测绘学科中的“矛”“盾”转换与质变

在自然科学中,促使对立的"矛"盾"转换和质变,往往引发科学发明和技术创新。"矛"盾"转换和质变已成为现代测绘技术发展的主要特征,它促使测绘学科发生了巨大变化。     

It takes a mother to practise breastfeeding: Women's perceptions of breastfeeding during the period of intention

BackgroundIn the Netherlands, 81% of mothers initiate breastfeeding. After one month the percentage of mothers still breastfeeding drops, despite positive intentions. Little is known about women's perceptions of breastfeeding during the period of intention.AimThis qualitative study aimed to gain insight into these perceptions among first-time mothers from middle and high socioeconomic backgrounds in the northern part of the Netherlands.MethodsWe used the theory of planned behaviour as the deductive model. In 2008, 16 in-depth interviews were conducted with 8 mothers who intended to breastfeed. The interviews were conducted at two time points (prepartum and postpartum) and covered the same period (that is, from the time when the intention was formed until after childbirth). The interviews were transcribed verbatim and analysed using grounded theory.FindingsFive inductive themes were identified: combining breastfeeding with work, learning about breastfeeding, making arrangements for childbirth, reflecting on the intention, and becoming a mother. During the extended period of intention, the women anticipated breastfeeding, but were cautious in expressing their intentions. They felt that the experience of becoming a mother would be critical to their breastfeeding outcomes.ConclusionThe theory of planned behaviour has been widely used in breastfeeding research. However, the period of intention is relatively long for breastfeeding. Rather than recommending an intensification of antenatal breastfeeding education, recommendations must incorporate the awareness that practising breastfeeding should not be considered the continuous outcome of the intention to do so – it takes a mother to practise breastfeeding.     

Investigating Preexposure Prophylaxis (PrEP) Uptake Among Black African Communities in East London and Hertfordshire: A Brief Report of a Mixed Methods Study

Abstract

Objective: This study investigated the factors influencing preexposure prophylaxis (PrEP) uptake among Black African heterosexuals in the United Kingdom, while using a 2-phase sequential mixed-methods design. Methods: Surveys from 247 mixed-gender participants were followed by focus groups involving 18 women. Results: Despite the general lack of HIV and PrEP awareness, the study found significant associations between HIV testing, HIV awareness, PrEP awareness, and uptake interest. Stigma was also seen as key barrier: PrEP being connected with HIV positivity, promiscuity, and risky behaviors. Conclusion: This study underlines the need for service providers to develop HIV-prevention interventions that take into account the Black African sociocultural contexts in the United Kingdom.     

Children with disabilities in out-of-home care: Perspectives on organisational collaborations

Many contemporary support services for children and young people (CYP) in out-of-home-care have adopted a collaborative approach to service provision in order to best meet the complex needs of clients. The purpose of this study was to gain a better understanding of the perceptions of Evolve Behaviour Support Services (EBSS) frontline and managerial staff delivering services to CYP in out-of-home-care with disability and complex behaviours regarding interagency/stakeholder collaboration. Views about the number and nature of collaborative partnerships, factors which facilitate or hinder effective relationships and advantages (including unintended benefits) of collaboration were sought. Qualitative interviews with 21 participants highlighted issues around: (1) general and agency/stakeholder specific issues and barriers, and (2) benefits of collaboration. The collaborative approach to service provision was seen as greatly enhancing the effectiveness of EBSS' response and ability to meet the range of CYP's complex needs, as well as having benefits for carers and service providers. Nevertheless, difficulties with collaboration were also encountered. Frequently identified challenges included reduced stakeholder engagement, differences in professional backgrounds and practice frameworks, unequal initiation of contact and follow-up, organisational disparities, communication and information sharing problems, frequent stakeholder turnover and geographical barriers in rural/remote areas.     

CHAPTER 6: The Family Crisis:

No abstract available for this article.     

Developing the social work researcher through a practitioner research training programme

As part of its core programme, the Centre for Child Care Research at Queen's University, Belfast, Department of Social Work is developing a Practitioner Research Training Programme for social workers interested in undertaking applied research. A survey was undertaken to assess the research literacy and competency of the social work profession as well as interest and desire to learn by undertaking research training. The findings produced useful insights into the value of such a programme and offered a contribution to the more global debate on the development of practitioner-researcher partnerships for creating a research base within the profession.     

Exploring the Learning Experiences of Students Involved in Community Profiling Projects

This article reports on a collaborative pilot study that aimed to improve final year social work students' capacity to reflect on the learning process through the use of an online journal. The ability to reflect on practice is widely regarded as a key skill in social work and journals are seen as a valuable aid in the process. At the same time, there are legitimate reservations about the authenticity of some learning through reflection, given the difficulties of measurement and the potential for dissimulation. Traditional journaling also has a number of limitations and is open to a superficial approach. Students and the social work teacher in this study found that factors such as immediacy, intimacy and convenience of online access improved both the quality of journaling and its recognition as an authentic learning tool, with life-long applicability. The indications are that reflective practices need to be taught in one academic course only as the processes are highly portable and independent of specific content. Asynchronous online journaling, however, should be accompanied by opportunities for students to engage in interactive activities with their peers in order to consolidate their learning and validate their experiences.     

BSW students and interviewing: physiological,psychological, and pedagogical perspectives from Canada

The acquisition of interviewing skills is a hallmark of social work education; however, few studies have examined the experience of learning these skills from the students’ perspective. This qualitative study undertaken in Ontario, Canada, examined Bachelor of Social Work (BSW) students’ perceptions of interviewing. Individual interviews were conducted with second-year BSW students (n = 17) following their completion of an interviewing course. The following six themes emerged as to how students perceived learning interviewing skills: 1) emotional responses; 2) physiological responses; 3) psychological responses; 4) coping strategies; 5) the need for constructive criticism; and 6) the role of the course instructor. The study suggests that instructors normalize the presence of negative emotions and provide more structure and instructions for giving and receiving feedback when using role-plays.     

“Something Amazing I Guess”: Children's Views on Having A Say About Supervised Contact

Abstract

This paper reports on a small-scale, qualitative study on children's perspectives about their participation in decision-making processes regarding supervised contact. The paper begins with an overview of the study and a summary of findings in relation to four key research questions framed around the idea of children having a say, that is, children's views and perspectives of their participation in family law decision-making processes. These key questions include: What are children's experiences of having a say? What are children's understandings of having a say? Did children want a say in the decision for them to have supervised contact? How did having (or not having) a say feel? Discussion focuses on what importance children place on having a say in family law matters, a finding that is contrasted with children's experiences of marginalisation and exclusion from decision-making processes and of ambivalence and reluctance sometimes expressed around having a say. Children's idea of having a say as taking place in and through particular forms of dialogue and conversation, thus enabling the recognition of children and respect for what they have to say, are also explored. We conclude by reflecting on the implications of the study for professionals working in family law     

Towards Program Evaluation for Practitioner Learning: Human Service Practitioners' Perceptions of Evaluation

Abstract

While human service practice improvement is acknowledged as an important outcome of program evaluation, much evaluation is narrowly focused on accountability requirements. This type of evaluation often has limited use and relevance to human service practitioners. In exploring forms of evaluation that do have practice relevance, this article presents the experiences and perceptions of human service practitioners subject to evaluations that set out to foster learning. Across the cases participants expressed concerns about data quality and credibility, the relevance of evaluation data to the program context, the invasiveness of the evaluation, management of the process (particularly limited consultation with practitioners), and the lack of effective dissemination. These cases illustrate the challenges for evaluation to be useful to practice, and to foster meaningful improvements to services.