Chartering strategies for shipping companies

This paper describes a model which may be used in the evaluation of the relative effectiveness of policies used in the areas of ship chartering and the switching of combined carriers between the dry cargo market and the tanker market. The policies for chartering and market switching are expressed in the form of ‘desired proportions’ of the fleet operating in a particular charter-mode or a particular market. Graphical illustration of this form of expression of policies can be easily understood, so that alternative policies can be designed with relative ease. The effectiveness of a particular form of policy under various freight market conditions can be determined from the model, the use of which is illustrated by its application to the deployment of the fleet of an hypothetical shipping company. It is assumed that the feedback connection between the company's actions and the marketplace is negligible.     

Hurdling the Artificial Fence Between Child Welfare and the Community: Engaging Community Partners to Address Disproportionality

As with many national and state social service systems, child welfare agencies have traditionally functioned in isolation. A multitude of federal and state laws and policies direct the functions and practices of child welfare systems, setting up an artificial fence around the agency that has created a culture lacking in interprofessional collaborations. However, recent reform efforts have emphasized the importance of engaging the community in discussions and decisions regarding child welfare practice. Child welfare agencies are now expected to work with community leaders, key stakeholders, affiliated service providers, and families to address issues impacting children and families. A major obstacle is determining where to begin, how to proceed, and what is needed to develop those partnerships. This article reports the efforts of one state agency in hurdling that artificial fence to address the overrepresentation of minority children in the system. Through focus group interviews with community members, child welfare staff, and legal professionals, barriers to community engagement are identified, and recommendations are provided for facilitating meaningful relationships and partnerships between child welfare agencies and the communities they serve.     

African American Families and the Role of Physical Discipline: Witnessing the Past in the Present

The use of physical discipline within African American families is examined from a historical perspective within the context of institutionalized racism and racial disproportionality in the child welfare system. African American parenting strengths are explored, demonstrating that the use of physical discipline can be purposeful, controlled, and appropriate, utilized to protect African American children and instruct them how to behave and survive within a racist society. Available literature on corporal punishment is reviewed, and implications for culturally informed child welfare practice are provided.     

Promising Innovations in Child Welfare Education: Findings From a National Initiative

For many years, schools of social work have engaged in partnerships, especially with public child welfare agencies, to prepare a competent and professional child welfare workforce through the mechanism of Title IV-E training. In 2008 the National Child Welfare Workforce Institute (NCWWI) established an additional resource for preparing students in social work schools for child welfare practice. Twelve NCWWI traineeship programs supported a diverse group of BSW and MSW students from 2008 to 2013 and prepared them for client-centered practice informed by child welfare and leadership competencies. This article highlights a curriculum innovation in an MSW program and a field innovation in a BSW program that were designed to increase the readiness of BSW and MSW students for child welfare practice.     

Field Notes

This article provides a framework for using the Myers–Briggs Type Indicator (MBTI) to help social work field instructors work effectively with students of a variety of personality types. The article describes the MBTI and includes strategies for using it to assess students' needs, determine issues in supervisory style, and enhance supervisor–student relationships. Within the framework are strategies for respecting and responding to type differences and for learning to act against preference to work effectively with students of different types. The authors emphasize the ethical use of the MBTI in field instruction and limitations of its use.     

Exchange curves for fixing batch quantities

The problem considered is that of choosing batch quantities to minimize costs, subject to the constraints that neither overall set-up costs nor overall set-up time can be increased beyond certain limits. Theoretical and graphical solutions are obtained for two possible formulations of the problem, and a simple practical procedure is suggested.     

Deconstructing disproportionality: views from multiple community stakeholders

While the existence of racial disproportionality has been well documented, the causes of disproportionality are less clear. Studies identifying contributing factors have relied largely on analyses of state and national data sets, which may lack the robust data necessary to fully explain the factors related to this issue. Further, a limitation of existing research is the lack of data from the voice of those in communities affected by disproportionality. This study was designed to develop a deeper understanding of disproportionality from the views of multiple community stakeholders. Using a qualitative approach, data were collected to provide a greater depth of information that can be used alongside existing studies toward developing an enhanced understanding of disproportionality in child welfare.     

Conducting culturally competent evaluations of child welfare programs and practices

As the population of the United States has changed over the last two decades, so has the population of children who come to the attention of the child welfare system, resulting in increasing calls for cultural competence in all aspects of child welfare programming and practice. Given the changing demographics among children involved in the child weltare system and the increasing need to address the racial and ethnic disparities observed in this system, the need for culturally competent approaches to evaluate the outcomes of services for children and families is essential. This article discusses the challenges in conducting culturally competent evaluations and provides strategies to address those challenges within a child welfare context.