bluuebunny/crossref_metadata_2025 huggingface dataset:
Triaxial testing and discrete-element modelling of geogrid-stabilised rail ballast
Authors: Qian Yu , Tutumluer Erol , Mishra Debakanta , Kazmee Hasan
Published: June 2018

Geogrids have been found to improve the performance of unbound aggregate layers in transportation applications by providing confinement and arresting movement through interlock between individual aggregate particles and their apertures. Geogrid reinforcement offers an effective remedial measure when railway structures are susceptible to track geometry defects resulting from excessive movement and particle reorientation within the ballast layer. This paper presents an ongoing research study at the University of Illinois aimed at quantifying the effects of geogrid reinforcement on the shear strength and permanent deformation behaviour of geogrid-stabilised railroad ballast. Geogrids with triangular, rectangular and square apertures were tested in the laboratory experiments. Cylindrical ballast specimens were prepared and tested with geogrids placed at different heights within the specimen using a large-scale triaxial apparatus. An imaging-based discrete-element-method approach was developed to model triaxial test results and investigate geogrid-reinforcement mechanisms. With the capability to create actual ballast aggregate particles as three-dimensional polyhedron elements having the same particle-size distributions and imaging quantified average shapes and angularities, the modelling was able to capture the ballast behaviour with and without geogrid reinforcement reasonably accurately.
Strategic value of a Chinese-funded infrastructure project in Sri Lanka
Authors: Thoradeniya Dilini Lakma , Tan Willie
Published: June 2018

Stakeholders implement infrastructure projects for strategic, exchange and use values. For transnational projects, the identification of strategic value is more complex because of greater diversity of interests and stakeholders. In this paper, the authors investigate the development and contested nature of strategic values of a transnational Chinese-funded infrastructure project in Sri Lanka under its One Belt One Road (OBOR) initiative. The framework is interpretive; it explores how these values are shaped through stakeholder interactions. The authors apply this framework to the Colombo International Financial Centre (CIFC) using data collected through documents such as official reports, press statements and scholarly articles. Apart from economic benefits, many strategic values emerged from the project. Domestically, these cases include the desire of governments to seek international support and reduce its fiscal burden, the intents of individuals and groups to seek rents or further their business or other interests and its use by political parties to seek electoral support. Internationally, Chinese investment in the project will strengthen the Maritime Silk Route and help fulfil the OBOR vision. The project is a vent for surplus, a market for excess construction materials and a trade node. Finally, India perceives CIFC as a security threat and financial competitor.
The application of track deflection measurements made by video gauge
Authors: Gallou Maria , Frost Matthew , El-Hamalawi Ashraf , Hardwick Chris
Published: June 2018

This paper presents direct track deflection data measured using a video gauge (VG) (a digital image correlation (DIC) method) to determine track stiffness characteristics remotely. Two cases are discussed. First, the deflection performance of two novel ballastless trackforms are coupled with an analytical model to assess their stiffness properties for known train loads. Second, the performance of a bridge transition is evaluated under live train passages by the VG; the traffic loads are assumed based on train type to allow track stiffness interpretation from a number of train passes. A track deflection bowl is assessed to show the performance of the transition. The paper initially discusses the DIC technique and the importance and assessment of track stiffness. It then presents the VG deflection data, the global support stiffnesses and deflection bowls. These novel methods are shown to be consistent with other approaches of track stiffness evaluation. The paper concludes with a discussion of how this methodology can be utilised in the railway industry for assessing the trackbed performance of critical zones without the need for track possessions.
Envisioning urban futures as conversations to inform design and research
Authors: Pollastri Serena , Dunn Nick , Rogers Chris D. F. , Boyko Christopher T. , Cooper Rachel , Tyler Nick
Published: June 2018

Recognising that cities provide the context for, and are often the direct beneficiary of, much civil engineering design and construction, it is essential that the future aspirations of city stakeholders are understood, and accommodated where possible. Without this, engineering is likely to prove inefficient at best and potentially ineffective. Developing visions for future cities is essential for all urban design, engineering and planning projects. However, there is a tendency for future visions to be produced in the later stages of research and design processes. Moreover, future visions usually focus on communicating a selection of alternative and coherent scenarios, rather than the complexity of their formation and context. This paper proposes that processes of envisioning urban futures can be designed as conversations among different actors. The resulting visions articulate the multiplicity of perspectives that emerge from such conversations, rather than presenting possible solutions. Drawing from research conducted as part of the Liveable Cities programme, alongside contributions from the Foresight Future of Cities project and Urban Living research, the paper will reflect on how participatory design and information visualisation methods can be adopted to engage participants in developing visions for future cities that articulate complexity and criticalities.
LİSANS ÖĞRENCİLERİNİN TÜREV TANIMIYLA İLGİLİ YORUMLARI VE TÜREVE YÜKLEDİKLERİ ANLAMLAR
Authors: DORUK Muhammet , DURAN Murat , KAPLAN Abdullah
Published: June 2018

Bu çalışmanın amacı

ilköğretim matematik öğretmenliği bölümü öğrencilerinin türev tanımını

yorumlama becerilerini ve türev kavramına yönelik yükledikleri anlamları ortaya

çıkarmaktır. Nitel araştırma desenlerinden durum çalışmasına göre planlanan bu

çalışma, 2014-2015 öğretim yılı bahar döneminin başında gerçekleştirilmiştir.

