Perceptions of Danger at School, and Teacher Support Among Youth at Risk of School Failure

Using a sample of middle and high school students who had been identified by school personnel as at risk of school failure, this investigation examines two competing models about the effects of students' perceptions of danger at school and teacher support on their sense of school coherence. From the compensatory model, it is assumed that risk and protective factors combine additively to influence outcomes. From the immunity model, it is assumed that protective factors buffer or moderate the negative effects of risk factors on outcomes. Support is found for the compensatory or additive model, with perceptions of school danger negatively influencing students' sense of school coherence and teacher support positively influencing variation in the criterion variable. Implications for theory, practice, and further research are discussed.     

KNOWLEDGE GAPS AMONG SCHOOL STAFF AND THE ROLE OF HIGH QUALITY ECOLOGICAL ASSESSMENTS IN SCHOOLS

OBJECTIVE: The purpose of the current study was to examine the practice validity of a new ecological assessment instrument for 3(rd) through 5(th) graders in terms of whether it provided school staff with new knowledge about students. METHOD: Pre-assessment knowledge of school staff was compared to data obtained from 21 children and their parents on 29 measures. Data were collected using the Elementary School Success Profile (ESSP). School staff pre-assessment knowledge was compared to obtained data across seven domains of children's lives (neighborhood, school, family, peers, parent educational involvement, well-being, and home behavior), data sources (child and parent), and grade level of students. RESULTS: Pre-assessment knowledge was not highly correlated with obtained data; pre-assessment expectations matched obtained data only about 41% of the time; and knowledge varied by domain, source, and grade level. CONCLUSIONS: Ecological assessments can address gaps in school staff's knowledge of targetable factors that influence the success of students.     

Gender attitudes,sexual meanings,and interactional patterns in heterosexual encounters among college students in the Netherlands

This study examines the utility of internet banner ads for recruiting rural MSM and identifies correlates of internet HIV risk survey initiation and completion. Banner ads were shown on a popular internet dating site for one month and resulted in 1,045 rural MSM, from 49 States, Canada, Australia/New Zealand, and 5 from other countries initiating the questionnaire. Logistic regression indicated that progression beyond screening questions was negatively related to “expecting pay, but not being paid” and positively related to “using chat rooms to find friends” and identifying as gay. Linear regression indicated that the absolute number of responses by consenting participants was positively correlated with reimbursement, number of sexual partners, motivated by money, and having been HIV tested. Overall, this sample represents one of the largest rural MSM samples; survey completion was high and strengthened by reimbursement and possibly by awareness of HIV risk. Generalizability was limited by low participation of minority and non‐gay identified MSM.     

Teaching Children With Autism Spectrum Disorders to Mand for the Removal of Stimuli That Prevent Access to Preferred Items

Mand training is often a primary focus in early language instruction and typically includes mands that are positively reinforced. However, mands maintained by negative reinforcement are also important skills to teach. These include mands to escape aversive demands or unwanted items. Another type of negatively reinforced mand important to teach involves the removal of a stimulus that prevents access to a preferred activity. We taught 5 participants diagnosed with autism spectrum disorders to mand for the removal of a stimulus in order to access a preferred item that had been blocked. An evaluation was conducted to determine if participants responded differentially when the establishing operations for the preferred item were present versus absent. All participants learned to mand for the removal of the stimulus exclusively under conditions when the establishing operation was present.     

Prevalence and Predictors of Social Work Student Food Insecurity

ABSTRACT

Food security is an essential component of material wellness and social justice. This study draws on a 2013 survey of 496 students within a school of social work in a Pacific Northwestern U.S. public university to (a) provide the first estimate of the prevalence of food insecurity among social work students and (b) investigate coping strategies used and resources accessed by students. It was determined that 43% of students had experienced food insecurity in the preceding year. In addition, students in the BSW program, students of color, females, and first-generation college students were more likely to be food-insecure. Based on these findings, the article describes strategies for addressing the material and self-care needs of social work students and practitioners.