The ebb and flow of marital lust: A relational approach

This diary study examined daily fluctuation in marital lust over a 56‐day period. The purposes of the study were to describe typical patterns of lust over time and to examine intrapersonal and interpersonal associations between relationship affect, relationship states, and marital lust. We also tested various daily moderational predictions. Four patterns of daily fluctuation in lust were identified. Typical patterns varied from almost no fluctuation to wide fluctuation over time. Our findings showed that daily affect was generally related to lust both within partners and between partners. Also, spouses’ relational states (closeness and equality of power) moderated several of these intrapersonal and interpersonal associations. In general, the affect‐lust link was strengthened by closeness and equality of power, while the lust‐lust link between spouses was often conditioned by both relationship affect and relational states. However, the role of negative affect toward spouses in interactions with other constructs was not as expected. We discuss possible explanations for the findings and implications for further research.     

The governance of charitable trusts in the nineteenth century: The West Riding of Yorkshire

Charitable donations were essential to social welfare provision in England and Wales in the eighteenth and nineteenth centuries. This article uses a principal-agent framework to examine the governance problems faced by endowed charities - problems that were uniquely acute because, on one side, the principal (the charity's benefactor) was usually long since dead and, on the other, the main intended beneficiaries (the poor) were inarticulate and politically impotent. The reports of the Charity Commissioners on a sample of endowed charities operating in Yorkshire are used to exemplify the type of governance problems encountered. Such difficulties involved the charities' structure, their resource base and their management. It is shown that the benefactors' intentions were most readily frustrated, and the intended beneficiaries most readily denied their welfare provision, when the politically and socially powerful condoned the alteration of the trusts' functions. This was most obvious in the second half of the nineteenth century for the provision of 'doles' to the poor and for the provision of free grammar schools.     

Indigenous rights and internal wars: The Chiapas conflict at 15 years

This article examines the origins and outcomes of the indigenous-based Zapatista rebellion launched 15 years ago in Chiapas, Mexico. The precursors responsible for the resistance movement are assessed, as well as the proximate events which convinced the indigenous communities to embrace a militarized approach. International relations conflict theory is plumbed for explanations of the conflict and for conflict resolution strategies relevant to this particular event. This study finds that the conflict in Chiapas was the consequence of two antecedent conditions – systematic human rights abuses and extreme material deprivation; and two proximate factors – NAFTA ratification and pending revisions to communal land laws. The article also explains how violence mitigation was subsequently achieved as a result of the behavior of state and non-state actors.     

Working agreements in fieldwork placements—An evaluation

A brief review is made of the literature surrounding the use of contracts in social work and their adaptation into social work education in the form of Working Agreements. The operation of Working Agreements in fieldwork placements is then considered in some depth, based upon features which include differential participation, reciprocal accountability and explicitness. A variety of positive and negative aspects are identified and some limitations in the application of Working Agreements are suggested.     

Edmund Burke on slavery and the slave trade

This article reconstructs Edmund Burke’s thoughts on slavery from his Account of the European Settlements in America to his parliamentary speeches in the late 1700s. It seeks to demonstrate that Burke’s program for slave reform, Sketch of a Negro Code, was one of the earliest plans for gradual abolition and gradual manumission formulated in eighteenth-century England and, quite possibly, the first ever in modern British history whose scheme was detailed and comprehensive. This article further explains how the plan reflected both Burke’s antipathy to slavery and his unusually wide comprehension of the many obstacles to abolition. It concludes by stressing Burke’s belief that Africans were not condemned to servitude by their background.     

Racism and anti-racism in placement reports

The focus of this article is upon the way in which practice teachers and students considered individual and institutional racism and anti-racism in a sample of 40 placement reports. First of all we will examine the background to the development of CCETSW policies and requirements for social work courses and the way in which they consider racism and anti-racism. Then we will consider the limitations and aims of our research. We will present a brief summary of our findings which contrasts the content of the placement reports from two cohorts of students in 1995 and 1997, whose reports were prepared using two different placement report frameworks: one framework developed from CCETSW's 1989 guidelines, the other framework from the revised guidelines dating from 1995. We go on to consider in some depth the overall comments of practice teachers and students in the placement reports about work with black clients/users, the use of 'what if' scenarios and case studies. We continue by examining the way in which students considered the numbers of black people in the local population, and the use made by black people of the placement agencies. Also examination is made of multiple oppression, any challenges to racism made by students, differences in terminology used to consider issues associated with 'race' and the attention given to racism and anti-racism as future learning needs. Finally, we consider implications for future research and a summary of the findings.     

Transforming Teaching and Learning in South Africa: First Year in the Bachelor of Social Work

The South African qualification for social work was transformed in 2003, along with other transforming post-apartheid policies and practices since the first democratic government was elected in 1994. The educational collective was committed to outcomes-based approaches which were legislated by statutory bodies emphasising redress of previous inequities. The new Bachelor of Social Work (BSW) is accordingly criterion-based and measured by 27 exit level outcomes, giving direct guidance which assists historically disadvantaged students and facilitates entry to qualifications as intended by the current South African reform. The BSW replaces the previous Bachelor of Arts in Social Work [BA (SW)] which was norm-based and relied on good students educated in historically advantaged institutions. The political history and context for the new qualification is presented and typical difficulties experienced during the first year are referenced. With the BSW being due for revision in 2012, a research project on its teaching and learning in the first year was commissioned in 2010 by the Association of South African Social Work Education Institutions. A section of this project is presented here. Consistent with the international literature, human and material resources emerge as very important in providing academic support. Tension between policies and practice should provide a good basis for revising the BSW.     

Placement visits by tutors from college based programmes

In recent years some social work tutors have been subject to considerable criticism regarding their inability to keep pace with new developments, including anti discriminatory approaches. In the current harsh climate evident in higher education and following the development of the Dip SW, agency approval for practice teaching and accreditation of individual practice teachers, the tutor's role in visiting placements has been challenged and questioned. The purpose of this article is to argue for a continuation of regular contact by the tutor with practice teacher and student during the planning, monitoring, assessment and review stages of a placement. The tutor's responsibilities are highlighted, acknowledging the power base from which they and practice teachers operate. The importance of empowering both practice teachers and students is considered, while also stressing the need for tutors to maintain standards on placements and to ensure the permeation of anti-discriminatory approaches in both placement learning opportunities and in tripartite meetings.