Çalışmanın katılımcıları, Doğu Anadolu Bölgesi’ndeki bir devlet üniversitesinin

ilköğretim matematik öğretmenliği bölümünde öğrenim gören ikinci (n=31) ve

dördüncü (n=29) sınıf öğrencileridir (n=60). Çalışmanın veri toplama aracı,

araştırmacılar tarafından geliştirilen Türev Anlayış Formudur (TAF). Çalışma

sonucunda öğrencilerin türevin formel tanımını yorumlamakta güçlük yaşadıkları

tespit edilmiştir. Bir noktada türevli fonksiyon kavramına yönelik çoğunlukla

ilgili fonksiyonun o noktada tanımlı, limitli, sürekli olması ve fonksiyon

kuralının türevinin işlemsel olarak alınabilmesi anlamlarını yükledikleri

ortaya çıkmıştır. 
Staining of survival motor neuron (SMN) protein in peripheral blood mononuclear cells (PBMC) protocol v1
Authors: Otsuki Noriko
Published: June 2018

Functional SMN protein of peripheral blood-derived mononuclear cells was detected with an anti-SMN antibody labeled with a fluorescent dye and analyzed semiquantitatively using intracellular expression intensity and SMN spot formed in cell nucleus as an index, Consider the relationship with the clinical condition and motor function. Briefly, 1) In order to identify the cell fraction, the fluorescently labeled cell surface antigen-specific antibody is added to the whole blood sample and stained. 2) Hemolyze peripheral blood and fix mononuclear cells. 3) Intracellular staining is performed with SMN protein and nuclear-specific fluorescently labeled antibody. 4) SMN protein expression analysis was performed on a strongly CD33 cell population detected as a cell surface marker, SMN spot detection algorithm was used to analyze the proportion of cells in which intracellular SMN expression and SMN protein aggregated in the nucleus.
Human GAPDH RT-qPCR v1
Authors: Viertler Christian
Published: June 2018

RNA from matched FFPE, PFPE and cryo preserved human tissues, stored for up to seven years at 22°C and 4°C, examined for integrity and usability in quantitative RT-PCR
Whole genome sequencing of respiratory syncytial (RSV) virus from clinical samples with low viral load v1
Authors: Goya Stephanie , L. Rojo Gabriel , S. Nabaes Jordar Mercedes , E. Valinotto Laura , S Mistchenko Alicia , Viegas Mariana
Published: June 2018

Here is a description of a protocol for whole genome sequencing of RSV from clinical samples (nasopharyngeal aspirates -NPA-). The protocol was tested with samples with viral loads as low as 10+03 viral copies/ml NPA. The RNA is amplified by RT-PCR in five overlapped fragments of around 2300-4500 nt in length by using specific primers which anneal in conserved regions of the genome. Briefly the protocol includes: viral RNA extraction from NPA done with silica membrane columns and fragment amplification performed in five independent reaction tubes with OneStep RT-PCR Kit (Qiagen). Each fragment size check performed in an agarose gel electrophoresis, clean-up step done with silica membrane columns and the quantification step performed by Qubit. Finally, amplicons pooled equimolarly and library prep done with Nextera XT Kit.
Epifluorescent Microscopy of Virus Particles Using SYBR Green v5
Authors: W Wilhelm Steven , R Coy Samantha , Alsante Alyssa
Published: June 2018

Adapted from: Ortmann and Suttle (2009) Determination of Virus Abundance by Epifluorescence microscopy. Ch. 10 Methods of Molecular Biology. Contact Dr. Steven Wilhelm (wilhelm@utk.edu) or Samantha Coy (srose16@vols.utk.edu) for additional information regarding this protocol.
Surgical treatment of lumbar disc herniation in Aceh, Indonesia: description in 28 patients
Authors: Fajar Jonny Karunia , Azharuddin Azharuddin
Published: June 2018

Introduction: Several studies have reported the incidence of herniated nucleus pulposus (HNP) in some hospitals. Surgery is one of the options in HNP management. HNP surgery results in Aceh have not been reported yet. Therefore, this study reported the HNP surgery in Zainoel Abidin General Hospital, Banda Aceh period 2010-2012.

