Gotowe bibliografie tematyczne / Social work training

Gotowa bibliografia na temat „Social work training”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2022

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Artykuły w czasopismach na temat "Social work training"

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Leslie, Leighninger. "Social Work Training Needs". Journal of Progressive Human Services 13, nr 2 (marzec 2002): 61–65. http://dx.doi.org/10.1300/j059v13n02_06.

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Huxley, Peter. "Approved social work training". Social Work Education 7, nr 1 (grudzień 1987): 23–27. http://dx.doi.org/10.1080/02615478711220231.

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Bewley, B. R., i A. Elliott. "Training in social work". BMJ 296, nr 6636 (4.06.1988): 1602–3. http://dx.doi.org/10.1136/bmj.296.6636.1602-c.

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Bures, Regina M., Ronald W. Toseland i Anne E. Fortune. "Strengthening Geriatric Social Work Training". Journal of Gerontological Social Work 39, nr 1-2 (6.05.2003): 111–27. http://dx.doi.org/10.1300/j083v39n01_10.

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Schwartz, Sanford. "Social Work Training for Orthodontists". Social Work in Health Care 11, nr 2 (10.03.1986): 111–16. http://dx.doi.org/10.1300/j010v11n02_08.

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Kornbeck, Jacob. "Social Work Education and Training". Social Work Education 32, nr 2 (marzec 2013): 281–82. http://dx.doi.org/10.1080/02615479.2012.716964.

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Fraser, Mark W., Jeffrey M. Jenson i Robert E. Lewis. "Research Training in Social Work". Journal of Social Work Education 29, nr 1 (styczeń 1993): 46–62. http://dx.doi.org/10.1080/10437797.1993.10778798.

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Temperley, Jane, i Sheila Himmel. "Training for psychodynamic social work". Journal of Social Work Practice 2, nr 3 (listopad 1986): 4–14. http://dx.doi.org/10.1080/02650538608414967.

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García-Castilla, Francisco Javier, Ángel De-Juanas Oliva, Eloy Vírseda-Sanz i Javier Páez Gallego. "Educational potential of e-social work: social work training in Spain". European Journal of Social Work 22, nr 6 (22.05.2018): 897–907. http://dx.doi.org/10.1080/13691457.2018.1476327.

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Taylor, Brennen. "Social Skills Travel Training in Social Work Practice". Social Casework 69, nr 4 (kwiecień 1988): 248–52. http://dx.doi.org/10.1177/104438948806900407.

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Rozprawy doktorskie na temat "Social work training"

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Sibeon, Roger Alan. "A sociological study of the social work profession with special reference to social work education". Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/9734.

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Earlier work by Leonard (1966) and Heraud (1970) in formulating a holistic, comprehensive sociology of social work has been largely overtaken by developments both in sociology and in social work. Current sociological analyses of social work exhibit two distinctive features. First, relative detachment from major recent theoretical and empirical developments in mainstream sociology : second, a tendency to focus not upon the profession as a whole but upon specific, delineated aspects e:g the relation of theory to practice, professionalisation, social work education, professional socialisation, moral-political dimensions of social work, organisational and service-delivery issues, and the relation of social work to the welfare state. This research is addressed to the task of constructing a sociology of social work which draws explicitly upon recent developments in sociology, and which is concerned with the social work profession as a whole including the various components referred to above. These components are shown to collectively comprise the following three perennial and contemporary social work concerns which are empirically inter-related : the relationship of theory to practice, the politics of social work, and professional-organisational aspects including service-delivery issues. Particular though not exclusive attention is accorded to the relative 'centrality' of social work education : the research demonstrates social work education both influences and reflects wider developments throughout the profession and is a key empirical 'site of entry' for achieving a holistic sociological understanding of the social work profession. Much of the material necessarily is concerned with substantive issues in social work per se, but a vital part of the research is critical analysis of controversies surrounding paradigmatically diverse resources available within modern sociology for constructing a theoretically as well as empirically informed sociology of social work.
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Delgado, Araceli. "Social Work Students' View on the Integration of Religion in Social Work". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/842.

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This study focused on social work students’ views on the integration of religion in social work. This study allowed students to gain knowledge and insight on the importance of discussing religion with clients. The study examined social worker students’ experiences during their involvement in the social work program which looked into how prepared they were in situations where religion was necessary to discuss with clients and other outcomes. Qualitative interviews were conducted with ten participants who discussed their experiences in internships during their involvement within the social work program. Participants were in different years in the BASW and MSW program and were from various ethnicity, age, gender, and specializations. Main findings were that participants believed religion plays a huge role in clients’ everyday lives and that the social work program is not teaching students how to discuss religion with clients during their internships. Another finding was that a few social work students were not prepared to discuss clients’ religious practices. Agency employers also discouraged social work students from discussing clients’ religious practice. This study enhances the social work profession and allow social workers to better service diverse and cultural clients by highlighting the importance of religion in some clients’ lives. The social work profession can improve the quality of service that is given to clients that have a religious practice and can be assessed for appropriate services based on their individual needs. Social work students can learn to integrate this topic into their assessments.
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Fung, Yin-king Helina. "Government training policy of social workers". Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975823.

