Understanding the relationship between social change and its impacts: The experience of rural land use change in south-eastern Australia

This study investigated socio-economic impacts of land use change, giving explicit attention to the relationships between independently observed land use change and associated socio-economic changes, perceived land use change and socio-economic change, attributed cause of change, and experienced impacts of change. Using a case study region in south-east Australia, we examined the impacts of growth in use of land for dairy farming, cropping, blue gum plantations and rural residential development on (i) rural population trends, and (ii) the amount and nature of employment available in the study region. Perceptions and impacts of change were assessed using multiple qualitative and quantitative methods. Results demonstrate that local residents were not always aware of the extent and nature of land use change, and had difficulty attributing social changes and their impacts to the land use changes that underlie them. Furthermore, the felt impacts of land use change appeared dependent on a person's awareness of that change, and on their beliefs about the causes of social change. These findings highlight avenues for theoretical development to better specify the processes by which social change processes are experienced as human impacts. The findings also have implications for land use policy and social impact assessment, illustrating the importance of understanding both perceived and actual social change.     

Characteristics and Outcomes of College-Age Adults Enrolled in Private Residential Treatment: Implications for Practice

Substance use among college-age adults is of interest due to high levels of use and low levels of treatment access and engagement relative to other adults. Data collected from 1,972 clients in residential services were analyzed to investigate differences in use patterns, treatment outcomes, and other life area problems. Participants completed an Addiction Severity Index (ASI) and the University of Rhode Island Change Assessment (URICA) at baseline, and an ASI and Treatment Services Review at 1-month and 6-month postdischarge interviews. Almost a quarter (24.1%) of participants were college age (18–25 years old). They were more likely to be White and male, and less likely to complete treatment although they had a longer average length of stay. College-age adults improved on all outcome measures, and posttreatment service use shows significant difference between college-age and older participants. Implications for practice are discussed.     

Barriers to Integrated Treatment of Substance Abuse and Trauma Among Women

Despite increasing empirical support for an integrated approach to treating trauma and substance abuse, many substance abuse treatment programs have been slow to embrace integrated models of practice. Using an embedded case study design, the purpose of this study was to understand barriers that prevented a substance abuse treatment provider and 20 professionals and staff from adopting an integrated approach to treating substance abuse and trauma. Data analysis revealed 2 kinds of barriers that prevented substance abuse treatment professionals from fully integrating substance abuse and trauma: systemic and professional barriers. These barriers have to be taken into account when trying to move providers and professionals toward integrated approaches to treating substance abuse and trauma.     

From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms

To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? Do teachers use sources as part of their daily instruction? If so, how? We were afforded the unique opportunity to spend time observing what 35 teachers do by analyzing 352 videos submitted over a 4-year time span. We observed a spectrum of source use within and across teacher practice. In this article we share what we noticed.     

Parents' Family Time and Work Schedules: The Split‐Shift Schedule in Spain

This study used data on couples from the 2003 Spanish Time Use Survey (N = 1,416) to analyze how work schedules are associated with family, couple, parent–child, and non‐family leisure activities. Spain is clearly an interesting case for the institutionalized split‐shift schedule, a long lunch break rooted in the traditional siesta that splits the workday between morning and evening. Results showed strong negative associations between the split shift and both family and parent–child activities. The evening shift was negatively associated with couple and family time, but not with parent–child time. Women spent much more time than men in parent–child activities for all work categories, and they were more responsive to the spouse's work hours. Men were substantially more active than women in non‐family leisure, considering both individuals' and their spouses' work schedules. Altogether, this study has important implications for scientific and public policy debates.     

Processes Employed by Social Work Practitioners in Child Welfare for Exchanging and Using Knowledge

Organisations in the health and social services sector expend a considerable amount of energy promoting the implementation of better practices and research data use in their establishments. In the field of social work, several studies suggest that social work practitioners do not make great use of scientific knowledge and tend to favour knowledge acquired from their colleagues or through their own occupational experience. However, interactions between types of knowledge are rarely analyzed in explanations proposed by the scientific literature. Based on research conducted with social work practitioners in child welfare, this article discusses the different ways that they acquire knowledge.     

‘Back to our Roots?’ Re-visiting psychoanalytically-informed baby and young child observation in the education of student social workers

While there is a well-established literature on psychoanalytically-informed baby and young child observation in social work education, little has been published recently. This paper reviews the rationale for its use, evaluating its impact on students’ learning in the light of contemporary policy and practice contexts facing social work education. Analysis of feedback gained from a recent cohort, identifies three ways in which learning through baby and young child observation contributes: firstly, students encounter and learn about the complexity of child development from the direct experience of observing and secondly, observing facilitates the development of important skills for practice; students’ ‘use of self’. Thirdly, through observing, students describe how they develop the capacity to take-up and sustain a professional role. Well-structured teaching and learning through observation is therefore shown to provide a rigorous, theoretically-grounded contribution to the training of university-based social work students entering this complex and challenging professional field.     

如何规划“职业教育城”用地面积——以广州教育城为例

在规划职业教育城建设的用地面积时,要了解城市现有职业教育的基本情况,测算未来年份有多少生源需要入读职业院校、现有和未来所需要的技工在数量和结构上的差距、未来年份职业院校应该培养出多少技工,以此推算院校应有的规模,进而确定院校的用地面积。     

Revisiting the gap between stylized and diary estimates of market work time

Previous studies find that workers of longer work weeks report more market hours in stylized measure than in time diary, while those of shorter work weeks report fewer hours. Using data from the American Time Use Survey (ATUS) 2003-2007, this paper attempts to explain this dilemma. I argue that market work time is composed of activity time, committed time, and constrained time. Thus, part of the difference found between the two estimates is due to the calculation of the diary estimate. I also argue that the wording of the stylized question is consequential. Some stylized questions (e.g., How many hours per week do you usually work?) might capture the mode, instead of the mean, of work time. Thus, when the distribution of work time is skewed, the mismatch between the two estimates is expected. A sequence-based identification for diary estimate and a non-parametric adjustment for stylized estimate are proposed and empirically examined. The result indicates that both methods significantly reduce the observed gap between the two estimates. I discuss the implications for future time use survey design in the concluding section.     

试论劳动价值与效用价值的数量关系

劳动价值论和效用价值论是关于价值决定的两个最具代表性的理论,一般认为二者是互不相容的。文章从不易产生歧义的“使用价值”概念出发,把自然界和人类劳动对价值的贡献区别开来,进一步澄清了价值相关概念,并发现劳动价值与人工效用在数量上总是相等的。如果把劳动价值论和效用价值论融合起来,价值决定理论可能更为完整。