Methods: This was a descriptive retrospective survey conducted in Zainoel Abidin General Hospital Banda Aceh at August-September 2012.

Results: The incidence of HNP who underwent surgery was 28 patients. There was no HNP case in the age group I (0-18 years), seven patients (25%) were age group II (19-40 years), and 21 patients (75%) were age group III (over 40 years). Based on HNP location, no HNP located in the L1-L2 and L3-L4, one patient (3.57%) was L2-L3, 20 patients (71.42%) were L4-L5, three patients (10.71%) were L5-S1, and there were four HNP patients in multiple lumbar (14.28%). Laminectomy was the most common type of surgery performed (27 patients or 96.42%), followed by laminotomy (one patients or 3.57%).

Conclusion: There was significant association between the incidence of HNP with age, but not with gender. In summary, the most common lumbar disc herniation was in L4-L5. Laminectomy was the most common procedure performed in HNP patient in Aceh.
Disability Law and Undergraduate Social Work Education: Practicing What We Preach
Authors: Madden Robert G.
Published: June 2018

There are a variety of laws and regulations governing the relationship between a postsecondary education institution and a student with a disability. This paper reviews the laws by analyzing cases brought by students who claimed their rights had been violated. Specific recommendations are made for undergraduate social work programs. Student rights can be protected while maintaining program integrity if programs can respond flexibly to the needs of students with disabilities.
Advising BSW Students About Choice of MSW Programs: Rankings of Graduate Schools of Social Work by BSW Directors
Authors: Johnson H. Wayne
Published: June 2018

The advising function is an important part of the faculty role. One aspect of advising is assisting students in the selection of a graduate program. Directors of undergraduate programs were surveyed to determine what they saw as the most outstanding graduate schools of social work. These findings are reported along with the respondents' judgments of the criteria by which MSW programs should be evaluated. Implications of the findings are discussed, especially with regard to what an undergraduate advisee or other inquirer should be told in response to the frequently raised questions, “What are the best schools of social work?” and “Where should I go to school for an MSW?”
A Critical Thinking Model for Teaching Human Behavior and the Social Environment
Authors: Vandsburger Etty
Published: June 2018

This paper presents a critical analysis model for innovative teaching of Human Behavior and the Social Environment (HBSE). This model calls for developing students' critical thinking skills. It introduces students to two analytical frameworks and ten critical questions as tools to analyze and debate HBSE theories. The success of a student's ability to utilize critical thinking skills in theory analysis or in service delivery systems will provide the means for evaluating this innovation.
Reclaiming Our Mojo: Challenging the Notion of Nontraditional versus Conventional Methods in Social Work Practice
Authors: Voss Richard W.
Published: June 2018

This article examines the basic assumptions about what constitutes “progressive” social work theory and explores the conventional social work wisdom, institutionalized in NASW Insurance Trust's cautions about “using nontraditional therapies and modalities.” The author questions whether such caution in the absence of research regarding the use of such methods in social work practice may, paradoxically, undermine the profession's ability to respond to obvious and catastrophic problems, particularly the health care crisis impacting American Indians within the Indian Health Services service areas. The author suggests that the profession needs to take a more critical and open view of alternative therapies and modalities that may have implications for improving social work practice. Drawing upon the humorous metaphor of mojo1 the author examines the ancient and broad cultural concept of “vital life energy” in both treatment and educational processes. The author suggests that it is the connectivity, flow, and interrelatedness in the social worker's and client's vital life energy interactions that make social work interventions work. The author presents four case vignettes that illustrate the role of vital life energy in the intervention and discusses the need for practitioners to critically evaluate their effectiveness, including the need to break new frontiers for social work practice. The author thus lays out some foundational blocks for consideration in developing an alternative view of progressive social work theory based upon traditional practice wisdom common in both ancient and currently practiced Chinese and indigenous traditional Lakota cultural practices.
Death and Dying Content in Undergraduate Social Work Education: Student Views of Their Preparation for End-of-Life Practice
Authors: Sanders Sara
Published: June 2018

The majority of the literature specific to end-of-life content within social work education has pertained to master's level students. This descriptive study examined how prepared 272 BSW students from Pennsylvania colleges and universities felt they were for addressing end-of-life issues in social work practice, regardless of setting. This study identified that students did not feel prepared to assist clients with end-of-life situations. Students provided a list of recommendations for the types of end-of-life content they thought should be included in the social work curriculum. Strategies for including end-of-life content into the baccalaureate social work curriculum are included.
Introduction to Social Work: Teaching in Two Arenas at Once
Authors: Mondros Jacqueline B. , Kelly Timothy B. , Glazer Jeremy
Published: June 2018

