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Teaching financial and economic justice content is an important feature of social work education. Such content helps students effectively address financial challenges with their clients, transform communities, and advocate for appropriate economic policies. Despite initial efforts by CSWE and others, many social work educators still do not teach financial and economic justice content in their courses. Using the diffusion of innovation theory, this paper assesses what sociodemographic, personal, and education related factors impact the odds of teaching financial and economic justice content. The study used original survey data (n = 163) from social work educators and binary logistic regression modeling techniques. Results suggest that the social work educator's highest achieved education level, as well as the type of course taught, play a meaningful role in determining the odds of teaching the content. Furthermore, perceived relevance has a strong, positive association with the odds of teaching the content. These findings suggest that those seeking to increase the prevalence of financial and economic justice content in social work education can target their efforts on a few key intervention points, and that policy measures supporting the integration of the content have yet to be implemented by educators.

Social work research has adopted the scientific method rooted in the hard sciences as the gold standard for understanding human behavior and creating interventions and policies for both individual and systemic change. Current methodologies are rooted in White supremacy that lack the subjectivity needed to provide space for the effects of racism and oppression to be included in studies and evidence-based practice. Social work cannot be antiracist and anti-oppressive unless it creates an inclusive research methods class that is critical of what is considered scientific rigor. This teaching note presents the current evolution of a social work research methods class to promote critical thinking around what is believed to be the gold standard of scientific research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Advanced Research in Health Sciences (JARHS) / Sağlık Bilimlerinde İleri Araştırmalar Dergisi (SABİAD) is the property of Journal of Advanced Research in Health Sciences (JARHS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of the current study was to explore the construct validity and internal consistency reliability of the International Classification of Functioning, Disability and Health (ICF)--based original English version of the Hearing and Functioning in Everyday Life Questionnaire (HFEQ) and to revise the HFEQ based on the results. Method: This study used a cross-sectional survey design. The data were collected using an online survey. Adults with self-reported hearing disability (n = 513) from the United States were included. The ICF components of body functions, activity and participation, and environmental factors were tested as the underlying structure of the HFEQ using confirmatory factor analysis and then adjusted by triangulation with previous content validation. Results: The results of the current study confirmed the ICF components of body functions, activity and participation, and environmental factors as underlying constructs of the HFEQ. However, after triangulation with previous content validation, fine adjustments were made. The revised version of the HFEQ includes two removed items and a fine-tuned factor structure. Conclusion: The results confirm that the structure of the HFEQ aligns with the ICF, and the overall results indicate that HFEQ has acceptable construct validity and internal consistency. [ABSTRACT FROM AUTHOR]

The contradiction between the gains achieved in educational attainment in African countries and the persistence of individual and social vulnerability raises questions about the role of education in the development of both individual freedoms and social well-being. Searching for an interpretative key to this paradox, we have turned to the capability approach, developed by Amartya Sen, as offering a broad theoretical framework for the assessment and evaluation of individual freedoms and social arrangements. The research relies on archival documents from various socialist institutions in Bulgaria and 19 interviews with African graduates who studied in Bulgaria during the period 1960-1990. Viewed through the lens of Sen's capability approach, their educational and professional development reveals the spectrum of opportunities available to individuals as a result of different agreements in the field of education, as well as the deficits and limitations that affect individual and social well-being due to uncertain and changeable social arrangements at macro level. The intention of this research is a call for further development of the capability approach to better understand the dynamic relationships between individuals and social structures, the making of conversions and alternative combinations, and their influences on societal functioning. A possible direction for this development can be seen in Margaret Archer's concept of corporate agency and collective capacity. Collective agency is viewed as a possible bridge between individual agency and the social arrangements needed for effective societal change. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Nursing Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Publicly funded pension systems are facing the challenge of remaining financially sustainable without lowering pensions. Raising the statutory retirement age gradually in line with the increase in life expectancy has been a key measure to solve the problem. The implicit assumption is that the additional years of life are lived in good health, or as a minimum that health status is compatible with work. However, some individuals may not have the ability to work. Furthermore, a uniform retirement age ignores the different exposures to morbidity and mortality risks across social groups. Consequently, it is important to examine whether the health of older individuals will allow them to continue working and whether there is significant heterogeneity in the ability to work. Combining the Survey of Health, Ageing and Retirement in Europe (SHARE) with data from the Danish registers enables us to create a composite health index that includes an extensive range of health indicators. Utilising the health capacity to work approach, we estimate the health capacity to work among Danes aged 55 and above. We divide health capacity into physical and mental health. We investigate heterogeneity in health capacity across educational and occupational attainment. Substantial additional work capacity is found for older Danes. Depending on the type of health index applied, the health capacrk varies. There is evidence of a socio-economic gradient in work capacity. Results thereby show that policies that intend to utilise the additional work capacity should consider heterogeneity in health. Highlights We provide new evidence of the health capacity work in Denmark. The combination of survey and register data allow for comprehensive health indices. There is substantial additional health capacity to work. There is variation across health indices. There is variation across educational and occupational attainment. [ABSTRACT FROM AUTHOR]