Continuing professional development after qualification--partnerships,pitfalls and potential

Social work educators, employers and policy-makers have increasingly recognised the importance of continuing professional development. The UK social work qualification (DipSW) provides a broad base of practice skills, knowledge and values. However, increasingly complex work, frequent legislative and policy changes, research findings and challenges of working in a societal context of increasing change and diversity all contribute to the necessity of developing strategies for continuing professional development which adequately equip social workers. Such education cannot be alienated from social workers' employment context, and thus needs to remain mindful of employers' needs while concurrently maintaining academic rigour. This paper explores the development and delivery of a year-long post-qualifying training course run collaboratively between West Sussex Social and Caring Services and University College Chichester. It places some of the experiences of tutors, candidates and Training and Development Officers within the wider context of social work education, training and the delivery of social care. In exploring some of the contradictions and tensions experienced it seeks to further understand the challenge of delivering effective training in an increasingly complex and fragmented arena. Finally, it considers possible future developments, mindful of future changes in UK social work education.     

Researching social work: Doctoral work in the UK

This paper discusses some current issues in relation to doctoral studies in social work in the UK. It draws on recent research and other sources to illustrate that our knowledge about the scope and scale of such doctoral work is limited. However, developments within the discipline and the wider policy and institutional context of professional education suggest that research (in general) has an increasing profile. This trend, together with debates about focus and research approaches in social work, has implications for the possible extension of opportunities for doctoral studies. It is further suggested that 'professional doctorate' programmes or 'PhD by publication' routes may be more suited to the needs of doctoral students in social work, given different career paths relative to students in some other disciplines.     

Social work values,anti-discriminatory practice and working with older lesbian service users

It has been suggested that social workers are not adequately meeting the needs of lesbians and gay men. This paper explores some of these concerns with reference to social work's theoretical underpinnings and value-base in relation to working with older, non-heterosexual women. The paper considers some of the particular issues that affect the lives and needs of older women whose primary relationships are or have been with other women. It concludes with a discussion of ways in which such issues may be addressed in social work education, training and practice.     

From pillar to post: Women and social work studies in the 21st century

Abstract

A decade or so after the acknowledgement and inclusion of women's issues in mainstream social work courses, we find the circumstances in which such education occurs have changed. The 'third wave' of feminism has revisited the feminist agenda of the 1960s and 1970s; there has been a paradigm shift in what tertiary education is perceived to offer; and global theories have been replaced by post modern interpretations. This article discusses the impact of these changes for social work education drawing on the authors' experiences with the 'Women and Social Work' elective subject in the Bachelor of Social Work Degree at the University of New South Wales, Australia. This elective was popular until the mid 1990s when it failed to attract students. The authors reflect on their experience of teaching the subject and their understanding of current feminism to identify a way forward in the attempt to rekindle student enthusiasm for feminist understandings and provide education which will further the emancipatory project of social work.     

Technoscientia est Potentia?

Within the realm of nano-, bio-, info- and cogno- (or NBIC) technosciences, the ??power to change the world?? is often invoked. One could dismiss such formulations as ??purely rhetorical??, interpret them as rhetorical and self-fulfilling or view them as an adequate depiction of one of the fundamental characteristics of technoscience. In the latter case, a very specific nexus between science and technology, or, the epistemic and the constructionist realm is envisioned. The following paper focuses on this nexus drawing on theoretical conceptions as well as empirical material. It presents an overview of different technoscientific ways to ??change the world????via contemplation and representation, intervention and control, engineering, construction and creation. It further argues that the hybrid character of technoscience makes it difficult (if not impossible) to separate knowledge production from real world interventions and challenges current science and technology policy approaches in fundamental ways.     

Diversity without difference: modelling ‘the real’ in the social aesthetic of a London multicultural school

This article analyses the social aesthetic of the visual displays of a multicultural London primary school. It shows that the social aesthetic of the school models the school as a site of the ‘real’ in Baudrillard's sense of a ‘real’ that is a simulacra of the real, one from which the violence that is produced within and is constitutive of capitalism is expelled. In this view ‘race’ is not a division of humanity caused by racism, it is simply a cultural sign marking diversity. Difference, in the sense of racialised inequalities or racism, can be expelled from the system without ‘race’ itself being expelled. By the same logic, nationalism, as an exclusionary ideology, is separated out from national identity, which becomes simply one of a range of cultural resources that children can draw on in assembling the self.     

Statistical methodology for assessing homology of intronic regions of genes

We consider the problem of statistically evaluating the similarity of DNA intronic regions of genes. Present algorithms are based on matching a sequence of interest with known DNA sequences in a gene bank and are designed primarily to assess homology among exonic regions of genes. Most research focuses on exonic regions because they have a clear biological significance, coding for proteins, and therefore tend to be more conserved in evolution than intronic regions. To investigate whether the intronic features of genes whose expression is highly sensitive to environmental perturbations differ from genes that have a more constant expression, a collection of oncogenes, tumor suppressor genes, and nonregulatory genes involved in energy metabolism are compared. An analysis of the features of these genes' intronic regions result in clustering by regulatory group. In addition, Billingsley's test for Markov structure (1961) suggests that 67% of the intronic regions in this collection of genes show evidence of nonrandom structure, indicating the possibility of a biological function for these regions. The result of Billingsley's test for homology is used as input to a clustering algorithm. The biological significance of this methodology lies in the identification of groups based on the intronic regions from genes of unknown function. With the advent of rapid sequencing techniques, there is a great need for statistical techniques to help identify the purpose of poorly understood portions of genes. These methods can be utilized to assess the functional group to which such a gene might possibly belong.