Despite the absence of a CSWE mandate, most BSW programs have chosen to offer and require an introduction to social work course. A decade ago, Popple (1991) described a lack of uniformity in these introductory courses that continues today. The introductory course serves a variety of functions, has a variety of goals, and must attend to a variety of audiences early in students' college programs. The purpose of this article is to define the teaching/learning agenda for the introductory course; suggest core content and identify the teaching/learning techniques that can be used to achieve desired results; and describe the outcomes of a course using this approach.
Role Expectations of Social Work Students
Authors: Acker Gila
Published: June 2018

This study explores the role expectations of social work students. The author examines students' expectations in relation to the type of activities that they will perform and the types of clients that they will work with in their future social work jobs. A sample of 210 undergraduate and graduate social work students completed a questionnaire that included a job activities scale, a client characteristics scale, and several demographic questions. The findings indicated that social work students preferred to provide counseling services more than they wanted to provide concrete services and advocacy services. Students expected to work mainly with clients who were motivated and compliant with treatment rather than with clients who were suicidal, delusional or angry. The implications for social work education and the mission of the social work profession are discussed.
Using Admissions as a Springboard for Action: Diving and Delving into Professional Roles
Authors: Blue Elizabeth Twining , Wolterstorff Jay R.
Published: June 2018

A best practices admissions process should introduce students to the widely divergent roles which they will have to fulfill at both the micro- and macrolevels. This program's admissions process challenges the student to begin immediately to identify a suitable and holistic professional self
The Scholarship Crash on the Internet Highway: Implications for Faculty-Librarian Collaboration
Authors: Plionis Elizabeth M. , Thompson Mary Agnes , Eisenhower Catherine
Published: June 2018

This article is based on a case study. It covers a two-year period during which the principal authors, a social work faculty member and a senior librarian, collaborated to discover why undergraduate seniors were having difficulty locating fifteen required scholarly journal articles needed to begin to write their individual topic-specific senior thesis. The first part of this article discusses how the authors uncovered what the problem was and the second part describes how the authors redesigned the course in light of these findings. Implications for both social work education and the collaborative role of library information science are discussed.
Addressing International Social Problems: Combining Indigenous Practice, the Developmental Model, and Empowerment
Authors: Anderson Stephen C. , Blair Robert G. , Wilson Martha K.
Published: June 2018

Social work educators need a framework for understanding and addressing the social justice needs of the international community. This article proposes a framework that combines the concepts of indigenous practice, the developmental model, and empowerment into a structure for addressing international problems. Examples and suggestions are also given as to how social work educators might use this framework in addressing current international problems comprehensively.
Spanish Language and Cultural Immersion for Social Work Students
Authors: Cox Lisa E. , Falk Diane S. , Colón Merydawilda
Published: June 2018

This article describes the pedagogical literature of cross-cultural social work practice, international social work, experiential education, service learning, and study tours, and examines the National Standards for Foreign Language Education. The authors outline the theoretical foundations and program design of one social work undergraduate program's attempt to incorporate traditional didactic classroom-based learning and experiential in-class activities with experiential non-classroom-based learning, in an effort to help students learn Spanish and increase their awareness of and sensitivity to the needs of Hispanic/Latino clients. The article details how one baccalaureate social work program developed and evaluated classes on Spanish language, Spanish culture, and a Spanish immersion study tour to Costa Rica. In addition, the article presents viable objectives, assignments, and reflective, qualitative outcomes evaluations obtained from students who enrolled in the courses and the faculty members who taught the courses.
Evaluating the Impact of a Hartford Gero-Rich Project on a Bachelor of Social Work Program
Authors: Barton Thomas R. , Cohen Harriet L. , Thomas Cecilia L. , Sandel Mark H.
Published: June 2018

In response to the greater need for professionally educated Bachelor of Social Work social workers to work with older adults, a multipronged approach was developed and implemented to infuse gerontology content into the undergraduate social work curriculum at a large state university in Texas. Efforts were made to help ensure that curricular and organizational changes would be sustained for the long term. These initiatives were funded by and were part of the national Hartford Geriatric Enrichment in Social Work Education Program. A quasiexperimental evaluation was conducted involving four cohorts of social work students. Findings demonstrate success in changing students' 1) career aspirations, 2) perceptions of faculty's knowledge of issues concerning older adults, 3) perceptions of their own knowledge of issues concerning older adults, and 4) perceptions of older adults.
A Strengths Perspective for Assessing Older Adults: Curriculum Enrichment in a Human Behavior Course
Authors: Gray Judith I. , Kabadaki Kyama
Published: June 2018

At the beginning of the article, the rationale for focusing on curriculum development and enrichment in the area of older adulthood is presented. The vulnerability of older adults and the need for the strengths perspective when assessing older adults is also discussed.

