Value-sensitive co-design for resilient information systems

In Information Systems development, resilience has often been treated as a non-functional requirement and little or no work is aimed at building resilience in end-users through systems development. The question of how values and resilience (for the end-user) can be incorporated into the design of systems is an on-going research activity in user-centered design. In this paper we evaluate the relation of values and resilience within the context of an ongoing software development project and contribute a formal model of co-design based on a significant extension of Abstract Design Theory. The formal analysis provides a full and clear-cut definition of the co-design space, its objectives and processes. On the basis of both, we provide an abstract definition of resilient system (for the end-user). We conclude that value-sensitive co-design enforces better resilience in end-users

An e-learning support toolkit for social work students on placement

Students of the social work professions generally are required to be placed in social work settings and to undergo assessment in the workplace during their training. These students are usually supported by qualified practice tutors who regularly meet with them and give feedback on their practice performance and progress. The support procedure sometimes is fragile and affects the quality of the students? learning experience. Through a user centered design approach, the Remora project aims to provide an integration of mobile software toolkits and social software applications to support work-based learning and assessment for social workers. Two main applications are created and deployed on two categories of portable devices to help practice workers in their administration, information sharing and collection of documents linking with competency learning resources. The applications are extendible to be applicable to any work-based learning situation

An e-learning support toolkit for social work students on placement

Students of the social work professions generally are required to be placed in social work settings and to undergo assessment in the workplace during their training. These students are usually supported by qualified practice tutors who regularly meet with them and give feedback on their practice performance and progress. The support procedure sometimes is fragile and affects the quality of the students’ learning experience. Through a user centered design approach, the Remora project aims to provide an integration of mobile software toolkits and social software applications to support work-based learning and assessment for social workers. Two main applications are created and deployed on two categories of portable devices to help practice workers in their administration, information sharing and collection of documents linking with competency learning resources. The applications are extendible to be applicable to any work-based learning situation

Utilisation of maternity services by black women in rural and urban areas of the Orange Free State

An epidemiological survey was undertaken to evaluate the utilisation of maternal services for black women in the Orange Free State. Two hundred and forty clusters were selected from the rural (farms) and urban (local authorities) black population and eight households were interviewed in each cluster. Information was gathered from 237 rural women (from 959 households) and 168 urban women (from 926 households) who had delivered a baby or aborted during the preceding year. Antenatal care was received by 71 % of the rural women and 87% of the urban women. Rural women delivered at home in 60% of cases while 37% delivered in hospitals. Only 23% of urban women delivered at home while 67% of their deliveries were conducted in hospitals. Nurses supervised deliveries in both instances in more than 60% of cases, but in rural areas traditional midwives managed 26% of the confinements. The conclusions are that the maternity service was largely provided by nurses and was predominantly limited to hospitals and homes. It is recommended that the quality of service be upgraded and more emphasis placed on midwife obstetric units

Maternal deaths in Bloemfontein, South Africa -1986 - 1992

Objective. Determination of the maternal mortality ratio and the main causes of maternal death.Setting. Pelonomi Hospital, a tertiary care and referral hospital in Bloemfontein.Methods. Review of prospectively completed structured questionnaires on all maternal deaths from 1986 to 1992.Results. The maternal mortality ratio at our institution was 171 per 100000 live births. Haemorrhage (25%), infection (24%) and hypertensive disease (18%) were the most important causes of death. Seventy-one per cent were direct obstetric deaths and 23% indirect; in the remaining 6%, the cause was uncertain. Of all deaths, 35% were considered preventable.Conclusions. The maternal mortality ratio has decreased since our previous report for the period 1980 - 1985, and haemorrhage has replaced infection as the leading cause of death

A classification of entanglement in three-qubit systems

We present a classification of three-qubit states based in their three-qubit and reduced two-qubit entanglements. For pure states these criteria can be easily implemented, and the different types can be related with sets of equivalence classes under Local Unitary operations. For mixed states characterization of full tripartite entanglement is not yet solved in general; some partial results will be presented here.Comment: Shortened version. Accepted in EPJ

Research review: young people leaving care

This paper reviews the international research on young people leaving care. Set in the context of a social exclusion framework, it explores young people's accelerated and compressed transitions to adulthood, and discusses the development and classification of leaving care services in responding to their needs. It then considers the evidence from outcome studies and argues that adopting a resilience framework suggests that young people leaving care may fall into three groups: young people 'moving on', 'survivors' and 'victims'. In concluding, it argues that these three pathways are associated with the quality of care young people receive, their transitions from care and the support they receive after care

Intimate partner violence in South Asian communities:Exploring the notion of 'shame' to promote understandings of migrant women's experiences

The notion of 'shame' is increasingly being recognized as a tool with some explanatory power to help promote understandings about a range of social problems. Through an exploration of migrant South Asian women's experiences of domestic violence and help-seeking practices, this article considers the relevance of the notion of shame as a unit of analysis to help contribute to the growing theoretical and empirical literature. This article sheds light on the meanings, events, processes and structures in the lives of migrant South Asian women respondents living in Hong Kong. Within the framework of the discussion on shame and intimate partner violence(IPV), the article also identifies the implications for social work practice

What do we know the experiences and outcomes of anti-racist social work education? An empirical case study evidencing contested engagement and transformative learning

In social work education there have been very few attempts to empirically capture and measure how professional training programmes prepare students to work with ‘race’ equality and cultural diversity issues. This paper interrogates the experiences and outcomes of anti-racist social work education and evaluates the pedagogic relevance and practice utility of teaching social work students about ‘race’, racism and anti-racism. The data presented in this paper suggests that it is possible to discover the situated experiences of learning about anti-racism and measure how this teaching can affect and lead to knowledge, skills and attitudinal change. The triangulated mixed methods evidence presented in this paper combines nomothetic and idiographic approaches with quantitative data for a matched pair sample of 36 social work students and uses non-parametric statistical tests to measure at two time intervals (before and after teaching); knowledge, skills and attitudinal change. The paper explores how anti-racist social work education enables students to move from ‘magical consciousness ’, where racism and racial oppression is invisible and thereby left unchallenged and maintained, to more critical and reflexive level of awareness where it is named, challenged and no longer shrouded in a culture of professional denial and silencing