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Graeme Simpson
University of Wolverhampton
SociologySocial workPedagogySocial scienceSocioeconomics
26Publications
6H-index
83Citations
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Publications 26
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#1Graeme Simpson (University of Wolverhampton)H-Index: 6
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#1Graeme Simpson (University of Wolverhampton)H-Index: 6
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#1Graeme Simpson (University of Wolverhampton)H-Index: 6
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#1Graeme Simpson (University of Wolverhampton)H-Index: 6
#2Katja NowackiH-Index: 7
ABSTRACTEuropean welfare states have substantial provision to ensure that children are brought up in conditions that meet the articles of the United Nations’ Convention of the Rights of the Child. In our analysis of two preventable deaths in Germany and England, we focus primarily on Article 18, which directs states to ensure that there is adequate provision to support parents in their responsibilities, and Article 19, which ensures children’s safety and protection. We outline the legal framewor...
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#1Graeme Simpson (University of Wolverhampton)H-Index: 6
1 CitationsSource
#1Graeme Simpson (University of Wolverhampton)H-Index: 6
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#1Graeme Simpson (University of Wolverhampton)H-Index: 6
#2Tarsem Singh Cooner (University of Birmingham)H-Index: 6
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#1Graeme Simpson (University of Wolverhampton)H-Index: 6
#2Katja NowackiH-Index: 7
The paper examines the research and findings in relation to cross-national learning, which provide the background to an evaluation of a collaborative module run by German and English academics. A discussion of language and the need to engage the German audience in their own language is outlined, highlighting some of the difficulties inherent in translation and ensuring concepts are accurately conveyed, before examining the earlier literature in relation to cross-national learning. Drawing from t...
1 CitationsSource
#1Graeme Simpson (University of Wolverhampton)H-Index: 6
#2Ani Murr (University of Wolverhampton)H-Index: 1
The aim of this paper is to explore the dialectics of change in social work education. Beginning with a brief outline of the dialectic, it acknowledges the contested nature of social work, and identifies historical tensions between major stakeholders (government, regulators, employers, academics and educators). It examines inherent contradictions in the understanding of ‘good’ social work in the conflict over the social work curriculum, and in approaches to the assessment of practice at institut...
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