This volume provides a unique and notable contribution to the investigation and exemplification of computer literacy in human services education. A significant contribution to the development of the contemporary human services curriculum, this helpful guide introduces the computer literate curriculum, explores the nature of computer literacy and its ramifications for teaching in the human services, and discusses the computer's effect on scholarly thinking. Computer Literacy in Human Services Education is divided into two major sections, the first dealing with teaching about computers and the second addressing the use of computers in teaching. In the first section, the authors introduce the topic of computer literacy in human services education and look at some general issues which have broad implications for the educator. They also explore program-wide curriculum development and the development of individual courses. In the second section, the authors discuss computers as devices which can facilitate both learning and thinking in human services, and suggest that some theories explaining human behavior may also apply to human/computer interaction. Other topics covered in the section are the use of computers in teaching about human services, including Computer Assisted Instruction (CAI), simulations, and interactive video. The volume concludes with an examination of the ways computers can affect the thinking of scholars in teaching and in model and theory building in the human services.
Liberal civilisation is in crisis - now is a time of monsters. The rise of the new far right has left the world grappling with a profound misunderstanding. While the spotlight often shines on the actions of charismatic leaders such as Donald Trump and Jair Bolsonaro, the true peril lies elsewhere. Defeating these people will not stem the tide driving them forward. They are merely the embodiment of profound forces that are rarely understood. Propelled through the vast networks of social media and fueled by far-right influencers, enthralled by images of disaster and fantasies of doom, they have emerged from a reservoir of societal despair, fear, and isolation. Within this seething cauldron, we witness not only the surge of far-right political movements but also the sparks of individual and collective violence against perceived enemies, from ‘lone wolf’ killers to terrifying pogroms. Should a new fascism emerge, it will coalesce from these very elements. This is disaster nationalism. Richard Seymour delves deep into this alarming development in world politics, dissecting its roots, its influencers, and the threats it poses. With meticulous analysis and compelling storytelling, Seymour offers a stark warning. The battle against disaster nationalism is not just political; it is a struggle for our collective soul and the future of civilization itself. Unless we understand the deeper forces propelling the far-right resurgence, we have little chance of stopping it.
A much-needed look at innovative and effective methods for creating virtual learning environments for human services Web-Based Education in the Human Services reflects the vitality and diversity of Web-based courses currently delivered within human services. Unlike previous texts that have combined technologies such as Interactive Television (ITV) and two-way audio where Web involvement was minimal, this unique book focuses on Web-based models, tools, and techniques used in courses where the majority of the content is delivered online. The book’s contributors emphasize the social aspects of learning, examining topical areas not usually associated with Web-based education as they remind us of the need to move beyond the similarities between WBE and face-to-face (FTF) approaches. Web-Based Education in the Human Services documents a course delivery method coming of age in its desire to create virtual learning environments that incorporate a variety of techniques and strategies. These environments use concepts and tools beyond what packages such as WebCT currently offer, highlighting the power of designing a complete Web-based curriculum, rather than viewing each course separately. Many of the most successful approaches presented in this invaluable book don’t involve sophisticated tools or programming, but the creative design of interactive scenarios, emotional content, and feedback mechanisms that reinforce the instructor’s role as the crucial ingredient for success. Web-Based Education in the Human Services examines: adult learning theories teaching practice skills through Web-based technology how to bridge the gap between theory and practice faculty perceptions of the effectiveness of Web-based instruction compared to face-to-face instruction the accessibility of Web-based education the significance of emotion in learning Web-based delivery of a graduate professional training program the creation, delivery, and evaluation of a pilot course using Blackboard 6™ the development of a Web-based undergraduate child welfare course the use of Web-based video clips for counselor skills training the design, development, pilot, and revision of a Web-based social work practice course an online format for agency-based field instruction the design of a Web-based graduate program in counseling psychology and much more! Web-Based Education in the Human Services is an invaluable resource for social work and human services educators, including education, nursing, and psychology, Web-course developers, and college and university administrators.
Percival Phillips was born in 1877. He began writing for newspapers at the age of sixteen with articles about coal miners rioting in Southwestern Pennsylvania. At the age of nineteen he began pursuing a dream of being a war correspondent with coverage of the Greco-Turkish war and later the war in Cuba. He next moved to London, England and worked for the Daily Express covering wars in Japan and Russia, Tripoli and the Balkans. Although an American the British government selected him to be one of five correspondents to cover the British portion of the Western Front during the World War I, as well as to cover the troubles in Ireland. After the war he was knighted by King George for these services. He next moved to the Daily Mail where he continued covering conflicts in Russia, China, and India, as well as problems in Iraq, the rise of Mussolini in Italy and Gandhi's activities in India. In 1935 he joined the Daily Telegraph and later covered a revolution in Greece and the Italian invasion of Ethiopia. His final war was the Spanish Civil War during which he died in 1937.
Save time and trouble as you incorporate technology into your social work curriculum The dramatic increase in the use of computers and other forms of technology in social work education and practice has educators, trainers, and administrators investing valuable time, money, and effort into trying to make the transition from traditional teaching to a Web-assisted learning environment. Technology in Social Work Education and Curriculum takes the mystery out of the online experience with practical information on using technology to enhance and enrich learning—but not at the expense of the “human” approach to social work. This unique book presents a variety of creative and interesting methods for incorporating technology that’s affordable and user-friendly, and for developing online skills that won’t become obsolete as computer hardware and software evolves. Technology in Social Work Education and Curriculum transforms technology into an everyday resource for agency field instructors, human service educators, trainers, and social work administrators. The book addresses concerns that educators with limited technical skills may have in using technology to teach cultural competency, group work, research, direct practice, social policy and advocacy, and field practicum, presenting hands-on approaches that are innovative but accessible. And by focusing on approaches rather than simply reviewing available hardware and software, the book provides you with background knowledge that makes it easier for you to successfully incorporate online learning into the classroom. Technology in Social Work Education and Curriculum examines using instructional technology to emotionally engage students in the learning process using digital video and qualitative data analysis software to teach group practice the role technology plays in advocacy distance-education technologies in policy education incorporating Web-assisted learning into a traditional classroom setting the advantages of distance education over more conventional approaches a model for planning the use and integration of computer technology in schools of social work how the behaviors of computer consultants can affect the students who seek their help using innovation diffusion theory in technology planning and much more! Social workers have traditionally embraced the latest technologies and scientific developments since the earliest days of the profession. Technology in Social Work Education and Curriculum helps continue that tradition, offering invaluable guidance to educators and administrators, no matter how experienced—or inexperienced—they are in dealing with communications technologies.
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