14,850 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
Child Protection and Adult Crime: Using Investigator Assignment to Estimate Causal Effects of Foster Care
No full textNearly 20% of young prison inmates spent part of their youth in foster care - the placement of abused or neglected children with substitute families. Little is known whether foster care placement reduces or increases the likelihood of criminal behavior. This paper uses the placement frequency of child protection investigators as an instrument to identify causal effects of foster care placement on adult arrest, conviction, and imprisonment rates. A unique dataset that links child abuse investigation data to criminal justice data in Illinois allows a comparison of adult crime outcomes across individuals who were investigated for abuse or neglect as children. Families are effectively randomized to child protection investigators through a rotational assignment process, and child characteristics are similar across investigators. Nevertheless, investigator placement frequencies are predictive of subsequent foster care placement, and the results suggest that school-aged children who are on the margin of placement have lower adult arrest rates when they remain at home.
Foster Fathers: their experiences and contributions to fostering
No full textThe paper reports some of the findings of an exploratory study which looks at foster fathers’ experiences of fostering and discusses their routes into foster care and their perspectives on their roles and tasks. The study collected quantitative and qualitative data by approaching all foster fathers registered with a single independent fostering agency based in southeast England. They were asked about their personal and professional attributes, and their experiences of and views concerning the role of foster father. The study discusses the foster fathers’ motivation to foster, and argues that what they see as its positives and drawbacks, and how it fits into their own family lives, are all relevant to improving service recruitment, delivery and retention. The study produced some evidence about the distinctive and positive contribution which foster fathers see themselves making to the lives of the children they foster. Further research is needed to refine our knowledge of what this contribution may be. Such knowledge could potentially develop our understanding of the roles of fathers in child development more generally as well as fine-tuning practice in matching what particular placements have to offer to the needs of individual children
Reconstruction of solar irradiance variations for use in studies of global climate change : application of recent SoHO observations with historic data from the Greenwich Observatory
No full textEThOS - Electronic Theses Online ServiceGBUnited Kingdo
Interview with Ted Simon
No full textTed Simon received his degree in 1942 in civil engineering. After his graduation, he worked at General Motors for four years before coming back to MSU to work as an assistant construction engineer. He was responsible for laying out campus water, sewer and electrical systems as well as future road plans. Simon developed a book of standards that provided guidelines to outside consultants to the type of building components MSU would accept as standard. In the mid 1950s he was named superintendent of building and utilities. Simon also developed co-generational power plants to control heat and electrical waste on the campus, and in 1965 the first steam-generated power plant was named after him. He retired in 1984. Topics/people covered in the interview include: Chester Allen; Ira Baccus; Berkey, McDonel, Wells, Wonders Hall; co-generational power plants; Henry Dicks; Henry Duckelberg; Emory Foster; John Hannah; Jenison Fieldhouse/Gymnasium; Ed Kenny; Harold Lawtner; Philip May; MSU campus in 1946; construction guidelines; development of power plants; enrollment/enrollment predictions in 1946; housing in 1946; T B Simon Power Plant; Natural Science, Union Building; steam-generated power plants; University Village; Roger Wilkinso
Interview with Ted Simon
No full textTed Simon received his degree in 1942 in civil engineering. After his graduation, he worked at General Motors for four years before coming back to MSU to work as an assistant construction engineer. He was responsible for laying out campus water, sewer and electrical systems as well as future road plans. Simon developed a book of standards that provided guidelines to outside consultants to the type of building components MSU would accept as standard. In the mid 1950s he was named superintendent of building and utilities. Simon also developed co-generational power plants to control heat and electrical waste on the campus, and in 1965 the first steam-generated power plant was named after him. He retired in 1984. Topics/people covered in the interview include: Chester Allen; Ira Baccus; Berkey, McDonel, Wells, Wonders Hall; co-generational power plants; Henry Dicks; Henry Duckelberg; Emory Foster; John Hannah; Jenison Fieldhouse/Gymnasium; Ed Kenny; Harold Lawtner; Philip May; MSU campus in 1946; construction guidelines; development of power plants; enrollment/enrollment predictions in 1946; housing in 1946; T B Simon Power Plant; Natural Science, Union Building; steam-generated power plants; University Village; Roger Wilkinso
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