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Downs, Saige. "Master of Social Work Student Perception in Access to Documentation Training in Social Work Programs". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/471.

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This study explored the Master of Social Work (MSW) student perception of access to documentation training in their program. When a student graduates with a degree, there is an expected level of competency in regards to documentation when entering the field. Currently, there is literature available about the risk of poor documentation and the need for additional documentation training in the field of social work but the literature focusing on the perceptions of the student is very limited. The study contributed to the academic literature on social work documentation by providing awareness of the student perception of where they received documentation training in their graduate program. The research design for this study is qualitative and exploratory due to insignificant literature available. A survey was administered to graduating MSW students through a California State University School of Social Work. The findings suggested that MSW students would benefit from additional clinical documentation training from their MSW program since the student perceptions are there is limited access to training within the program. There are numerous of implications to the field of social work in regards to the lack of documentation training in MSW programs. The absence of training from students may include not having a full understanding of risk management that corresponds with documentation and will have to assume to be ethically responsible for when the student graduates from their program. This can be detrimental to the student’s professional development and can overall create a decrease in the quality of graduating MSW students.
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Dougherty, Berenice, i Nyemal Thuok Chuol. "ACTIVE SHOOTER PREPAREDNESS TRAINING". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/708.

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This study examined the effectiveness of active shooter preparedness training on students for the purpose of assessing whether or not undergoing such training helps ease students’ level of anxiety, sense of preparedness in the event of a mass shooting attack at their California State University campus, or an attack occurring at their place of internship. This data was collected by offering an active shooter training to student participants, facilitated by the Risk Management department, at a large University in Southern California. Following the training, first-year Bachelors and Masters students within the School of Social Work were given a self-administered questionnaire. The questionnaire pertained to student perceptions of anxiety connected to fear of a shooting on campus and/or at their internship placement as well as students' perceptions of the effectiveness of the active shooter preparedness training. The research found that participants, on average, are moderately anxious about the possibility of an active shooter situation at school and their internships. Participants also indicated finding Risk Management’s active shooter preparedness training to be important and useful. Therefore, this study recommends that the California State University provide an active shooter preparedness training to all incoming first-year BASW and MSW students during school orientation.
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Simon, Frances H. "Prison work in the context of social exclusion". Thesis, Brunel University, 1999. http://bura.brunel.ac.uk/handle/2438/6511.

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Social exclusion is a multi-dimensional concept, but for most people an important component of social inclusion is work, meaning paid employment. The harshest form of social exclusion is imprisonment. Yet prisoners are required to work, which raises the question of the relationship between prison work and social exclusion or inclusion. Historically the purposes of prison work have been shifting and various, and in recent decades have been the subject of confusion and ambivalence. Empirical research on prison work in the 1990s suggests that underlying the confusion is the tension between opposing pressures: for social inclusion and social exclusion. In some respects prison work resembles normal work, and some prisoners receive training leading to qualifications which should help them get employment on release. Yet in other respects the prison's requirements to keep the workers captive and to maintain the system prevent inmates' work and training from being a socially inclusive experience. Other matters, like the funding of prisoners' training, reinforce a sense that prisons are separate from the rest of society. Efforts by the Prison Service since the Woolf Report to make prison regimes aid inmates' rehabilitation, i.e. their eventual social inclusion, have been hamstrung by the reappearance of three constraints which dogged progress in former years: an increasing prison population, preoccupation with security, and lack of money. These have arisen from public and political pressure for the social exclusion of offenders. Since 1997 the Labour government has initiated wide policies to promote a more inclusive society, has shown interest in restorative justice, and has given prisons more money for constructive regimes. Yet Labour has also endorsed measures which perpetuate offenders' social exclusion, like the Crime (Sentences) Act and the proposal to allow employers to demand criminal record certificates from all job applicants. Thus the conflict between pressures for social inclusion and social exclusion continues, and the tension is well illustrated by the issues surrounding prison work.
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Wert, Janine Jackson. "Psychological Inoculation and Resiliency Training Program". The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406653492.

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Andersson, Thomas. "Managers' identity work : experiences from introspective management training". Doctoral thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1595.

