16,736 research outputs found
William S. Foster to Winfield Scott, December 3, 1838
No full textIn this letter of December 3, 1838, Colonel William S. Foster details his mission to his commander Major General Winfield Scott. Colonel Foster tries to capture outlaw Cherokee Indians in the North Carolina mountains with help from law abiding Cherokee and William H. Thomas
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
Parental Substance Abuse and Foster Care: Evidence from Two Methamphetamine Supply Shocks
No full textFoster care caseloads have almost doubled over the last two decades, but the cause of the growth is poorly understood. We study the role of parental methamphetamine (meth) use, which social workers have linked to recent growth in foster care admissions. To mitigate the impact of omitted variable bias, we take advantage of two significant, exogenous supply-side interventions in meth markets in 1995 and 1997, and find robust evidence that meth use has caused growth in foster care caseloads. Further, we identify the mechanisms by which increased meth use caused an increase in foster care caseloads. First, we find that treatment for meth abuse caused foster caseloads to fall in situations where a child was removed because of parental incarceration, suggesting that substance abuse treatment is a substitute for foster care services and more generally an effective demand-side intervention. Secondly, we find that parental meth use causes an increase in both child abuse and child neglect foster care cases. These results suggest that child welfare policies should be designed specifically for the children of meth-using parents.child welfare, illegal drugs, crime
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
Interview with George C. Land and Samuel Foster - OH 694
No full textThis interview was conducted by Dr. George Garrison with George C. Land and Samuel Foster for his History of Emmett Scott High School project. Both Mr. Land and Mr. Foster are former principals of the school. Emmett Scott High School was the segregated high school for African-Americans, which was named after Emmett Scott, a former aide to Booker T. Washington and President Woodrow Wilson. The school opened in 1920 and was closed in 1970 when full integration was implemented in Rock Hill South Carolina schools. Mr. George land was principal from 1967-1968. Mr. Samuel Foster was principal from 1968-1970 when the school closed. Both Mr. Land and Mr. Foster discuss their experiences before and after serving as principal of Emmett Scott as well as the in the local community. Mr. Foster discusses some of his time with the South Carolina State General Assembly.https://digitalcommons.winthrop.edu/oralhistoryprogram/1582/thumbnail.jp
Learning peer review: Is jumping into the “deep end” the best approach?
No full textPeer review is the essence of scholarship, embodying unique disciplinary expertise and the altruism to painstakingly enhance a manuscript for an anonymous author. In fact, peer review has been termed “a gift of uncompensated time from scientists to whom time is a precious commodity” (Scott-Lichter & Editorial Policy Committee, 2012, p. 5). Peer review is a learned skill evolving as scholars and clinicians become comfortable in their “professional skins.” And, like all learned skills, peer review must begin somewhere, with novice skills preceding expertise. Given the critical nature of peer review to advance disciplinary art and science, it is remarkable that formal education in this area is largely absent
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