The second part of the article focuses on the two instructors' efforts to apply the strengths perspective when teaching about assessing older adults as part of the Human Behavior and Social Environment content. Innovative curriculum modules and assignments are described. They include use of the life story technique to teach students to assess older adults' current situations using learning theories, concepts, and the strengths perspective; use of dramatic vignettes to explore and sensitize students to the concerns and issues faced by older adults and their families; developmental milestones presentations; and use of older adults as guest speakers and experts for the purpose of emphasizing the resiliency and strengths of individuals faced with challenges related to the aging process.
Applying a Stress and Resiliency Framework for Teaching Adult Development and Aging throughout the Social Work Undergraduate-Level Curriculum
Authors: Vandsburger Etty , Crawley-Woods Geraldine , Gottlieb Jody , Shelek-Furbee Katherine
Published: June 2018

Old age is often characterized as a period in life when people experience multiple stresses. These stresses include declining health and physical functioning and loss of meaningful relationships. However, a growing body of research indicates that old age can be characterized as a period of resilience when older adults use internal and external resources to overcome the challenges presented by this stage of life and function to the best of their abilities.

The purpose of this article is to present a stress and resiliency framework for teaching adult development and aging content throughout the social work undergraduate-level curriculum. The concept of resiliency is closely related to the strengths perspective, which serves as the unifying conceptual framework that informs most ideas about social work practice with the elderly. This model, when incorporated into the curriculum, helps in increasing a student's comprehensive understanding of aging and gerontology and is conductive in contributing to a well-rounded view of the challenges presented by old age and the coping strategies elders utilize to meet these. Such an approach is consistent with social work values and ethics.

Examples of how this framework is implemented in social work Human Behavior in the Social Environment courses, social work practice, social work policy, and research courses will be presented.
Mandatory Interviews with Older Adults as an Undergraduate Social Work Education Strategy Integrating Generalist Practice Skills and Exposure to Older Adults
Authors: Sowbel Lynda R. , Ernst Joy Swanson
Published: June 2018

Infusion of aging content into the baccalaureate social work curriculum has received increased consideration recently as a lack of student preparation to work with older adults and rising numbers of this population's need has come to light. Student resistance to working with this population has been well documented. Learning activities on an undergraduate level must meet multiple curricular goals such as teaching assessment skills across the life span. A qualitative content analysis of student interview assignments highlighted themes related to required exposure to seniors. Emergent themes included student inexperience, use of stereotypes of older adults, fear of aging, increased comfort in discussing sensitive or taboo topics, and self-discovery and realization of competence. Requiring interviews with older adults had positive outcomes for the small student sample studied. Implications for future social work education, research, and practice are discussed.
Identifying, Assessing, and Enhancing Field Instructor Competencies
Authors: Murdock Vicki , Ward Jim , Ligon Jan , Jindani Shinaz
Published: June 2018

Social work education currently prepares the beginning practitioner, but it does not offer preparation for becoming a teacher of social work as a field instructor. This study sought to explore BSW and MSW field instructor competency through the views of field directors/coordinators of CSWE-accredited programs who recruit, train, and work with agency-based social work field instructors. Field directors/coordinators (N= 180) rated the integration of classroom and field learning highest as a training issue for their field instructors, and they ranked their instructors weakest in their ability to integrate classroom and field. No statistically significant differences were reported between BSW and MSW field instructors in strengths, concerns, or training issues. The exploratory survey instrument and a self-assessment variation are appended as possible assessment and measurement tools for field instructors, directors, and liaisons to improve standards and enhance outcome measures for quality improvement and accreditation purposes.
Empowerment in Social Work Field Education: Examining Triadic Aspects of Empowerment in the Education Process of the Social Work Field Student
Authors: Garner Janice
Published: June 2018

The purpose of this exploratory research study was to investigate factors affecting the perception of student social worker empowerment in the process of the field education experience. Structural equation modeling was used to examine the relationships of the student, the field instructor, and the organization to student empowerment with a sample of 204 BSW and MSW students from two midwestern universities. The findings of this study suggest that the most influential predictor of student social worker empowerment in the field practicum process was the empowering conditions of the work environment.
Foreign-Born Students in Baccalaureate Social Work Programs: Meeting the Challenges
Authors: Garrett Kendra J. , Herman W. Randolph
Published: June 2018

As a result of changes made in U.S. immigration policies in 1965, the number of immigrants and refugees entering the country has exploded, and many of them are now enrolled in baccalaureate social work programs. Social work educators have a dual responsibility to provide help and support for these foreign-born students while upholding the standards of the profession and preparing students to pass licensing examinations. Departments must discuss needs, expectations, challenges, and policies regarding academic requirements. Classroom strategies that ensure individual learning styles are enhanced by context-rich classroom exercises, a liberal use of writing, and a sensitive use of paraphrasing and collaborative learning. Advisors need to be aware of community resources available. Institutions should provide language and economic supports and culturally sensitive counseling centers. Baccalaureate social work educators must examine the unjust economic and social policies and lead the way in addressing barriers placed in the way of immigrant and refugee students.
What the Dominant Society Can't Give Me: Perceptions of Native American Elders Teaching Native Traditions
Authors: Drywater-Whitekiller Virginia
Published: June 2018

