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This study examined student, parent, and faculty perceptions of academic development needs and related comprehensive school counseling program services from four urban middle and high schools. Participants (n = 1,032) completed a survey designed to assist schools in planning and evaluating their career and college readiness programs, and exploring perceived student support needs. Statistically significant differences were observed in stakeholder perceptions among 12 identified interventions that support improved academic development, through factorial analysis of variance (ANOVA) and pairwise comparisons analysis. Findings provide valuable information about prioritizing student academic counseling services strategically and effectively, to meet program needs of students in high-poverty schools.
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“Build the Social Justice Bridge” was a participatory photography project that engaged international group workers in an assessment of group work as a social justice profession. Inspired by principles of photovoice research, the project invited social work students, educators, and practitioners from around the world to contribute photographs and brief narratives that represented the relationship between group work and social justice. The photographs were exhibited during the opening session of the 2018 Symposium of the International Association for Social Work with Groups (IASWG) in South Africa, where more than 200 participants from ten countries reflected on the meaning of the photos for the group work community. In viewing the photos, symposium participants identified a common vision of social justice as well as culturally-specific approaches to group work. Implications are drawn for the internationalization of professional knowledge. © 2019 Taylor & Francis Group, LLC.
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This paper is a sequel to [8] where we introduced an invariant, called canonical degree, of Cohen–Macaulay local rings that admit a canonical ideal. Here to each such ring R with a canonical ideal, we attach a different invariant, called bi-canonical degree, which in dimension 1 appears also in [12] as the residue of R. The minimal values of these functions characterize specific classes of Cohen–Macaulay rings. We give a uniform presentation of such degrees and discuss some computational opportunities offered by the bi-canonical degree. © 2019 Elsevier Inc.
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