bluuebunny/crossref_metadata_2025 huggingface dataset:
Los estereotipos étnicos en Ab urbe condita: un estado de la cuestión
Authors:   Universidad Nacional de Córdoba, Centro de Investigaciones y Estudios sobre Cultura y Sociedad, Argentina, Moreno Agustín
Published: January 2022

This paper proposes a state of the matter on the scholarship about ethnic stereotypes in Ab urbe condita from the classic work by Walsh written in 1961 to nowadays. With this goal in mind, the paper is divided in five parts. The first part shows how the analyses of the subject matter became more complex as the ethnographic tradition with which Livy dealt, as well as the Roman identity and the notion itself of stereotype became an issue. In the second part, this article criticizes binary conceptions of otherness and suggests a wider gradation of it. The third part deals with some interesting observations made by Moore in 1989 that were later disregarded. In the fourth, it reviews Levene’s suggestion based on ethnic identity studies that we should look for a non-Romancentric view within Livy’s work. Finally, it studies the relevance of considering three kinds of contexts —the genre of the work, episodic and temporal frameworks— while analyzing the ethnic stereotypes in Ab urbe condita.
Historia de los textos, crítica textual y filología, o caminar de la Antigüedad al siglo XXI con un verso de Virgilio (Ecl., 4, 62)
Authors:   Universidad de Salamanca, Departamento de Filología Clásica e Indoeuropeo, Spain, Andrés Sanz María Adelaida
Published: January 2022

This paper provides a brief historical overview on the genesis of a Virgilian locus criticus (Ecl., 4, 62), comments on some aspects of its philological discussion from Antiquity to the 21st century, and contributes some elements concerning the reading offered by the codices vetustissimi of the direct tradition.
Early placement breakdown in social work practice placements
Authors: Dove Catherine , Skinner Caroline
Published: January 2022

Eighteen social work placement breakdowns have been examined since the advent of the ‘new’ degree in social work at Kingston University. These constituted ‘early’ breakdown as opposed to students completing but failing their full 100 day placement. The study spanned the period from 2004 to 2007. The objectives of the study were to:• Increase understanding to help to retrieve failing placements• Improve management and support to all those involved• Develop ‘Good Practice Guidelines’ and learning materials• Provide a better social work service to those service users and carers in receipt of a service from social work students at Kingston UniversityThe study identified a complex mix of interrelated factors, resulting in a plethora of strong emotions. A close correlation was noted between the matching of a student experiencing poor health and personal problems with a poor supervisory experience or a team with too high expectations of the student.
‘They’ve got it!
Authors: Warren Angela , Thomas Gill Calvin , Keen Steven , Rutter Lynne , Fenge Lee Ann , Brown Keith
Published: January 2022

This paper considers some of the complexities of involving people who use social work services in qualifying education and some of the positive aspects of doing so. The paper reviews growing involvement and the importance of training courses and support for those who get involved drawing on evaluations.
A cross-cultural East-West appraisal of mental health curricula
Authors: Szto Peter , Crabtree Sara Ashencaen , Xuesong He , Rolf Karen
Published: January 2022

This paper considers findings from a cross-cultural project comparing mental health curricula across three schools of social work located in both China, specifically Shanghai, Hong Kong; and finally, Omaha, USA. Chinese philosophies and belief systems are reviewed as they pertain to mental illness and well-being. Additionally, the influence of dominant discourses informing professional practice and the development of indigenous social work practice are considered. Findings indicate that in the Chinese universities mental health social work curricula appears to balance pedagogical approaches towards providing students with up-to-date knowledge on psychopathology and psychiatric social work, while offering significant weighting to traditional philosophies and belief systems. The discussion revolves around the issue of developing Chinese practitioners equipped to work within medicalised, health settings but with sufficient indigenous knowledge to offer culturally congruent practice to local populations.
Supporting black and minority ethnic students in practice learning
Authors: Thomas Gill Calvin , Howe Kate , Keen Steven
Published: January 2022

The paper highlights the need of black and minority ethnic (BME) students in England to access support systems to help them overcome the challenges that they face as minority students when undertaking placement learning as part of their social work qualifying programme. It also considers the wider issue of developing supportive anti- oppressive practice with regard to all students undertaking the social work degree; i.e. ‘walking the talk’ of the values that underpin Social Work practice. Research shows that progression and retention rates for students from marginalised groups is lower than the sector averages and that specific support systems can improve the likelihood of course completion, as well as increasing student confidence.The paper evaluates a project undertaken to investigate and pilot how a mentoring support scheme and other good practice initiatives can increase the successful completion of practice learning for students from a BME background (and those with English as an additional language).
Cultivating reflexivity in social work students
Authors: Leung Grace S.M. , Lam Debbie O.B. , Chow Amy Y.M. , Wong Daniel F.K. , Chung Catherine L.P. , Chan Bobo F.P.
Published: January 2022

