Including Disability in the Social Work Core Curriculum: A Compelling Argument

In light of an impending review of the Australian Social Work Education and Accreditation Standards (2012), alongside imminent service system changes associated with the rollout in Australia of the National Disability Insurance Scheme (NDIS), this article argues for urgent inclusion of disability in the Australian social work core curriculum. Although increased disability content has been debated previously, the implications of the NDIS policies for changes to the mainstream services system in Australia offer compelling reasons for revision. Recommended is a comprehensive review of how disability is presented in curriculum and development of new guidelines for essential core curriculum content.     

Social Work Training or Social Work Education? An Approach to Curriculum Design

Population ageing, economic circumstances and human behaviour are placing social welfare systems under great strain. In England, extensive reform of the social work profession is taking place. Training curricula are being redesigned in the context of new standards of competence for social workers—the Professional Capabilities Framework (PCF). Students must be equipped on qualifying to address an extensive range of human problems, presenting major challenges to educators. Critical theory suggests an approach to tackle one such challenge—selecting the essential content required for areas of particular practice. Teaching on social work with older people is used to illustrate this. Habermas' theory of cognitive interests highlights the different professional roles served by the social work knowledge base—instrumental, interpretive and emancipatory. Howe's application of sociological theory distinguished four social work roles corresponding to these. It is suggested that curriculum design decisions must enable practitioners to operate in each. When preparing students to work with older people, educators therefore need to include interpretive and emancipatory perspectives, and not construct social work purely as an instrumental response to problems older people present. This approach provides one useful rationale for curriculum design decisions, which is applicable to other areas of practice, and to contexts outside England.     

广西英语课程与教学论硕士学位论文研究综述

以2005-2009年这五年广西英语课程与教学论研究生学位论文为研究对象,从选题,研究对象,研究类型、方法和手段以及论文写作规范这四个方面进行分析。根据分析结果提出一些针对该专业研究生学位论文写作和课程设置等方面的建议．以期为该专业在读研究生学位论文的撰写和相关研究人员提供参考和借鉴。     

新课程要求与大学英语阅读教学模式改革

以往的大学英语阅读教学以教师为中心,学生缺乏自主学习的意识和动力,不能运用英语知识进行有效交际。为了提高大学生的英语综合应用能力,必须对大学英语阅读教学模式进行改革。大学英语阅读教学改革有两个操作性模式:采用“标准练习”,培养学生独立阅读能力及英语综合应用能力;转变传统的阅读教学模式,由原来的呈现—操练—应用转变为自由交际—呈现—操练—真实交际,激发学生阅读兴趣并提高其听说能力。     

HEURISTIC LOT-SIZING APPROACHES FOR DEALING WITH MRP SYSTEM NERVOUSNESS

We develop and test ways for modifying the Silver-Meal and part-period-balancing lot-sizing procedures to include the costs of schedule changes in response to changes in demand estimates. These modifications tend to reduce MRP system nervousness. We compare the performance of these approaches with the modified Wagner-Whitin algorithm, which we have shown is optimal for static conditions. We find that the modified SilverMeal approach is only slightly more costly than the modified Wagner-Whitin technique and that the modified part-period-balancing approach performs both poorly and erratically.     

A DEA Framework to Assess the Efficiency of the Software Requirements Capture and Analysis Process*

In this paper a theoretical framework to assess the efficiency of the Requirements Capture and Analysis (RCA) process in software development is introduced. Although it is widely recognized that successful implementation of the first stages of the software development process is critical for the overall development process, RCA efficiency assessments have not been given much attention. The presented theoretical framework to assess RCA efficiency follows a production approach to model the early stages of a software project. An approach based on Data Envelopment Analysis that utilizes the proposed framework to isolate the effects of exogenous factors, such as the environment or the type of project, on the project's RCA efficiency is also presented. Finally, the applicability of the methodology through an exploratory empirical study is demonstrated, and managerial implications are discussed.     

AN EVALUATION OF SEQUENCING RULES FOR AN ASSEMBLY SHOP

Research relating to sequencing rules in simple job shops has proliferated, but there has not been a corresponding proliferation of research evaluating similar sequencing rules in more complex assembly job shops. In a simple job shop, all operations are performed serially; but an assembly shop encompasses both serial and parallel operations. As a result of the increased complexity of assembly shops, the results associated with the performance of sequencing rules in simple job shops cannot be expected for an assembly shop. In this paper, 11 sequencing rules (some of which are common to simple job shops and some decigned specifically for assembly shops) are evaluated using a simulation analysis of a hypothetical assembly shop. The simulation results are analyzed using an ANOVA procedure that identifies significant differences in the results of several performance measures. Sensitivity analysis also is performed to determine the effect of job structure on the performance of the sequencing rules.     

An Experimental Analysis of Capacity-Sensitive Setup Parameters for MRP Lot Sizing

Most material requirements planning (MRP) systems apply standard costing (absorption costing) approaches to define setup costs that are used as fixed (time invariant) setup parameters in single-level lot-sizing methods. This paper presents a computationally simple approach for estimating more appropriate setup parameters based on estimates of work-center shadow prices. These setup parameters then are used in traditional single-level MRP lot-sizing procedures. The shadow price of capacity at each work center is calculated as the increase in the overall inventory carrying cost for each additional hour of capacity lost to setups. The opportunity cost of a setup for an order subsequently is determined based on the routing information for each order and is used by traditional MRP lot-sizing procedures to calculate lot sizes. A simulation experiment compares the performance period order quantity lot sizing with capacity-sensitive setup parameters with the fixed accounting-based setup parameters. The simulation replicates the planning and control functions of a typical MRP system. The results of the experiment show that capacity-sensitive setup parameters can make significant reductions in both carrying cost and lateness and can achieve many of the benefits of optimized production technology in the context of an MRP system.     

项目驱动模式下的高职商务英语视听说的课程设计与实践

本文运用项目驱动教学模式对高职商务英语视听说的课程设计和实践进行研究。     

Optimising the continuity experiences of student midwives: an integrative review

BackgroundIn several countries, midwifery students undertake continuity of care experiences as part of their pre-registration education. This is thought to enable the development of a woman-centred approach, as well as providing students with the skills to work in continuity models. A comprehensive overview of factors that may promote optimal learning within continuity experiences is lacking.AimTo identify barriers and facilitators to optimal learning within continuity experiences, in order to provide a holistic overview of factors that may impact on, modify and determine learning within this educational model.MethodsAn integrative literature review was undertaken using a five-step framework which established the search strategy, screening and eligibility assessment, and data evaluation processes. Quality of included literature was critically appraised and extracted data were analysed thematically.FindingsThree key themes were identified. A central theme was relationships, which are instrumental in learning within continuity experiences. Conflict or coherence represents the different models of care in which the continuity experience is situated, which may conflict with or cohere to the intentions of this educational model. The final theme is setting the standards, which emerged from the lack of evidence and guidance to inform the implementation of student placements within continuity experiences.ConclusionThe learning from continuity experiences must be optimised to prepare students to be confident, competent and enthusiastic to work in continuity models, ultimately at the point of graduation. This will require an evidence-based approach to inform clear guidance around the intent, implementation, documentation and assessment of continuity experiences.