“Montrose” child life protection unit: A treatment and assessment model in child abuse intervention     

Jane Brazier B.A. Dip. Social Work  Alison A. Davis RGN  RMN RCHN DCHN MCN  Jan Shier B.A. Applied Science 《Child abuse & neglect》1982,6(4):389-394

In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation.  相似文献   

Equity and social exclusion measures in EU lifelong learning policies     

Elena Tuparevska  Rosa Santibáñez  Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(1):5-17

ABSTRACT

The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances  相似文献   

EXPERTISE AND GIFTEDNESS     

Jan Elshout 《High Ability Studies》1991,1(2):197-203

The thesis of this paper is that to be gifted means being able to go through the developmental curve from novice to expert more rapidly. Central in growing expertise are the building up of pattern recognition capabilities, schema formation, proceduralization of the knowledge base, and the development of a multistrategy control structure. However gifted the person, in most domains this development takes thousands of hours of hard work. For this reason the contribution to success of sheer intellectual ability is hypothesized to be overshadowed by the personal and situational characteristics that have been found to differentiate between actually (not potentially) creative and less creative persons, e.g., an early, passionate, personal interest in a domain.  相似文献   

Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college     

Sylvia Hurtado  June C. Han  Victor B. Sáenz  Lorelle L. Espinosa  Nolan L. Cabrera  Oscar S. Cerna 《Research in higher education》2007,48(7):841-887

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.  相似文献   

Nobel prize 2001     

A. Martín Duce  F. López Hernández 《Resonance》2001,6(11):90-90

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Innovative moments and narrative change in career counselling: a case study     

da Silva  Cláudia Sampaio Corrêa  Teixeira  Marco Antônio Pereira  Cardoso  Paulo  Fernández-Navarro  Pablo  Gonçalves  Miguel M.  Duarte  Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...  相似文献   

Various ways to determine rational number size: an exploration across primary and secondary education     

González-Forte  Juan Manuel  Fernández  Ceneida  Van Hoof  Jo  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565

European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is...  相似文献   

Technology,learning and corruption: Opportunities and hurdles in the search for the development of mind in an international development context     

Jan Visser 《Educational technology research and development : ETR & D》2002,50(2):85-94

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Educational knowledge generation from administrative data     

Miguel Arevalillo-Herráez  Paloma Moreno-Clari  Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527

Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education. The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the impact that some variables may have over others.  相似文献   

The Czech Republic Between Studentocracy,Academic Oligarchy and Managerialism: Are students powerful or powerless?     

Pabian  Petr  Hündlová  Lucie  Provázková  Karla 《Tertiary Education and Management》2011,17(3):191-203

Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position...  相似文献