Social work educators are concerned about how best to equip social work students with the ability to self-reflect, because this is a core professional competence. The present study employed both quantitative and qualitative means to evaluate a course which set out to foster reflexivity among social work undergraduates. A quasi-experimental design was employed to examine the effectiveness of the course. Data were collected at pre-course, post-course, and 6 months after completion. We found that, over time, students in the experimental group gained more insight. The students disclosed in focus group interviews that the course had enhanced their understanding toward self, family, and society. The implications for social work education are discussed.
Improving outcomes for ‘failing’ students through the use of presentations
Authors: Peddar Jenny , Brazier Cher
Published: January 2022

Over recent years there has been an increasing use of presentations for students who are struggling in, or have failed a practice placement on the qualifying social work programmes. This has often been set up following the student having attended a practice consultation panel at the request of member of the students’ placement team. The presentations are aimed at improving the students’ understanding of the issues that have led to their difficulties on placement and are therefore specific to that student. Some students have been asked to prepare just one presentation whilst others have been given up to 4 titles. The experience of the university placement team, and the practice agencies that offer a repeat placement is that it has led to an improvement in the outcome for many students as this has led to greater understanding of issues and therefore preparation for the repeat placement. Some of the students concerned have chosen at the end of the process of undertaking presentations that they will not complete the professional award and this decision has been clearer and based on better quality evidence and thinking. This paper considers the process, outcomes and potential gains of this system.
Social work students’ experiences of using the Egan Skilled Helper model
Authors: Riggall Sally
Published: January 2022

This paper aims to assess the value of the Egan Skilled Helper model in helping social workers in training to develop their communication skills with service users. The model was taught to first year BSc Social Work students. During their subsequent first assessed practice placement fifteen volunteers participated in focus groups. Here they discussed how useful the Egan model was as a communication and problem management tool for working with service users. A key finding is that students were able to transfer their skills learning into practice. Further findings are that students improved their communication skills and were better able to place service users at the centre of decision making. The implications of these findings for social work training are discussed together with some of the challenges of working with the model.
Assessment of fieldwork practice
Authors: Knight Judith
Published: January 2022

Assessment of fieldwork is common to all occupational therapy courses. This form of competency based assessment has been researched across many healthcare professions. Work on the appraisal of fieldwork assessments used by occupational therapy courses in the United Kingdom is just beginning. At the present time there appears a gap in information concerning the experience of fieldwork assessment from the student’s perspective. This article seeks to address this by reporting the findings of a qualitative study of third year undergraduate occupational therapy students at University College Northampton to investigate their experience of being assessed on fieldwork.The results showed that students expressed high levels of acceptance with the primary fieldwork assessment, the fieldwork profile. However they displayed some concern about its reliability. A major influence on the assessment process was seen to be the fieldwork educator and the supervisory relationship. In general older students appeared to have a greater degree of control over both the assessment process and the supervisory relationship. As a result of the study it would appear that a national exploration of the assessments used to assess competence of occupational therapy graduates could be beneficial to the profession.
‘It isn’t discussed’. Religion, belief and practice teaching
Authors: Gilligan Philip
Published: January 2022

This paper discusses the question of whether practice teachers and others involved in social work education are giving sufficient attention to assisting students to explore the potential significance of religion (or other identifiable sets of beliefs) to their practice, to their own ‘worldview’ and to the lives and perspectives of service users.In doing so, it draws on direct experience and relevant literature, as well as semi-structured interviews with individual practice teachers and students and the results of a questionnaire.The paper argues that, many practice teachers and others need to urgently review their practice with regard to the exploration of issues concerning religion and belief with students, if they are to become competent social workers.
Developing the relationship between reflective practice and social work values
Authors: Ixer Graham
Published: January 2022

There has been considerable literature published on reflection yet despite this, very little research on reflection and more importantly, understanding on what is reflection. This article looks at the context of reflection in the way it came into the social work education language and how it is now part of established training in both social work and other professions. Yet despite this we are still no further on in understanding the complex nature of reflection. However, in a small-scale research project the key characteristics of moral judgement were identified as essential to the process of reflection. The author looks at the relationship between reflective practice and social work values and concludes with key guidelines for the practice teacher and student. The concept of reflection and in particular, its application to practice, applies across health professions as well as social work.
Reflective practice
Authors: Gee Maggie
Published: January 2022

