Socialism in Burlington,Vermont

The administration of socialist mayor Bernard Sanders of Burlington, Vermont (1981-1989) has had a major impact on the quality of life in the city. Based on an analysis of the Mayor's Youth Office, the Mayor's Council on the Arts, and the Burlington Women's Council, the author concludes that innovative and expanded social welfare programming is possible when you have a progressively oriented administration at the municipal level.     

Reconceptualizing Community Organization in India

SUMMARY

This article traces the history of community organization (CO) in the disciplinary and practice arena in India. Although CO within the academia grew with social work, the trajectory of CO practice reveals an increasing tension with the discipline of social work, especially the way it is structured and taught in India. The interface with the community development (CD) programme of the government, as also the growth of the voluntary sector and the influence of new social movements, compelled a review of the orientation of CD and CO. A sectoral thrust on livelihoods, health, education, housing, wages, land alienation, access to entitlements along with the pluralization of debates on caste, ethnicity, tribal and gender identities enriched CO in India. The article offers a perspective on CO based on practice and the critical engagements of faculty members in one of the premier institutes of India which offers social work programmes. Concerted efforts to respond to the changing social and political context with consistent pro-poor stances provided unique insights which are reshaping, refining and re-conceptualizing the perspective of CO in India. This is reflected in course work, the conscious recasting of fieldwork, the criteria of selecting sites of practice and agencies, and the policy work undertaken by faculty members. Could the new curriculum be termed as transdisciplinary or is CO emerging as a distinct discipline? This is a question posed for further debate.     

基于课程设计的自主学习能力培养的探讨——以“网络营销课程设计”为例

自主学习能力是终身学习能力的核心,培养学生自主学习能力是高校人才培养的一个重要内容。网络营销课程设计是以学生自主学习完成为主,以提高学生理论和实践应用能力为目标的课程。在结合课程特点的基础上,探索了课程的核心内容设计、课程教学过程中学生自主学习能力培养的保障措施设计以及自主学习培养过程的控制环节设计三方面内容,目的是提高课程设计的质量,实现培养学生自主学习能力的目标。     

Reconstruction of post‐war social work: Experience from former Yugoslavia as an inspiration

Immediately after the civil war among the nations of former Yugoslavia that took place 1992–1995, Swedish members of the social work faculty were recruited by UNICEF to support the organising of foster homes for war‐orphaned children. Around 20 projects, some initiated by UNICEF and others by SIDA (Swedish International Development Cooperation Agency) were also organised with Sarajevo University as the main location of the administration. At the request of the Parliament of Republika Srpska, a new school of social work was established at the University of Banja Luka. This was a successful project thanks to network collaboration among the faculties of social work in the former Yugoslavian nations and with academic contributions from universities from Sweden and Berlin. In this article, the two social welfare projects based in Sarajevo and Banja Luka are presented. Together with an accompanying group of experts, I found that an explorative mindset and an abductive approach were helpful tools in dialogues with our partners in the developing world.     

地方高校学报特色栏目建设的三个维度——以“湖州研究”栏目为例

《湖州职业技术学院学报》自创刊以来,筚路蓝缕,不忘初心,始终关注湖州地方研究,坚持办好每一期的“湖州研究”特色栏目。十七年来,“湖州研究”栏目坚持依托学校学科特色,突出湖州地方经济特点和时代特征,传承弘扬湖州地方历史文化,积淀了234篇(至2019年底)直接研究湖州地方经济文化的文献资料,成为《湖职学报》的核心栏目,得到学报广大作者、读者和专家认可,受到当地政府、社会各界和学报同仁好评,为湖州经济社会发展贡献了地方学术期刊的社会价值。     

EDITORIAL

No abstract available for this article.     

社区教育特色化问题的研究与思考

特色化已成为社区教育实验工作中的重要内容。缘于对特色化缺乏本源性认识,社区教育特色化实践中存在诸多表象,特色化成为应景之作。社区教育特色化惟坚持求真务实、以人为本和能力发展三项价值取向,遵从调查研究、目标导向、满足需求,项目实验、载体引领、科研协作和主体优势、品牌优化、促进内涵等策略,真正实现特色化在推动社区教育发展中的作用。     

人力资源的基本特征及其开发利用

人力资源是经济发源中的核心资源。本文论述了其重要性 ,提出它具有自然性和社会性的双重属性、主观能动性、再生性、时效性、高收益性和收益递增性五个基本特征 ,并结合中国国情对人力资源的开发利用问题进行了探讨     

Preparing social workers for global gaze: locating global citizenship within social work curricula

Institutions of higher education have been particularly vulnerable to the pressures of globalization, resulting in policies and ensuing curricula that look to address the needs of students to be better prepared for living and working in a world in which global awareness, and perhaps even global identity, are requisites for success. Social work education is uniquely positioned to adapt its curricula for successful student outcomes in an increasingly globalized world. The challenges associated with social welfare, which have intensified under globalization, has been a long-standing concern of social work policy and practice. This article suggests strategies for integrating global citizenship education within social work studies, recognizing the affinities that exist between contemporary conceptualizations of global citizenship and social work practice. The article proposes four interrelated components that might be strategically implemented within existing social work curriculum, in consideration of the contextual ethos of the respective school of social work.     

Using intergenerational relationship teaching strategies in a college-level online gerontology course

Society members educated in gerontology are needed to care for older adults in the United States. Young people may have misconceptions and lack of awareness about aging and older adults, which may influence choosing jobs working with elders. However, research has shown that on-ground courses using intergenerational relationships as a teaching strategy have proved to be effective in changing the views of students. This article reports on the experiences of college-level students in an online gerontology course that used an intergenerational relationship teaching strategy. Through journal entries and discussion board postings, students shared new understandings about aging, elders, and themselves. Data were analyzed using narrative inquiry and the threedimensional (3D) inquiry space. Findings showed students’ views could be changed through intergenerational relationships with reflection in an online course.