An area of concern in using elders in Native American prevention and treatment programs is that many younger tribal members no longer respect and seek out elders to learn the traditions. The purpose of this study is to gain insight into the process of enculturation via the teachings of Native elders through the perceptions of Native American college students. A total of nineteen Native American students were interviewed in their last year of undergraduate studies. The methods of data collection included primary data collection in the form of one-on-one extended, structured interviews composed of open-ended questions. The results indicated Native grandparents were viewed by these participants as being a vital connection to Native traditions and identity. Comparative research can explore the perceptions of Native grandparents in their motivations to teach traditions.
Understanding the Educational and Demographic Differences between Rural and Urban Social Workers
Authors: Mackie Paul Force-Emery
Published: June 2018

Although research has been conducted concerning differences between rural and urban social work practice, less is known about differences between rural and urban social workers. Findings from this investigation suggest that social workers who grew up in rural areas, those who participated in rural practica, and those who received rural-focused education at the BSW and MSW levels were more likely to be employed in a rural setting than those not sharing these characteristics. Given that the recruitment and retention of social workers in rural settings has been documented as an ongoing concern, developing a better understanding of differences between these groups is warranted. Findings from this investigation suggest that social work educational programs could increase the number of rural social workers by using strategies focused on group-specific recruitment, curriculum content, and practica location.
Infusion of Gerontology Content: An Ethical Imperative
Authors: Roberts Jane , Blieszner Rosemary
Published: June 2018

The infusion of aging content into the social work curriculum has been the subject of recent discussion by social work researchers. Aging content is needed for ethical social work practice because demographic trends demonstrate that social workers will treat older people regardless of work area preference. Age bias precludes ethical social work practice. However, the infusion of gerontological subject matter may decrease age bias and may thereby promote ethical practice. The authors' research demonstrates that age bias exists among social workers despite attention to the phenomenon, lending support to recommendations for infusion of aging content into baccalaureate social work education. Baccalaureate social work education is an opportune venue in which to introduce work with elders.
Outcomes from a Baccalaureate Program's Writing Improvement Initiative
Authors: Vourlekis Betsy , Hall Diane M. Harnek
Published: June 2018

Using a writing-in-the-discipline approach, our department explored teaching writing through faculty development and evaluated the results achieved after designating writing-intensive courses in the major. A pre- and posttest quasi-experimental evaluation design examined the effect of the department's writing-intensive methods classes on a cohort of majors, and the effect of an additional instructional intervention. Trained faculty assessed student writing from required writing assignments. Sixty-one students (62 percent of the cohort) comprised the study sample. Paired t-tests revealed the cohort's improved writing over time in four of six criteria. Repeated measures analysis revealed no main effect for the additional intervention. The initiative introduced ideas and techniques that promote confidence and enthusiasm for teaching writing as a product of critical thinking. It also provided outcome data for a key component of the educational endeavor.
A Study of BSW Students' Perceptions of and Experiences With Risks to Their Personal Safety in the Field Practicum
Authors: Knight Carolyn
Published: June 2018

BSW students were surveyed at the beginning and end of the field practicum to ascertain their concerns regarding and actual experiences with risks to their personal safety in the field placement. Results indicated that the most common sources of anxiety, both at the start and the end of the placement, were the students' clients, work in the evenings, and home visits. A significant proportion of the respondents reported actually being threatened by a client at least once while in the placement. Strategies that appear to be most useful in reducing students' anxieties include discussions with the field instructor, fellow students, and the faculty liaison, as well as training in how to respond to potentially dangerous situations. Students' actual experiences with clients also were instrumental in reducing their anxieties.
Maintenance and Change: A Strengths Perspective in Evaluating A BSW Program
Authors: Hurd Elisabeth Porter , Sawyer Karen
Published: June 2018

This research provides information that may guide both BSW curriculum change in areas needing improvement and maintenance of areas evincing strength. Graduates of a BSW program were asked, in a self-administered survey questionnaire, to report on how well prepared by the program they believed they were to use specific aspects of social work knowledge and skills. Finally, this outcome data was considered from the framework of the strengths perspective, as an example of empowerment research.
The Child Welfare Choice: An Analysis of Social Work Students' Career Plans
Authors: Rome Sunny Harris
Published: June 2018

Child welfare is a field of practice replete with opportunities that are well-suited to entry-level social workers, yet many child welfare agencies remain hampered by staff shortages and high turnover rates. As recently enacted welfare restrictions are implemented, child welfare agencies can expect to face even greater challenges —ones that make the recruitment and hiring of qualified staff an even more urgent priority.