This article examines the ideas and opinions canvassed of 40 experienced practice teachers about the concept of reflective practice. There is a focus on how they define the concept but also how they develop and assess this area with social work students. Through analysing themes from their responses a composite definition of reflective practice is suggested. Central characteristics and processes of the concept of reflective practice are identified from responses. It is suggested that this concept can be identified, developed and assessed in practice. The need for clarity of thinking about reflection by practice teachers is underlined.
Developing a model for supervising social work students in groups
Authors: McCafferty Paul
Published: January 2022

Much is written about group supervision in other health care fields; however less attention is paid to this topic in social work. This lack of scholarly attention became obvious to the author when he attempted to begin supervising students in groups and was unable to reference a suitable model or template of group supervision from which to gain ideas or direction. The author therefore decided to develop his own model of group supervision. The following article gives an account of how the author developed this model by critically appraising the relevant policy and theory from a local and national perspective to inform his practice.
Teaching letters
Authors: Cooper Lesley
Published: January 2022

This article presents a hypothetical series of letters from an anonymous social work student at Flinders University describing their learning. The student is writing to Charles–Louis de Sécondat, Baron de la Br ède et de Montesquieu, in keeping with the Baron’s famous, anonymously published Lettres persanes (Persian Letters). The student’s letters highlight the progress of education in general and social work education in particular from the 18th Century to the present time. They illustrate the author’s approach to teaching and learning, and some of her strategies for effectively teaching social planning and social work ethics.Montesquieu wrote his Lettres persanes in 1721 as a vehicle for commenting on life and culture in contemporary France. This paper presents a series of hypothetical letters to Montesquieu from a social work student at Flinders University describing her learning. These letters were presented at the Australian Universities Teaching Committee National Teaching Forum in 2002 to convey the educator’s approach to teaching. While the letters conclude with a peroration in which the educator outlines the conceptual framework underlying her teaching, the article concludes with a reply from ‘Montesquieu’ on the letters and the student’s response.
Back to the future:
Authors: Ambler Steve , Black Adrian , Tartachnyck Tatanya
Published: January 2022

This article reports on an experience of training social work practice educators in the Chernihiv law College in northern Ukraine. The purpose of the visit was to examine whether the UK values critical to UK social work training were able to transfer to other cultures. During their visit, the authors taught a five-day module on practice learning and used research tools of questionnaire, structural interviews and focus groups to collate and analyse data that sought to examine the transferability of values. Positive changes to practice teaching were brought about as a result of their visit.
Improvement by degrees
Authors: Douglas Harry , Byrne Mel
Published: January 2022

Social work academic institutions and social work agencies in Northern Ireland, in common with counterparts in England, Wales and Scotland, have been working hard to meet the challenges of developing and delivering the academic and practice learning components of the new Degree in Social work. This article highlights a number of developments which have occurred in Northern Ireland. Using findings from recent local research and the authors’ own knowledge and insights, some of the broader implications of these developments are discussed and their capacity for learning and transferability is identified.
Training practice assessors
Authors: Awcock Pat , Edwards Carleton , Knott Christine
Published: January 2022

In the UK, graduate level training for Social Workers became compulsory in 2003. Assessed practice had been a valued aspect of social work training in the UK and was given even greater emphasis on the new degree. There was, however, limited guidelines regarding the assessment role, which is carried out by specifically trained practitioners. This article reviews the development and implementation of a new course, designed to provide good quality assessors for the new degree. A significant aspect is the partnership working between a Local Authority and University and this is fully explored.
Mirror, mirror on the wall, who in this land is fairest of all?
Authors: Cooper Lesley
Published: January 2022

This paper offers an approach to teaching novice students the concept of reflection and the ways it can be used in practice. The paper is presented in three parts each outlining ways of teaching novice students entering practice placements for the first time. It begins with discussion of a student centered approach to teaching, and then presents the concepts and description of images used to engage students in thinking about the complexity of practice and finally discussed the theoretical underpinnings of reflection in social work.
Assuring quality and improving competence in practice teaching
Authors: Douglas Harry , Magee Evelyn
Published: January 2022

