10,699 research outputs found
Portrait of author David Foster at the National Library of Australia, Canberra, 8 June 2011 /
No full textTitle from acquisitions documentation.; Part of the collection: Portraits of author David Foster at the National Library of Australia, Canberra, 8 June 2011.; Acquired in digital format; access copy available online.; Mode of access: Online.; Photographed by a staff member of the National Library of Australia
Heather and Ryan transcript
No full textHeather and Ryan are a couple, both participating in drug court. They each give their brief histories. Heather discusses her two older children being placed in foster care at the time of their arrest, and her decision to have them adopted. They each talk about the benefits and challenges they faced in their recoveries, and as participants in drug court. The talk about the difficulties they had in the early phases with non-association order, including incarcerations and Ryan not being allowed to attend the birth of their daughter. They are currently both in Phase 4
Author David Foster with academic Jeff Doyle at the National Library of Australia, Canberra, 8 June 2011 /
No full textTitle from acquisitions documentation.; Part of the collection: Portraits of author David Foster at the National Library of Australia, Canberra, 8 June 2011.; Acquired in digital format; access copy available online.; Mode of access: Online.; Photographed by a staff member of the National Library of Australia
Author David Foster and academic Jeff Doyle at the National Library of Australia, Canberra, 8 June 2011 /
No full textTitle from acquisitions documentation.; Part of the collection: Portraits of author David Foster at the National Library of Australia, Canberra, 8 June 2011.; Acquired in digital format; access copy available online.; Mode of access: Online.; Photographed by a staff member of the National Library of Australia
Heather and Ryan history audio
No full textHeather and Ryan are a couple, both participating in drug court. They each give their brief histories. Heather discusses her two older children being placed in foster care at the time of their arrest, and her decision to have them adopted. They each talk about the benefits and challenges they faced in their recoveries, and as participants in drug court. The talk about the difficulties they had in the early phases with non-association order, including incarcerations and Ryan not being allowed to attend the birth of their daughter. They are currently both in Phase 4
Views of children and young people in foster care survey: education
No full textThis paper explores the educational experiences of children and young people living in foster care in Queensland. Findings are drawn from the responses of 845 children and 1180 young people to the 2011 Views of Children and Young People in Foster Care survey, which is a rich source of information about children’s and young people’s attitudes towards and perceptions of their own education. Findings relate to educational status, key markers of educational disadvantage including suspensions and exclusions, and specific problems children and young people experience at school, as well as children’s and young people’s enjoyment of school and aspirations for the future. Information about educational support, including Educational Support Plans and support provided by Child Safety Officers and Community Visitors are also presented. Where relevant, comparisons are made between the 2011 survey results and prior surveys conducted in 2006, 2007 and 2009. Relationships between key educational measures as well as relationships to other important measures of health and placement stability are also explored.
The findings suggest that children and young people continue to experience educational disadvantage, including high rates of suspension and exclusion and a range of problems at school including problems with schoolwork, bullying and behaviour and that these difficulties can be exacerbated by the child protection system, for example, through placement instability. However, there are reasons for optimism. Children and young people are overwhelmingly likely to report that they enjoy school, expect to complete Year 12 and that their teachers generally like their schoolwork. Furthermore, over time, the proportions of young people reporting that they have an Educational Support Plan have grown, and, importantly, they are more likely to report that these plans are helpful. Analyses in relation to a number of educational variables reveal that young people with a plan they consider to be helpful fare better. Children and young people were also positive about the important role that CSOs and CVs are able to play in supporting their education.
