The basic interest of this text is certain aspects in the relation between literature, history, and memory. Particullary, this relation has been examined through the prism of subverting the traditionally established d...The basic interest of this text is certain aspects in the relation between literature, history, and memory. Particullary, this relation has been examined through the prism of subverting the traditionally established distinction between history and literature, in which certain types of memory have its own contribution. The main focus, for that purpose, is based on the concepts ofpostmemory, secondary memory, apocryphal history, creative anachronism and figures of memory, and their applicative capacities concerning particular theme fields which express common interest both for history and literature展开更多
Social Work students typically enroll in the required practice methods courses that are specified by the Council on Social Work Education. At least in the majority of BSW Programs, these practice methods courses are d...Social Work students typically enroll in the required practice methods courses that are specified by the Council on Social Work Education. At least in the majority of BSW Programs, these practice methods courses are divided into micro-level and macro-level sequences. Individual and family systems are covered in the former sequence, while communities and organizations are the systems of focus in the latter sequence. The group system is often minimized and/or completely ignored in the process, even though there may be some reference made to groups in both practice methods sequences. Consequently, the mezzo-level system of groups is only given ＂lip-service＂ in the dyadic division of micro and macro-level practice. Furthermore, students often do not have the opportunity to practice in group settings, much less, develop competency in these professional venues. This paper describes a teaching format used in a BSW Program in an effort to ensure student competency as required in a Groups Practice course. The triangular model includes： （1） Classroom teaching of theory; （2） Practice of group dynamics; and （3） Supervision by instructors and MSW students.展开更多
文摘The basic interest of this text is certain aspects in the relation between literature, history, and memory. Particullary, this relation has been examined through the prism of subverting the traditionally established distinction between history and literature, in which certain types of memory have its own contribution. The main focus, for that purpose, is based on the concepts ofpostmemory, secondary memory, apocryphal history, creative anachronism and figures of memory, and their applicative capacities concerning particular theme fields which express common interest both for history and literature
文摘Social Work students typically enroll in the required practice methods courses that are specified by the Council on Social Work Education. At least in the majority of BSW Programs, these practice methods courses are divided into micro-level and macro-level sequences. Individual and family systems are covered in the former sequence, while communities and organizations are the systems of focus in the latter sequence. The group system is often minimized and/or completely ignored in the process, even though there may be some reference made to groups in both practice methods sequences. Consequently, the mezzo-level system of groups is only given ＂lip-service＂ in the dyadic division of micro and macro-level practice. Furthermore, students often do not have the opportunity to practice in group settings, much less, develop competency in these professional venues. This paper describes a teaching format used in a BSW Program in an effort to ensure student competency as required in a Groups Practice course. The triangular model includes： （1） Classroom teaching of theory; （2） Practice of group dynamics; and （3） Supervision by instructors and MSW students.