This article describes how the Education, Training and Development arm of one social services agency has responded to the twin imperatives of quality assurance and continuing professional development in relation to practice teaching. The framework which has been developed to meet the requirements of both imperatives is discussed. The model’s transferability to other spheres where social work education and training and practice development can converge is identified.
Planning for learning and learning about planning in social work fieldwork
Authors: Hodgson David , Walford Heather
Published: January 2022

Fieldwork education is a crucial component of social work education. Many social work students regard their placement experiences as the most profound learning experiences of their studies. The students undertake their field placements in a diverse range of organisational contexts, and in so doing perform a myriad of tasks, adopt a variety of roles, implement a range of practices, and engage with numerous people. Needless to say, social work students have a rich set of learning opportunities within such diversity. An important part of the fieldwork process is the development of learning plans; these plans guide and direct the students’ roles, tasks and learning, and are often an important framework by which assessment of competency and learning takes place. However, learning plans presuppose a logical and conceptual clarity, which needs to be learned if they are to be functional and effective documents. This then poses many challenges in relation to how students might develop a learning plan for fieldwork. This paper explores some of the problems, and offers practical guidance, for students and fieldwork educators to develop rational learning plans in diverse and complex contexts.
Human geography and questions for social work education
Authors: Wilkinson Pat , Bissell Gavin
Published: January 2022

Despite a sometimes implied lead, in the social work literature, of social work training over health training in the area of values, since the decline of community social work in the 1980s health training has developed a focus upon the physical environment which seems set to leave social work education trailing behind in the area. This paper therefore explores inter - professional overlap in the area of human geography, and in particular its relation to professional identity and the core social work value of social responsibility. Finally, it outlines ways of raising awareness of the physical environment among social work students, and in doing so seeks to break free of the placement/learning environment dichotomy and link social responsibility to the campus experience itself.
A model to support the development of courtroom skills
Authors: Seymour Clare
Published: January 2022

Summary: There is widespread interest on the part of social work degree students in developing their courtroom skills within a framework of learning about social work law, but it is often not until they qualify and are ‘thrown in at the deep end’ that anyone gives any serious thought to the need for preparation and skills development in this area. As a result, students and newly-qualified social workers are frequently apprehensive about court work, which means that they do not always do themselves, or the people who use social work services, justice when faced with court involvement. This article offers a model for practice assessors to use with students in agencies where court work is undertaken, and encourages skills development against a foundation of critical analysis and reflection. The term ‘practice assessor’ has been adopted by the General Social Care Council in preference to the previously widely-used term ‘practice teacher’ to describe the person responsible for facilitating learning and supervising and assessing social work students in practice. Within this model, ‘practice assessor’ is interchangeable with ‘practice teacher’, and indeed most of the suggested learning activities primarily involve a facilitative or teaching, rather than an assessment, role.
Blogging as a reflective journaling tool
Authors: Dunworth Moira , Scantlebury Non
Published: January 2022

While web-based tools are increasingly being used in social work education, there remains some reluctance among social workers and social work educators to explore the use of the new web 2.0 tools. Set in the context of good practice development, this paper outlines how blogging was used to write reflective journals during a social work placement. The practical obstacles are described, along with solutions and advice about confidentiality. Issues relating to reflective writing are as relevant to blogging as to a paper-based medium and blogging may be a means by which practice teachers can improve their support of students, particularly when working at a distance. Students concluded that blogging their reflective journals saved time, enabled more immediacy in their contact with the practice teacher and helped them to develop more confidence and skill in using web-based technologies. The practice teacher benefited from this development in that it gave her more regular and convenient access to the students’ work and reflections and allowed her to offer support between meetings, particularly in times of difficulty for the students. The success of this project suggests that there is scope for introducing other web 2.0 tools to support practice teaching with students.
What motivates social workers to become practice teachers?
Authors: Develin Deborah , Mathews Ian
Published: January 2022

The introduction of the new social work award in September 2003 placed a greater emphasis on students learning from practice and as a consequence of this, the demand for assessed practice learning opportunities increased. This paper will outline research undertaken in response to the challenges that this has created by examining the central question of what factors motivate social worker practitioners to become practice assessors and how influential organisational factors are in individuals choosing to take on the role. The aim of the research was to identify extrinsic and intrinsic motivating factors that might then provide guidance to those involved in recruiting individuals to take on the crucial role of contributing to the education of the next generation of social workers. The findings, using data from 50 self administered questionnaires and two focus group interviews, collected from participants attending introductory practice assessor training indicates that intrinsic factors are principle sources of motivation rather than extrinsic, organisational factors.
Improving practice learning
Authors: Bruce Linda
Published: January 2022

