9,102 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
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
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
Examining the Notion of Informed Consent and Lessons Learned for Increasing Inclusion Among Marginalised Research Groups
No full textThis chapter examines some of the barriers to obtaining informed consent to participate in research studies from those who are deemed vulnerable, disadvantaged, marginalised and underrepresented in research. First, the chapter examines the underlying principles of informed consent, before examining the challenges presented by formalised and regulated informed consent procedures in contexts in which data collection processes are fluid and potential research participants have differing needs. Finally, the chapter examines the notions of trust and researcher responsibility and their significance for negotiating and maintaining a non-formalised form of consent. We argue that these procedures serve to enhance, rather than diminish, participant autonomy.In order to illustrate the challenges and solutions of obtaining informed consent, we present research carried out with a group of predominately African migrants aged 50 and older, and living with HIV in a socio-economically disadvantaged area of East London, UK. We examine the challenges presented by utilising standardised, informed consent procedures, by which respondents to an anonymous questionnaire and participants in a series of focus group discussions were required to give written and signed consent. The case study illustrates how underlying assumptions about the nature and acceptability of approaches to verifying consent for research participation can exclude or include participation from populations who are typically excluded for research. Here, adults with uncertain immigration status, poor literacy, poor English language, poor mental and physical health, felt stigmatised or suspicious of the consenting requirements. Drawing on our experiences, we argue that the model of written informed consent, in some cases can and where possible, should be exchanged for other forms of informed consent such as implied consent in order to include groups that we often know the least about, such as marginalised groups
William Foster Collection
No full textWilliam Patrick Foster (1919-2010) was the director of Florida A&M Universitys "Marching 100" and was highly influential as a bandmaster, composer, and author. His book, Band Pageantry, a Guide for Marching Band, introduced new marching styles to the band scene, breaking away from the militarized marching formations, which was the norm in past bands. Foster was appointed to the American Council on the Arts by President Bill Clinton and inducted into the Florida Artists Hall of Fame, the National Association for Distinguished Band Conductors Hall of Fame, the Florida Music Educators Association Hall of Fame and the Afro-American Hall of Fame among others. He also served as the president of the American Bandmasters Association
What's the Hurry? A Retrospective Study of Former Foster Youth Who Have Transitioned Out of Foster Care and Into Adulthood
No full textABSTRACT\ud
WHAT???S THE HURRY? A RETROSPECTIVE STUDY OF FORMER\ud
FOSTER YOUTH WHO HAVE TRANSITIONED OUT OF\ud
FOSTER CARE AND INTO ADULTHOOD\ud
by\ud
Sherry Anne Jones-Gore\ud
Master of Arts in Social Science\ud
California State University, Chico\ud
Summer 2009\ud
Numerous researchers have described the processes and transitions that former foster care youth experience. Typically, much of this policy-driven research is focused on negative outcomes (incarceration, homelessness, drug and alcohol abuse, and dependency on public assistance) that effect public institutions. The following study is unique in that it focuses not on the measurements of researchers, but on the memories and emotions of adult former foster children about the foster care system, much of which is funded by a variety of government institutions. This study develops retrospective qualitative data that gives insight into how former foster children viewed their lives growing up in the foster care system and how it affected them as adults. Because this study was conducted within a single family/household, there is an intimacy that is not typically found in previous studies. The author makes recommendations for\ud
x\ud
improvements to the system based on analysis of the interviews. These interviews emphasized the relationship of the foster children to what they called ???the system,??? and the pressure such foster children felt to ???hurry??? through childhood as they shifted between many institutions. These issues in turn have an impact on the effectiveness of program delivery while they are in ???the system.??? Such issues also limit the capacity of former foster care children to develop effective skills and plans needed to pursue post-secondary education.\ud
The most important of these recommendations resulting from this study is that any decision-making regarding the lives of these foster children include their own voices, opinions, and desires in the hopes that transiency will be reduced. Ultimately this implies that there needs to be increased government funding. Increasing government funding could provide a positive investment that is a significant aid in the recruitment, training and retention of effective foster parents. Finally one of the last recommendations that this study made was for more options to be provided for foster care youth to obtain higher education. This is needed because they do not have support networks to fall back on. One way these educational options might be provided would be through the establishment of mentoring services within their educational settings.CSU, Chic
Authors' attitudes to, and awareness and use of, a university institutional repository.
No full textThis article reports the findings of an author study at Cranfield University. The study investigated authors' publishing behaviours, attitudes, concerns, and their awareness and use of their institutional repository (IR), Cranfield QUEprints. The findings suggest that despite a reasonable amount of advocacy many authors had not heard of QUEprints and were not aware of its purpose. Once explained, all authors saw at least one benefit to depositing a copy of their work to QUEprints, but many were unsure how to deposit, preferring to depend on the Library to do the work. The authors voiced few concerns or conditions regarding the inclusion of their work in QUEprints, but felt that it would be an extra, inconvenient step in their workload. This research led to the development of the Embed Project which is investigating how to embed the IR into the research process and thereby encourage more authors to deposit their work
Portrait of the author, David Foster, 1991 [picture] /
No full textCondition: good.; Title from information on folder.; Inscriptions: "David Foster, author, 29/1/1991" -- written in ink on folder.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4084959
A single system design examining the behavioral problems of a sexually abused African American female adolescent in foster care
No full textThe overall purpose of this study is to examine (a) behavioral problems of a sexually abused female and (b) to stabilize the behavior problems after intervention has been administered. A single-system design will be used in this study. The Achenbach�s Child Behavior Checklist will be completed by the foster parent to target particular behavioral problems within the foster home. The behavioral problems that were examined were (a) sexualized language, (b) inappropriate body language, (c) isolation (d) delinquent behaviors and (e) aggressive acts towards her peers. The intervention included social reward, privilege reward, reinforcement, or punishment. The study showed that there was a decrease in these areas of behavior within the home after the intervention
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