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The study takes its point of departure in the complex relation between “being yourself” and being manager, i.e. the struggle between what one ought to do as a representative of an organizations and what one want to do as a person. Introspective management training constitutes one extreme of focusing on the person in this matter, i.e. managers should develop their own unique leadership style upon “who they are”. The influences on managers from this type of management training are not self-evident considering the complex relation mentioned in the beginning. The study therefore aims at describing how introspective management training influences practicing managers. To reach that aim six managers representing three different organizations were followed during and after their participation in an eight month long introspective management training. For the managers in the study, the introspective training was mainly an arena for identity work. Identity work meant dealing with conflicting identities, elaborating and developing identities, roles and role transitions, and struggling to fit into different discourses, rather than finding the “true self”. The identity process is complex and is influenced both by direct interaction with others “here-and-now” and by the “generalized other”, which goes beyond “here-and-now”. Identity work and role transitions are important parts of management considering the relational aspect of both identity and role. The introspective management training seems to have a potential on the personal level for the managers, but the organizational gain is more doubtful. There is a need of reciprocity during the process to enable an organizational enhancement together with the manager’s personal
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Fung, Yin-king Helina, i 馮嬿琼. "Government training policy of social workers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975823.

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Bracey-Rowlett, Tanya L. "Female Correctional Workers:Perceptions of Sexual Abuse Training". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6404.

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Offenders return to the community after having been sexually abused by those who have been entrusted with the responsibility to protect them. The phenomenon of staff-on-inmate sexual abuse has become problematic within the criminal justice system. Research on the topic of sexual abuse in penal institutions reveals a lack of information pertaining to staff-on-inmate sexual abuse, and how correctional workers are trained in that area. Female correctional staff have been implicated in more incidences of staff-on-inmate sexual abuse than their male counterparts. The purpose of this phenomenological study was to explore sexual abuse training received by female correctional staff who were employed in a Mid Atlantic pre-release center, and to examine their perceptions of that training. The study was centered around the Thomas Theorem adopted by William Isaac Thomas. That theory postulates that an individuals' actions are based on how they perceive a situation. Two research questions were addressed relating to sexual abuse training and perceptions of training. Semi-structured interviews were conducted which provided participants with an opportunity to express and describe new ideas relating to the topic. Data were analyzed using the Interpretive Phenomenological Analysis system because of its ability to address subjectivity. This research has revealed that sexual abuse training is developed for correctional staff as a collective and does not differentiate with respect to gender. In addition, it was concluded that correctional staff sexual abuse training lacks intensity and depth in terms of information disseminated. The results of this research will provide criminal justice scholars with information that could prove useful in future studies on the topic of staff -on-inmate sexual abuse.
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Książki na temat "Social work training"

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Lishman, Joyce. Social work education and training. Philadelphia, PA: Jessica Kingsley Publishers, 2012.

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Great Britain. Department of Health. Requirements for social work training. London: Department of Health, 2002.

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Gerritsen, Maritza, i Ineke Vlasman. Training gespreksvaardigheden voor social work. Houten: Bohn Stafleu van Loghum, 2013. http://dx.doi.org/10.1007/978-90-368-0248-2.

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Dash, Bishnu Mohan, i Sanjoy Roy, red. Fieldwork Training in Social Work. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120.

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Council, Northern Ireland Social Care. A career in social work: Social work training information pack. Belfast: NISSC, 2002.

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Central Council for Education and Training in Social Work., red. Ethnic minorities and social work training. London: Central Council for Education and Training in Social Work, 1985.

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Council, Northern Ireland Social Care. Pre-training work experience for social work fact file. Belfast: NISSC, 2002.

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Cocozza, Liliane. Social work training in the European community. Luxembourg: Office for Official Publications of the European Communities, 1989.

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Perspective for social work training, 2000 A.D. Bombay: Tata Institute of Social Sciences, 1989.

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E, Davis King, i Council on Social Work Education., red. Teaching social policy in social work education. Alexandria,VA: Council on Social Work Educaton, 2003.

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Części książek na temat "Social work training"

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Chester, Norman. "Training for Social Work". W Economics, Politics and Social Studies in Oxford, 1900–85, 130–43. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-08544-6_9.

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Dominelli, Lena. "Professionalism and Training". W Sociology for Social Work, 151–75. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13473-1_7.

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Fimister, Geoff. "Training". W Welfare Rights Work in Social Services, 105–23. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18369-2_6.

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Bamford, Terry. "Education and Training". W The Future of Social Work, 65–85. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20369-7_4.

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Goswami, Indrajit. "Developing social work practice theories". W Fieldwork Training in Social Work, 211–20. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-12.

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Garain, Swapan. "Learning social work practice skills". W Fieldwork Training in Social Work, 169–98. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-10.

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Younghusband, Eileen. "Training for Casework: Its Place in the Curriculum1". W Social Work and Social Change, 156–66. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199854-16.