Undertaking practice placements (fieldwork instruction, agency-based practice learning) is an integral part of professional social work education and training across the United Kingdom. Scottish universities and partner social work service providers have however experienced long term challenges in an effort to ensure that an adequate number of practice placements were available to meet the student demand. Particularly well documented are the problems associated with a shortfall in the number of active practice teachers (fieldwork educators and practice learning facilitators) and agency settings willing to take a student.Less is known however about the impact of a shortfall of practice placements has on social work students themselves. This article outlines the findings of a survey, involving 164 social work Students, which explores the personal impact of a delayed start to a practice placement and describes one University’s attempt to eliminate these negative consequences for students by implementing new approaches to the organisation and delivery of practice learning.
An evaluation of the effectiveness of online clinical quandaries in increasing trainee clinical psychology knowledge
Authors: McKenzie Karen , O’Shea Clara , Megson Paula , Macleod Hamish , Begg Michael
Published: January 2022

Game informed learning principles are increasingly being applied to both the wider educational context and specifically to allow the learner to role play a profession in a safe context prior to entering real practice. This questionnaire based study aimed to examine the impact of an online clinical quandary on the knowledge of trainee clinical psychologists in relation to challenging behaviour in people with a learning disability. Trainee knowledge in relation to key concepts required for successful assessment, intervention and evaluation of challenging behaviour was measured before and after using the clinical quandary, prior to any formal clinical psychology training (n=62). Trainee views on the use of the clinical quandary were also gathered. A significant increase in scores was found after using the clinical quandary, for the following factors: dealing with the initial referral; recording and overall total scores. Trainees evaluated the quandary as interesting, challenging, stimulating and helpful as a study aid. The results suggest that online clinical quandaries may offer a useful learning tool for increasing trainee knowledge and allowing them to rehearse skills in an environment where mistakes do not impact on patients.
Curriculum development in sexual health/ reproductive health in Turkey
Authors: Pinar Gul , Hanoglu Ziyafet , Algier Lale
Published: January 2022

An examination of the problems experienced in the area of sexual health/reproductive health (SH/RH) in Turkey reveals that women confront many problems, particularly during their reproductive years. To resolve these problems it is clear that the participation of nurses, who are such a large part of the health care workforce, cannot be ignored. Accordingly, this study was conducted for the purpose of improving the curriculum and students' clinical skills in SH/RH at Baskent University Health Sciences Faculty Nursing and Health Services Division. In this study, the current SH/RH curriculum was reviewed, needs were determined and the number of hours and distribution of topics in the curriculum were revised. More emphasis was given to active educational methods that will ensure the participation of students in practical classes as well as including more visual educational materials. Modern educational models that facilitate learning by doing were included in the curriculum. Students were assessed using indicators defining practice. According to the assessment results, students achieved a success level between 30% and 80%, and students‘ opinions about their skills laboratory practice and clinical practice indicated positively that the majority (90%) achieved the practice learning goals.
Practice learning
Authors: Bartoli Angie , Kennedy Sue , Tedam Prospera
Published: January 2022

The nature of social work as a profession and the increasing demand for social workers to reflect the ethnic and cultural communities which they serve, means that social work programmes should seek to recruit and train students from many different backgrounds and ethnicities.This article will draw upon a wider evaluation, undertaken by three academics, all teaching on undergraduate and post qualifying modules on Social Work programmes. The broad aim of the evaluation was to develop an understanding of the Black African student perspective on their life experiences and its impact on their learning whilst studying social work. The particular focus will be on students’ experience of practice learning.
The Islamic perspective in social work education and practice
Authors: Crabtree Sara Ashencaen
Published: January 2022

This conceptual paper considers aspects of a highly neglected topic: that of Islamic perspectives in social work education and practice. The paper seeks to illuminate both religiously informed values, together with those of practice; in addition to considering types of professional intervention that complement the generalised characteristics of Muslim families. The scale of problems that impact upon Muslim communities in Britain are closely considered, specifically in relation to deprivation, social alienation and domestic violence. In addition, health issues are reviewed in terms of mental health and disability.
Pushing back the boundaries
Authors: Moss Bernard
Published: January 2022

There is a developing interest in spirituality within health and social work education. Practice teachers may feel uncertain about how to tackle this theme in their supervision. Using key themes of loss and celebrating diversity, this article suggests ways in which practice teachers can explore this topic with their students. The PCS analysis – which explores the Personal, Cultural and Structural/Societal dimensions to discrimination and oppression – is introduced, and an enrichment of it is proposed adding a strengths perspective to the analysis that also includes Spirituality (PCSS).
Empty space or sacred place? Place and belief in social work training
Authors: Galloway Greta , Wilkinson Pat , Bissell Gavin
Published: January 2022

This paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’.
Blending differing teaching methods to support student learning
Authors: Forbes Ruth , Irwin Marie
Published: January 2022

This paper discusses the philosophy, principles, design and evolving evaluation of the Learning for Practice 1 module which forms part of the new social work degree programme. Attention focuses upon the academic component of the module, in effect the theories and methods teaching. The blended approach will be outlined describing the main methods of delivery which combined traditional and elearning approaches. The three main styles of delivery; traditional lectures, online activity and group sessions are measured against a backdrop of established educational literature: The student voice is presented via a review undertaken at the end of the fourth year of the course life.
Unsung heroes
Authors: Mathews Ian , Simpson Diane , Croft Adrian , Lee Mary , McKinna Gillian
Published: January 2022

Since the introduction of the three year degree programme in 2003, social work education has undergone a number of significant changes. The time students spend on placement has been increased to two hundred days, and the range of placement opportunities and the way in which these placements have been configured has significantly diversified. A consistent feature over the years, however, has been the presence of a Practice Educator (PE) who has guided, assessed and taught the student whilst on placement. Unsurprisingly, the role of the PE and the pivotal relationship they have with the student has been explored in the past and features in social work literature.This paper, however, concentrates on a range of other relationships which are of significance in providing support to students on placement. In particular it draws on research to discuss the role of the university contact tutor, the place of the wider team in which the student is sited, and the support offered by family, friends and others.Placements and the work undertaken by PE’s will continue to be integral to the delivery of social work education. It is, however, essential to recognise and value the often over looked role of others in providing support to students on placement.
First practice placement
Authors: Chui Wing Hong
Published: January 2022

This paper presents the findings of a small-scale study examining the expectations and anxieties of social work students regarding supervision for fieldwork instruction. A cohort of students in their first year of a postgraduate programme for professional training was questioned about their aspirations and anxieties as they approached their first period of practice placement assessment. Their responses were wide-ranging and varied, and shed light on what they wanted from their supervisors and supervision. Students” concerns related to supervision as a vehicle for compliance and performance issues rather than as a purveyor of culture and values for social work. It is viewed by the respondents as an important site of learning and development whose opportunities for promoting self-awareness and the skills of critical reflection must be safeguarded. This paper argues for the importance of listening to students in order to shape the delivery and mode of fieldwork supervision, and posits supervision as a means of fostering notions of social work values that are prerequisite for practice.
Professional identity formation and voluntary sector social work
Authors: Canavan Martin
Published: January 2022

At its core, ‘Flexible Learning’ provision in Northern Ireland lacks a coherent developmental focus. Conversely, this paper presents an evaluation of a dedicated Voluntary Sector ‘Flexible Learning’ Programme, which demonstrates the efficacy of facilitating student social workers in critically reflecting upon the formation of their respective professional identities with explicit reference to the economic determinants of social justice. Moreover, Programme participants registered their strong support for a strengthened role for the Voluntary Sector in formal social work education. Consequently, and modeling key design features of this Programme, this paper proposes a systematic reform of ‘Flexible Learning’ provision premised upon a dedicated focus on professional identity formation. The latter may usefully also inform a critical re-positioning of social work’s core curricula, anchored by an explicit anti-poverty focus, to ensure that the profession’s commitment to social justice is tangibly embedded in the developmental journeys of students.
The journey towards professionalism in social work
Authors: McNay Marie , Clarke Jean , Lovelock Roe
Published: January 2022

Achieving clear evidence of competent professional practice for social work students is a challenge for social work educators. This issue became more critical in the UK with the onset of the DipSW outcome-based competence framework which, we argue, limited the process of learning and development for students and practice assessor assessments. This article argues that the (unintended) consequence of this approach is a less analytic process for developing practice and consequently, for many students, less well developed assessment and reflective skills. Therefore, the article attempts to explain these issues and offers an example of a process at Brunel University that we believe was significant in helping students develop much better analytical and reflective skills than had happened with the DipSW and is happening with the National Occupational Standards currently. We believe this process enables educators to be more confident about their assessment of students’ ability to practice at an appropriate standard and to make that recommendation.
Using workshops as a tool to deliver interprofessional learning
Authors: Low Helena , Stone Judy
Published: January 2022