This article presents the results of a large-scale, empirical study designed to identify what makes BSW and MSW students interested, or disinterested, in pursuing employment in child welfare agencies, and what kinds of incentives they believe might motivate them to seek child welfare work. Recommendations are offered for social work programs, child welfare agencies, state and local governments, Congress and the Administration, and advocates for children.
Preparing Students for the Spiritual Issues of their Clients through a Self-Awareness Exercise
Authors: Rice Debora S. , Dudley James R.
Published: June 2018

In this recent study, 55 percent of the BSW students surveyed at a medium-size southeastern, public university stated that spirituality significantly influenced their decision to become social workers. Ninety-eight percent identified themselves as having a vital spiritual identity that included the belief in God or a universal spirit. Yet, until recently, social work education has all but ignored the relevance of spirituality in the lives of students and clients. This paper will present an assessment exercise designed to help students explore spiritual issues along with the responses of students to the exercise. Finally, the implications of this exercise for social work education will be discussed.
Sexual Harassment of BSW Field Placement Students: Is It A Problem?
Authors: Fogel Sondra J. , Ellison Martha L.
Published: June 2018

This research investigates the prevalence of sexual harassment in Bachelor of Social Work (BSW) field placement settings. A survey distributed to a random sample of230 accredited field social work programs with a BSW component asked whether field students were harassed, who the perpetrators were, what corrective actions were taken, and if the program had a specific sexual harassment policy related to field placements. Responses from Directors of Field Education revealed that incidents of sexual harassment in BSW programs are relatively common, indicating the urgent need for specific attention to this issue in field placements. Furthermore, the results of this work, as well as studies of sexual harassment of graduate social work students, suggest the need for a coordinated longitudinal research effort among schools of social work to document the types of harassment occurring in field placements and methods of effective interventions.
Strengths-Based Teaching in Social Work
Authors: Hurd Elisabeth Porter
Published: June 2018

An approach to incorporating the ideas and methods of the strengths-based social work into social work education is presented. This approach focuses on the interactions of educators with students. Its goal is to instill both competence and a sense of competence in students. Teaching techniques utilized in the model are described and case examples given. An evaluation of this approach showed that the overall change in students' perception of professional strengths was statistically significant.
BPD is Launched: A History of the Association of Baccalaureate Social Work Program Directors, Part I.
Authors: Leighninger Leslie , Stuart Paul H.
Published: June 2018

The Association of Baccalaureate Social Work Program Directors (BPD), which presented its fifteenth annual conference in Philadelphia in October 1997, has a long history, extending long before the first conference, held at a convent in Nazareth, Kentucky, in 1983. The organization was formed in the mid-1970s in order to represent the interests and enhance recognition of undergraduate social work education and practice. As undergraduate programs grew in number and influence, BPD grew as well and came to be recognized as the voice of undergraduate education within the social work profession. The following history places the formation of BPD in the context of earlier efforts to speak for undergraduate education and highlights the association's flexibility of structure, emphasis on interaction with other organizations, and diversity in leadership and membership.1
A Comparison of Supported Employment and Day Treatment Services for People with Chronic Mental Illness: A Curriculum Module for Baccalaureate Social Work Practice Courses
Authors: Williamson Celia J .
Published: June 2018

Because the mental health field is one of the most common areas of practice for social workers, it is important for baccalaureate social work programs to include content on mental health research and services within the undergraduate curriculum. The following curriculum module, designed for inclusion in practice classes, demonstrates the use of mental health research as a teaching tool. It provides opportunities for developing students' skills in teamwork and critical thinking while exposing students to content on mental illness and mental health services.
Use of Mental Health Research in BSW Curriculum: Wraparound Services
Authors: Anderson Denise
Published: June 2018

This module presents an overview of the Yoe, Santarcangelo, Atkins & Burchard article, “Wraparound care in Vermont: Program development, implementation and evaluation of a statewide system of individualized services,” Journal of Child and Family Studies 5(1), 23–39, and offers teaching strategies to integrate the knowledge into social work practice courses. This article examines the overall programming and effectiveness of the wraparound service system in Vermont.
Steering Our Future Course: Developing an Agenda for Managed Care and Child Welfare
Authors: Bratton Letitia B. , Allen Robin W.
Published: June 2018

