The Failure of the Destitute Mother\u27s Bill: The Use of Political Power in Social Welfare

Although social and economic conditions and prevailing popular philosophies may affect the success or failure of an attempt at change in social welfare policy and practice, the relative strengths and weaknesses of the political forces for and against the change may be more important. In 1897, fourteen years before the passage of the first U.S. Mothers\u27 Pension law in Illinois, New York State Senator John Ahearn attempted such a law in New York. Although the bill was passed unanimously by both houses of the State Legislature, it was never signed into law. The reason was that the children\u27s institutions and other philanthropic organizations formed a coalition and effectively organized against the proposed bill, while supporters of the bill were not organized. Although it failed, this attempt contributed to the future passage of Mothers\u27 Pensions law by helping to bring the issue to public attention, and stimulating the creation of other programs that would address the problem

Characteristics of Social Welfare Stasis and Change: A Comparison of the Characteristics of Two Child Welfare Agencies in the 1920s

This article describes and compares two child welfare agencies of the 1920\u27s with regard to qualities that influenced or inhibited their ability to change. While one agency gave up its institution in favor of foster home care and mother\u27s pensions; the other continued to provide only institutional care. Four characteristics may account for the difference. They are the organizations\u27 networks; amount of sunk costs associated with change; ideologies and interests of organization leadership and the agencies\u27 boundary spanning activities. If further studies confirm these, then we may encourage organizational changes so that contemporary agencies may meet emerging client needs

Culture and critical thinking through film

Many hold stereotypes about the people of cultures other than their own. As language teachers, we have an opportunity to help students to move beyond these stereotypes by teaching them to analyze movies

“Ego massaging that helps”:a framework analysis study of internal medicine trainees’ interprofessional collaboration approaches

Introduction: Patient care depends on collaborative practice. Debate remains as to the best approach to providing education for collaboration, with educational interventions often far removed from the realities of the clinical workplace. Understanding the approaches used for collaboration in clinical practice could inform practical strategies for training. For internal medicine trainees, this involves collaboration with other professions but also with other specialties. This study aimed to explore the approaches that internal medicine trainees use for interprofessional collaboration and the ways that these approaches vary when internal medicine trainees interact with different healthcare provider groups. Methods: Following ethical approval and participant consent, interprofessional communication workshops between August 2020 and March 2021 were audio recorded and transcribed verbatim. Workshops involved groups of internal medicine trainees discussing collaboration challenges and the approaches they use in clinical practice. This framework analysis study used the interprofessional collaboration framework described by Bainbridge and Regehr (building social capital, perspective taking and negotiating priorities and resources), and cross-referenced the categorised data with the healthcare groups that trainees collaborate with, to look for patterns in the data. Results: Seventeen workshops, involving 100 trainees, were included. Trainees described relationship building, perspective taking and negotiating priorities and resources. Relationship building was a modification to the original framework domain of building social capital. Themes of power and civility transcended domains with evidence of using hierarchy as leverage when negotiating and employing civility as a tactical approach throughout. Discussion: This bi-dimensional analysis highlights patterns of perspective taking when collaborating with other specialties and professions, and the approaches to negotiation of courting favour and coercion when interacting with other specialties. This study provides evidence of the strategies currently utilised by internal medicine trainees, with different healthcare groups, and presents a modified framework which could inform the development of training for collaboration.</p

Enhanced Oxide Ion Conductivity by Ta Doping of Ba3Nb1-xTaxMoO8.5

Open Access via the ACS Agreement Acknowledgments ARTICLE SECTIONS Experiments at the ISIS Neutron and Muon Source were supported by a beamtime allocation XB2190003 from the Science and Technology Facilities Council. Data are available at https://doi.org/10.5286/ISIS.E.RB2190003-1. The authors also thank the University of Aberdeen for provision of a studentship for Brent Sherwood.Peer reviewedPublisher PD

‘Us versus them’:A social identity perspective of internal medicine trainees

Introduction: Silos and group boundaries in the clinical workplace can result in interprofessional conflict which can be a source of anxiety for doctors in training. The social identity perspective (SIP) incorporates theories of social identity and self-categorisation, and may provide a useful lens to understand the socialisation and identity development of doctors. This study aimed to determine if and how the SIP may provide insight into intergroup relations as experienced by internal medicine (IM) trainees in Scotland. Methods: Interprofessional communication workshops hosted as part of an IM boot camp between August 2020 and March 2021 were audio recorded and transcribed verbatim. Subsequent individual interviews with consenting trainees further explored social identity and intergroup relations. Data analysis employed template analysis and deductive independent coding with the SIP informing the initial coding template and new codes added inductively. Results: Seventeen workshops, involving 100 trainees, and ten subsequent individual interviews were included. Trainees related to the social identity of an IM doctor and to stereotypes within the workplace. They described intergroup tensions resulting from a perception of differing priorities. They experienced outgroup derogation and the impact of role modelling those in their social group during their identity development. Discussion: The SIP provides a useful lens to understand the social phenomena at play for IM trainees. It confirms the expectation of conflict between specialties and negative perceptions of outgroups. There is a need to consider the hidden curriculum of socialisation in the workplace during training and the influence of the learning environment on identity development.</p