Workshops are used widely as a tool in both education and industry for brainstorming, problem solving, sharing knowledge, skills and raising awareness of issues. In this international initiative, workshops were chosen as the educational delivery tool for interprofessional learning (IPL) due to their flexible, interactive and collaborative nature. In 2009, Australia and New Zealand were developing the experience and expertise required to facilitate IPL effectively with diverse groups of participants with differing needs. An international collaborative connection was fostered with the UK Centre for the Advancement of Interprofessional Education (CAIPE) to access expertise already existing in the UK. This expertise was combined with the developing facilitation skills within Australasia in a series of ten workshops. Over three hundred health and social care practitioners, educators, policy makers and planners participated. The tour was neither funded nor designed as a formal research study. After the tour, feedback was received from institutions and participants on the impact of the tour as a whole and of individual workshops. This feedback indicated that the workshops had acted as a catalyst and impetus for further interprofessional learning and development and collaboration in practice. They had been effective in delivering interprofessional learning.
Evolution of the mystical metaprose by V. Nabokov (V. Sirin): Russophone period
Authors:   Lomonosov Moscow State University, Zlochevskaya A.V.
Published: January 2022

In her second book, Professor Alla Vladimirovna Zlochevskaya continues her study of mystical metaprose, a literary movement of the early twentieth century, the most brilliant example of which is Nabokov’s prose. The author studies the Russophone period of V. Nabokov’s work, from “Mary” to “Gift” (1926–1938), and reveals general tendencies in the evolution of the genre model of Nabokov’s mystic metanovel. The book is addressed to a wide intellectual audience, primarily scholars and students of philological faculties, as well as to all those interested in Nabokov’s heritage and Russian literature.
Female urethral stricture: techniques for reconstruction
Authors: de Toledo Ignacio Alvarez , DeLong Jessica
Published: January 2022

Female urethral stricture (FUS) is a rare condition. It was not studied robustly for many years, but interest has grown recently in the reconstructive urology community, leading to an increase in publications. In this review, we gather the latest data regarding FUS and its different therapeutic options. Studies are summarized, split by technique. We also review the recently published European Guidelines. In addition, we share our preferred surgical technique and our views on future options. Diagnosing FUS can often be challenging and requires a high index of clinical suspicion. Its vague clinical symptoms and empiric initial treatments combine to make FUS an underdiagnosed condition. The lack of consensus on how to define FUS also compounds the problem. Appropriate diagnosis requires thorough investigation, and ancillary studies such as video urodynamics, cystoscopy, and voiding cystourethrogram may be useful. Treatment options range from conservative management to definitive procedures, although studies have shown that conservative measures such as urethral dilation have a low success rate overall. Within definitive management, augmented urethroplasty - using either flaps or grafts, has proven to be the gold standard. Both have shown excellent results over time; however, there is insufficient data available to recommend one over the other. Contemporary data has an overall poor level of evidence. Although challenging due to the rarity of the problem, a proper randomized controlled clinical trial comparing the principal surgical options and their outcomes would be beneficial and would allow for more informed decision making when considering options for women with urethral stricture.
Scalp reconstructive flaps
Authors: Brawley Craig Cameron , Sidle Douglas
Published: January 2022

Scalp reconstruction requires keen insight into underlying anatomy and surgical armamentarium. The reconstructive surgeon must consider a plethora of complexities to devise a safe and cosmetically maximized outcome. The purpose of this article is to review scalp reconstruction techniques and the current literature in the framework of the reconstructive ladder, with special emphasis on local flap consideration, design, and execution.
Avoiding second donor site and the second set of neck vessels in a case of absent peroneal skin perforators
Authors: Choudhary Aditya Narayan , Arora Rajan , Mishra Kripa Shanker , Naalla Ravi Kiran , Srivastava Saket , Dewan Ajay Kumar
Published: January 2022

This report describes the procedure of a case in which the skin paddle of the free fibula flap derived its supply solely from a soleal musculocutaneous perforator originating from the posterior tibial system. In contrast, the osteo-muscular component was supplied by the peroneal vascular system. We harvested the skin paddle with its vascular supply from the posterior tibial artery separately, and the osteo-muscular fibula was harvested with its supply from peroneal vessels. In this way, we avoided violation of the second donor site for the skin paddle. In addition, we used the distal end of peroneal vessels to salvage our skin paddle instead of sacrificing another set of neck vessels for anastomosis. This technique may also be utilised in cases where the neck vessels may not be available due to previous surgeries, radiation therapy, or decision by the surgery team to not sacrifice two sets of neck vessels for anastomosis.
The Development of Electronic Practicum Modules at Electronic Course for Physics Education Program
Authors: Said Muhammad Amin , Arsyad Muhammad , Tawil Muh.
Published: January 2022

