Interviewing parents of children in care: Perspectives, discourses and accountability

The ‘parental perspective’ in child care work is a matter of concern and is actively solicited by practitioners, managers, policymakers and researchers for differing reasons. This paper argues that the search for such a stable “parental perspective” should be abandoned and suggest that research should embrace a social constructionist turn by concentrating on how parents' views are negotiated conversationally in discourse. Using data drawn from research interviews with parents of children in care and employing conversation and discourse analytic methods, the paper demonstrates how there are critical issues of accountability, blame, and testing at stake in the interview encounter, as interviewer and interviewee jointly produce a moral version of the client, the institution, the case and its attributes. The implications of this argument are delineated.     

Bangladeshi families living in hardship: findings from research using a life-history approach

Whilst there are many commonalities in the experience of living in hardship, there are also many ways in which the experience of poverty varies. This paper draws on findings from life-history interviews about parenting and children's well-being which were undertaken with 70 low-income households including nine Bangladeshi families living in London. The paper explores the ways in which the experience of Bangladeshi families was similar to and different from the sample as a whole, discusses the intersection of culture, class, gender and ethnicity in the experience of living in poverty and how this impacted on parents' ability to access support. The findings show the many and complex ways poverty impacts on families' lives and suggest that many of the barriers for Bangladeshi families' to accessing services that have previously been identified still exist. The findings highlight the importance of social workers having the space to reflect on and develop their own practice in order to avoid oversimplistic assumptions about the experiences of Bangladeshi families and the need for home-visiting services so practitioners can develop relationships and build the confidence of the most socially excluded parents.     

进步民族史观与高超叙事艺术的整合——评《史记·西南夷列传》

《史记·西南夷列传》描绘了西南地区内部各民族的独特特点,追溯了西南各族人民与内地交往的历史,重点讲述了汉武帝三次通西南夷的情况,表现了司马迁进步的民族史观;将复杂繁乱的历史问题叙述得条理分明,体现了司马迁高超的叙事艺术。     

地铁施工事故的多维关联规则分析

针对地铁施工事故频发,施工事故数据间的关系日益复杂的特点,提出了多维关联规则在地铁施工事故数据的具体应用方法,展现了“人—机—环境—管理”和事故发生类型之间如何挖掘强关联规则的过程。通过30个地铁施工事故数据的分析,利用Excel软件对数据进行处理,找出可能导致地铁施工事故发生的频繁因素的组合来,发现并评论施工事故类型发生的潜在规律,并将这些规律作为现实中管理者做出预防措施的依据。     

五十年来美国对中国史研究的两次转向

从 2 0世纪 5 0年代至今的五十余年中 ,美国的中国史研究经历了两次重要的转向 :一是从“西方中心主义”转向了“中国中心观” ;二是从“中国中心观”转向了“时空双向交叉比较史观”。前者以柯文为代表 ,探讨的是中国史研究中以何者为参照系的问题 ;后者以王国斌为代表 ,探讨的是单向度参照系的科学性和如何比较的问题。事实证明 ,2 0世纪 80年代柯文倡导的“中国中心观” ,对于克服五六十年代美国在中国史研究中的“西方中心主义”的弊端具有深远的方法论意义 ,有力地推动了中国史研究向纵深方向发展。但是 ,“中国中心观”并非一劳永逸 ,在这个意义上 ,王国斌 90年代提出“时空的双向交叉比较史观”,彻底抛弃了中心和边缘的观念 ,“从西看中”与“自中视西”相结合 ,“从今察古”与“由前思后”相并行 ,这样开放的比较史观更具方法论意义 ,必将使美国的中国史研究进一步深化。     

美国中国近代史观的展现及其他——关于柯文《在中国发现历史》的思考

20世纪后半期,美国有关中国近代史的研究众彩纷呈,蔚成繁荣的美国中国近代史研究局面。本文重点结合对美国学者柯文《在中国发现历史》的研读和思考,展现和认识美国中国近代史观的嬗变,并在此基础上构思新世纪我国教育史研究的取向。     

中华文明的文化结构及其现代转型

文明和文化是描述社会生活形态和发育状况的关键词汇。可以从意识形态文化、政治文化、学术文化、法治文化等四个方面来透视文明的性质。据此分析 ,中华古代文明是政治文化主导、伦理文化支撑、学术文化和法治文化发育不充分的文明。这种文明结构的形成与其所处的地理位置及相对较高的技术水平有关。中华古代文明的这种特点 ,在历史上发挥了特殊的社会整合功能 ,也深刻影响了其向现代转型的过程     

在线教学中教师与学生教学关联度的影响机制研究——以学前教育一门在线课程为例

随着云计算+工业4.0的整合,以及突如其来的新冠疫情影响,促使在线教学越来越成为主流的教学手段之一。大数据驱动下的在线教学蕴藏着具有广泛应用价值的数据,通过建构教学变量相关研究模型,探索教学行为态势的影响机制,具有较高的应用价值。本研究以疫情期间宁波幼儿师范高等专科学校学前教育专业一门在线课程作为研究对象,以数据挖掘和学习分析为工具,从数据分析层面展示在线教学行为关联序列,针对教学技术应用行为与学生理解程度的态势进行研究分析,挖掘并解析教学行为与学生学习效果的关联度。研究结果显示,数据分析可以揭示学前教育该门在线课程的教学现象与教学模式特性,为该门课程在线教学今后的优化提升提供了论据支撑,同时对学前教育专业其它技术实践类课程的在线教学也具有参考作用。     

多维背包问题的二进制蚂蚁算法

针对著名的多维背包问题(MKP), 在蚁群优化系统高维立方体结构的基础上,提出了一种二进制蚂蚁算法(BAS).与其他求解MKP问题的蚂蚁算法不同,BAS根据二进制解的结构设计了特殊的信息素放置方式,同时在算法的迭代过程中允许非可行解的产生,并通过基于问题特征信息的修改算子修复每次迭代所产生的非可行解.BAS算法采用了特殊的信息素更新规则,使得各个选择路径上的信息素可以直接作为选择概率,同时,为了避免算法陷入早熟,BAS设计了简单的局部搜索法,并根据算法所处的不同收敛状况,采用了不同的信息素更新规划和信息素重新初始化的方法.针对MKP基准问题的实验结果表明,BAS具有超越其他蚂蚁算法的求解结果,其求解不同基准测试问题的能力表明了BAS具有解决超大规模MKP问题的潜力.     

Racial microaggressions and black social work students: a call to social work educators for proactive models informed by social justice

ABSTRACT

With efforts to create and sustain racial diversity and inclusive practices at institutions of higher education, a corollary emphasis on proactive implementations to support students of color in these environments is essential. Informed by a commitment to social justice, there are rich opportunities for social work to take leadership in strategizing new ways of approaching and prioritizing the wellness and success of students of color. This paper serves to explore the impact of racism specific to Black students by applying the theoretical lens of Racial Battle Fatigue (RBF) to challenge social work education in confronting racialized experiences within their programs. A modified, context-specific framework is proposed that (1) defines microaggressions in social work education programs, 2) prompts critically informed dialogue to enhance how social work as a profession understands the prevalence and role of microaggressions in social work educational contexts, and (3) explores considerations for the unique needs and challenges of Black social work students in an effort to inform strategies to most effectively recruit, retain, support and empower.