As child welfare services are restructured for outcomes which demonstrate efficiency and effectiveness, there is a growing need to help professionals understand the choices and challenges of going to a market-driven approach. Lewin's force field analysis model is used to provide a systematic framework for understanding why managed care is not likely to fade away. An argument is made for a proactive response that is based on a family-centered, strengths-based approach to child welfare within the context of managed care.
Student disclosures in Social Work Education: Does your Program Need a Policy?
Authors: Meier Michael , Long Dennis D.
Published: June 2018

University faculty and administrators are often ill-prepared when the personal problems of students are divulged in the classroom context. The absence of formal policy and procedures in relationship to student disclosures is commonplace in higher education. Using Durkheim's orientation on social change, this article examines institutional responsibility as well as legal, ethical, and pragmatic issues associated with student disclosures in social work education. Programs are encouraged to develop policies and programs to assist faculty in maintaining appropriate professional boundaries with students. Concrete suggestions are provided to facilitate the development of strategies, policies, and programs addressing student disclosures.
Issues in Gatekeeping
Authors: Moore Linda S. , Dietz Tracy J. , Jenkins David A.
Published: June 2018

This paper discusses specific gatekeeping issues facing social work educators, both university- and agency-based, and uses case analysis to explain how one undergraduate program handled these issues. The cases highlight procedures used in the gatekeeping process and reflect the difficulty of gatekeeping including many problems that can arise in any educational setting. Focusing on case examples may help educators develop and further refine approaches and strategies for gatekeeping in order to guard the gate to the social work profession.
The Role of a Study Abroad Course in Undergraduate Social Work Education
Authors: Reichert Elisabeth
Published: June 2018

Developing an instructive and useful study abroad course for undergraduate social work students presents an unusual challenge. In this paper, the author addresses issues involving the study abroad course and concludes that such a course can occupy an important place in social work education. The author also provides a model for assisting educators in designing their own study abroad course. Cross cultural and educational exchanges fostered by a study abroad course can promote an ongoing involvement by students and faculty in the international arena of social work.
Curriculum Module: Applying Mental Health Research on Psychoeducation with Multiple-Family Groups to Field Work Practice
Authors: Ashton Vicki
Published: June 2018

This curriculum module is developed to integrate mental health research with undergraduate field practice. The module is based on a research study of the New York Family Support Demonstration Project which utilized psychoeducation as a treatment modality for schizophrenic patients and their families. The module is designed to expand students' knowledge of schizophrenia and to introduce students to interventions which have been found effective in working with persons with schizophrenia. The module is also designed to make students aware of the importance of reading research studies in their areas of interest, and, of testing research findings in their own practice.

The module, as presented here, is designed to be used in field seminar with upper level students. However, the module is appropriate (with modification) for upper level courses in policy, practice, research, and human behavior and the social environment.
Bridging New Heights: Creating Linkages Between Community Colleges and Baccalaureate Programs
Authors: Berg-Weger Marla , Birkenmaier Julie , Tebb Susan S. , Rosenthal Howard
Published: June 2018

The community college has long been a point of entry to undergraduate education for many students. This article highlights the role of the Baccalaureate Social Work Program (BSW) in creating linkages between the Human Service Education Program at the community college and the social work professional. The focus of the discussion centers on the BSW-Human Service Program efforts to collaborate and build a bridge that may be spanned by students. Barriers to student retention, curricular issues and strategies for developing relationships between Human Service and BSW programs are issues for consideration by all program faculty.
Assertiveness and Field Education: An Exploratory Study
Authors: Cavazos Alonzo , Guerrero Dolores
Published: June 2018

This study examines the effect of field instruction on assertiveness and tests the effectiveness of an assertiveness training program that was delivered concurrently with field education. Undergraduate field interns (N=27) were pre-post tested with the Assertiveness Self-Report Inventory during the first and last weeks of field education. Approximately half of the interns (n=13) received assertiveness training during the university-based field instruction seminar. Surprisingly, assertiveness scores did not change statistically from pretest to posttest, and the assertiveness training program failed to raise assertiveness. These counterintuitive findings are explored, and implications for social work education and practice are discussed.

Social workers are expected to advocate for their clients, particularly in situations where people are discriminated against and oppressed because of ethnicity, gender, religion, age, socio-economical status, sexual orientation, or physical disability (Council on Social Work Education, 1994). Social workers, “... must exercise [themselves] assertively in order to fulfill nearly all social work roles and functions” (Cournoyer, 1998, p. 11). Pardeck, et al. (1991), posit that social work education should increase a students assertiveness because increased assertiveness is critical to effective social work practice. Without an adequate repertoire of assertive skills, social workers will be prevented from affecting change and demonstrating the value of the social work profession (Eldridge, 1983). Although these are deeply held beliefs, the relationships between field education, assertiveness and advocacy have not been studied.

This study explores two research questions: 1) does assertiveness increase as a result of field education; and 2) whether an assertiveness training program, which is delivered concurrently with field education, can increase assertiveness.