This study aimed to design a practicum module in electronics courses. The researcher initially carried out the developed module to analyze the level of validity and students’ responses to the electronic practicum module that the researcher had created. The module developed was validated by two experts. The subjects of this research were students of the Physics Education Program at the Muhammadiyah University of Makassar in the odd semester in the academic year of 2019/2020. This research employed a Research and Development (R&D) design. The development was carried out using the 4D model with four stages: Define, Design, Develop and Disseminate proposed by Thiagarajan. The results showed that the expert assessment of the electronic practicum module that had been developed using the Gregory test closeness model obtained a strong relevance level because it had an internal consistency coefficient of 100% and was declared to meet the eligibility criteria (valid). The percentages of students’ responses in the three indicators (interested in using the module, easy to understand the module content and easy-to-understand module language) were 83%, 81 %, and 81%, respectively. Based on the description above, it can be concluded that the electronic practicum module developed is declared valid, and students respond well to the use of the electronics practicum module.
Profile of Guided Discovery Learning Implementation Assisted by Virtual Lab and Students’ Problem-Solving Skills on Gas Kinetic Theory
Authors: Mashurin Abib Hani , Mubarok Husni , Prahani Binar Kurnia
Published: January 2022

This research was conducted to obtain a guided discovery learning implementation profile with virtual lab assistance and problem-solving skills for high school students on gas kinetic theory. The type of research was descriptive preliminary research, without hypothesis testing. The research subjects consisted of 106 students in senior high school. This study used qualitative descriptive analysis from questionnaires and online tests. This study revealed that the level of students’ problem-solving skills was low. This case was proven by 102 students (27 male; 75 female) in the low category with a score range of 0 to 45, and four students in the moderate category with a score range of 46 to 75, while there were no students in the high category with a score range of 76 to 100. This research implies that there is a need for a guided discovery learning model with the help of a virtual lab to analyze the problem-solving skills of high school students, especially on gas kinetic theory.
ANALISIS DINAMIKA STRUKTUR SWING ARM SEPEDA MOTOR JENIS SUSPENSI MONOSHOCK MENGGUNAKAN METODE ELEMEN HINGGA
Authors: Kholil Ahmad
Published: January 2022

Analisis dinamika struktur yang dilakukan pada lengan ayun (swing arm) bertujuan untuk mengetahui karakteristik struktur lengan ayun sepeda motor pada sistem suspensi monoshock. Kondisi jalan yang tidak rata akan mengakibatkan getaran pada sepeda motor dan timbulnya perubahan struktur serta tekanan bidang yang merata pada lengan ayun. Kemampuan lengan ayun akibat perubahan struktur dapat diketahui dengan melihat hasil perubahan struktur dan tekanan bidang pada nilai maksimum. Sedangkan kestabilan getaran dapat diketahui dari frekuensi natural dan hasil respon frekuensi. Analisis statik dan dinamika struktur yang dilakukan pada lengan ayun menggunakan metode elemen hingga yang dibantu dengan perhitungan komputasi program komputer. Program komputer yang digunakan adalah Autodesk Inventor dan Msc. Software. Pembuatan gambar geometri dan analisis statik menggunakan program Autodesk Inventor, sedangkan analisis dinamika struktur dilakukan menggunakan program Msc. Software. Penelitian ini menggunakan empat model swing arm dan menggunakan material carbon steel SA-691. Selanjutnya melakukan analisis statik untuk memperoleh nilai nodal, elemen, tegangan von mises dan perubahan struktur. Kemudian analisis dinamika struktur untuk memperoleh grafik FRF (Frequency Response Function). Hasil analisis statik diperoleh tekanan bidang atau tegangan von mises maksimum terbesar 134,135 MPa dan perubahan struktur sepanjang 0,268569 mm pada model A. Analisis dinamika struktur diperoleh grafik FRF (Frequency Response Function) dengan nilai respon dinamik paling baik pada model D. Hasil analisis statik pada model modifikasi diperoleh tegangan von mises maksimum 59,7724 MPa dan perubahan struktur 0,371816 mm. Grafik FRF yang diperoleh pada analisis respon frekuensi memiliki nilai respon yang mengalami sedikit perubahan, sehingga model modifikasi lebih optimum dibandingkan keempat model standar.