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Dominelli, Lena. "Social Work Training is Imbued with Racism". W Anti-Racist Social Work, 42–70. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14381-8_3.

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Simmons, Robin, Ron Thompson i Lisa Russell. "Education, Training and Youth Employment". W Education, Work and Social Change, 86–115. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137335944_5.

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Brown, S. Clement, i E. R. Gloyne. "Expansion of Field Work". W The Field Training of Social Workers, 102–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003194743-6.

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Streszczenia konferencji na temat "Social work training"

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"Practical training in social work". W Trends in the development of science and education. LJournal, 2015. http://dx.doi.org/10.18411/lj2015-10-11-12.

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Zadorozhniy, Kostyantyn. "Psychological Training of a Shooter". W SOCIOLOGY – SOCIAL WORK AND SOCIAL WELFARE – REGULATION OF SOCIAL PROBLEMS. NDSAN (MFC - coordinator of the NDSAN), 2020. http://dx.doi.org/10.32437/sswswproceedings-2020.kz.

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Sriraman, Anand, Jonathan Bragg i Anand Kulkarni. "Worker-Owned Cooperative Models for Training Artificial Intelligence". W CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022198.3026356.

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TERZIEV, Venelin. "The Needs of Continuing Vocational Training of Social Work Specialists Providing Social Services". W 9th LUMEN International Scientific Conference Communicative Action & Transdisciplinarity in the Ethical Society. LUMEN Publishing House, 2017. http://dx.doi.org/10.18662/lumproc.28.

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Semsar, Azin. "Training-the-trainer in Tele-instruction on Collaborative Physical Tasks". W CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418360.

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Putu Agus Jana Susila, Gede, I. Nengah Suarmanayasa i Putu Gede Parma3. "The Effect of Training and Work Motivation on Employee Performance". W International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0200.

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"Problems and Countermeasures of Social Work Talent Cultivation in Youth Affairs". W 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29042.

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Quatera, Isabella. "Urbanization of Life, Training and Work Paths: The Rider’s Case". W 4th International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/4th.icshe.2020.12.36.

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Saenko, Liudmila. "Training Specialists To Work With Foster Families In Modern Social Conditions". W SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.368.

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Desi Aryani, Neng, i Oong Komar. "The Application of Work-Based Learning Model in Education and Training Institutions". W Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009015900280035.

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Raporty organizacyjne na temat "Social work training"

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Hall, George. An Evaluation of a Graduate Social Work Training Program at John Adams High School. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1700.

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Schneider, Sarah, Daniel Wolf i Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Meadow, Alison, i Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, czerwiec 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.
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Braslavskaya, Elena, i Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, czerwiec 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Morgan, Susan, Alexandra Mosser i John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.
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Böhm, Franziska, Ingrid Jerve Ramsøy i Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.

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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.

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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.
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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.

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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana (RTB) seed systems as a means to understand the systems themselves and the possibilities of improving gender-related interventions in the potato seed system; and 3) to develop farmers’ leadership skills to facilitate women’s active involvement in project activities. Results of the project assessment identified certain constraints on gender mainstreaming in the potato seed system: a low level of female participation in decision-making processes, women’s limited access to finances that would enable their greater involvement in larger scale potato farming, and a low awareness of potato seed systems and of possible female involvement in associated activities. Significantly, the perception of gender roles and stereotypes differs from region to region in Georgia; this difference is quite pronounced in the target municipalities of Kazbegi, Marneuli, and Akhalkalaki, with the last two having populations of ethnic minorities (Azeri and Armenian, respectively). For example, in Marneuli, although women are actively involved in potato production, they are not considered farmers but mainly as assistants to farmers, who are men. This type of diversity (or lack thereof) results in a different understanding of gender mainstreaming in the potato seed system as well. Based on the training results obtained in three target regions—Akhalkalaki, Akhaltsikhe, and Marneuli—it is evident that women are keen on learning new technologies and on acquiring updated agricultural information, including on potato production. It is also clear that women spend as much time as men do on farming activities such as potato production, particularly in weeding and harvesting. However, women are heavily burdened with domestic work, and they are not major decision-makers with regard to potato variety selection, agricultural investments, and product sales, nor with the inclusion of participants in any training provided. Involving women in project activities will lead to greater efficiency in the potato production environment, as women’s increased knowledge will certainly contribute to an improved production process, and their new ideas will help to improve existing production systems, through which women could also gain confidence and power. As a general recommendation, it is extremely important to develop equitable seed systems that take into consideration, among other factors, social context and the cultural aspects of local communities. Thus, understanding male and female farmers’ knowledge may promote the development of seed systems that are sustainable and responsive to farmers’ needs and capacities.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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