While educational disadvantage is an enduring problem, the survey findings provide evidence of progress in key areas and suggestions for how continued improvements may be made
Evaluating Research Impact through Open Access to Scholarly Communication
No full textScientific research is a competitive business – in order to secure funding, promotion and tenure researchers must demonstrate their work has impact in their field. To maximise impact researchers undertake high priority research, aim to get results first, and publish in the highest impact journals. The Internet now presents a new opportunity to the scholarly author seeking higher impact: s/he can now make their work instantly accessible on the Web through author self-archiving. This growing body of open access literature (coupled with new publishing models that make journals available for-free to the reader) maximises research impact by maximising the number of people who can read it, and making it available sooner. Open access also provides a new opportunity for bibliometric research. This thesis describes the relatively recent phenomenon of open access to research literature, tools that were built to collect and analyse that literature, and the results of analyses of the effect of open access and its effect on author behaviour. It shows that articles self-archived by authors receive between 50-250% more citations, that rapid pre-printing on the Web has dramatically reduced the peak citation rate from over a year to virtually instant and how citation-impact – now widely used for evaluation – can be expanded to include a new web metric of download impact
Heather Martinez Living Memoirs Interview
No full textHeather, a Southern alumnus, shared her time as a teacher on the Island of Palau. She shared her experience impacting her career path and her relationship with God. She shared stories of times God worked in her life and her children\u27s lives during her time as a student missionary.
Palau is an island country in the western Pacific Ocean located in the southwest corner of Micronesia. Palau consists of eight inhabited islands, and the primary languages are Palauan and English. Over 5% of the population is Seventh-day Adventist (as of 2020), and the islands are known for their marine life and coral reefs.
Shuster, Donald Raymond and Foster, Sophie. Palau . Encyclopedia Britannica, 29 Oct. 2023, https://www.britannica.com/place/Palau. Accessed 15 November 2023.
Views expressed do not represent Southern Adventist University or McKee Library but are the personal opinions of the interviewed individual
CASCW Core Series Episode 7: Disability and Child Welfare Part 4: LEND Interview with Heather Van Brunt and Alyssa Mason
No full textRuntime 32:28In this episode, Erin Ward, from the University of Minnesota LEND Program (Leadership Education in Neurodevelopmental Disabilities), interviews Heather Van Brunt, Program Manager at MN Adopt. MN Adopt is an organization in Minnesota that provides support and resources to foster and adoptive families. Erin also interviews Alyssa Mason, a pediatric occupational therapist working in a school district. Alyssa is a second year LEND fellow. Both guests share information and insight for foster and adoptive families in the midst of navigating parenting resources, specifically for children who have experienced trauma. Resources: https://www.mnadopt.org/, https://lend.umn.edu/, https://www.proofalliance.org/, https://adoption.umn.edu/, https://www.cdc.gov/violenceprevention/aces/index.html, https://www.hennepin.us/residents/human-services/seniors-disabilities-supports, https://www.pacer.org/, https://adoptionsupport.org/Ward, Erin; Van Brunt, Heather; Mason, Alyssa. (2021). CASCW Core Series Episode 7: Disability and Child Welfare Part 4: LEND Interview with Heather Van Brunt and Alyssa Mason. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/259196
AB12: Foster Youth and their Transition to Adulthood
No full textHistorically, foster youth aged out of the foster system at 18 without the essential life skills to be self-sufficient as they transition to adulthood. Exiting the foster system without life skills puts foster youth at risk for encountering food insecurities, homelessness, educational deficiencies, incarceration, and trauma, which challenge their ability to be independent as they take on adult roles and responsibilities in society. For years the government implemented various policies, programs, and services to address the adverse outcomes, but many failed. However, the most prominent implementation is the California Fostering Connections to Success Act Assembly Bill 12 (AB12). AB12 extended foster care programs and services to foster youth until 21. The objective of the AB12 was to ensure foster youth that aged out of the foster system are equipped with the knowledge, resources, and life skills that will help them sustain independence and prevent adverse outcomes as they transition to adulthood. The purpose of this policy analysis is to explore the implementation of AB12 to determine if it minimizes the negative consequences that foster youth encounter when they transition to adulthood. The policy will be analyzed using the lens of the social justice policy framework by Jillian Jimenez (Jimenez et al., 2015) to determine if the provision of AB12 benefits the foster youth who remain in the foster system until the age of 21 compared to those who leave at 18.by Heather Mitchel
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