Reid v. Barry: The Legal Battle Over the Best Location in Orlando

The Florida Supreme Court case, Robert R. Reid et al. v. Bishop Patrick Barry, cleared the cloud of title of the Roman Catholic Church to its downtown Orlando property. The final decree in Circuit Court, Seventeenth Judicial Circuit, was announced in Orlando, on June 21, 1927. The judgment also established that in Florida a bishop is a corporation sole and that a deed of property to him and to his successors conveys ownership in the bishop’s corporate capacity. The bishop who was first involved in this lawsuit was John Moore of St. Augustine, who presided over the Catholic Diocese of Florida from May 13, 1877, to July 30, 1901. The Orange County property that was the basis of the litigation had been sold to Bishop Moore on May 20, 1881, by Robert R. Reid, Sr., of Palatka and his wife. The Reids by deed had conveyed title to block 33 in Reid’s Addition to Orlando, the community’s first subdivision. The deed did not specify that Bishop Moore could or would build a Catholic church on the property, but a letter to him from Reid (which was not in the public records) makes that inference. At that time Bishop Moore was also securing other sites for future Catholic churches in the area. He purchased lots in Maitland on May 17, 1881, and in Sanford, November 3, 1881

‘Hearts and minds’: association, causation and implication of cognitive impairment in heart failure

The clinical syndrome of heart failure is one of the leading causes of hospitalisation and mortality in older adults. An association between cognitive impairment and heart failure is well described but our understanding of the relationship between the two conditions remains limited. In this review we provide a synthesis of available evidence, focussing on epidemiology, the potential pathogenesis, and treatment implications of cognitive decline in heart failure. Most evidence available relates to heart failure with reduced ejection fraction and the syndromes of chronic cognitive decline or dementia. These conditions are only part of a complex heart failure-cognition paradigm. Associations between cognition and heart failure with preserved ejection fraction and between acute delirium and heart failure also seem evident and where data are available we will discuss these syndromes. Many questions remain unanswered regarding heart failure and cognition. Much of the observational evidence on the association is confounded by study design, comorbidity and insensitive cognitive assessment tools. If a causal link exists, there are several potential pathophysiological explanations. Plausible underlying mechanisms relating to cerebral hypoperfusion or occult cerebrovascular disease have been described and it seems likely that these may coexist and exert synergistic effects. Despite the prevalence of the two conditions, when cognitive impairment coexists with heart failure there is no specific guidance on treatment. Institution of evidence-based heart failure therapies that reduce mortality and hospitalisations seems intuitive and there is no signal that these interventions have an adverse effect on cognition. However, cognitive impairment will present a further barrier to the often complex medication self-management that is required in contemporary heart failure treatment

Transforming Afterschool Programs into Engines of Development : A Policy Analysis of the Federal 21st Century Community Learning Centers

Although schools receive most of the attention in discussions of and research about educational policy, an equally important—and under-investigated—arena is the non-school hours. American students spend more time outside of school than in school, and a host of studies have shown that the ways young people spend their discretionary time can greatly influence their short-term and long-term outcomes. Issues of educational equity are deeply embedded in the topic because opportunities to participate in high quality out-of-school learning experiences are not evenly distributed in American society. The single most important policy target in this aspect of student life is the federal 21st Century Community Learning Centers (21st CCLC) program, a part of the Elementary and Secondary Education Act that annually provides over $1 billion in funding for afterschool and summer programs across the K-12 age and grade spectrum. As the largest source of public funding for out-of-school-time programs, the 21st CCLC program offers untapped potential to address the opportunity gap between more and less affluent young people. This dissertation research involves a mixed-methods policy analysis study in two parts: (1) review of U. S. government documents (including authorizing legislation, non-regulatory guidance, annual performance reports, and external evaluations), with a focus on analyzing the strengths and shortcomings of the current 21st CCLC policy and making a research-based proposal around strategies designed to improve the policy and resulting programs; and (2) interviews focused on key unanswered questions with a diverse group of 15 thought leaders in the afterschool field, analysis of their responses, and integration of the new findings into final recommendations prepared for the federal government and the afterschool field. The study argues that the central challenge facing the 21st Century Community Learning Centers program—consistently low rates of student participation—can be addressed only by listening to the voices of young people and responding to their desire for engagement and challenge in out-of-school-time programs

The nature and management of ethnic conflict in the post-Cold War era : an examination of ethnic-conflict mediation outcomes

Conflict is an everyday phenomenon which pervades the international, national, local and personal spheres. The management of conflict in order to achieve a positive, or at least less destructive, outcome, is the aim of conflict management practitioners and researchers. This thesis provides a framework for examining the nature of the most prevalent form of conflict in the post-Cold War era: those involving ethnicity. Due to the nature of mediation and conflict as a political and social process a review of the relevant literature concerning the nature of ethnic conflict, its components, and the influences of these on the nature of the mediation outcome is undertaken. A contingency model of mediation is employed to systematically analyse the relationships between the antecedent variables; the nature of the dispute, issues, parties and mediator, and concurrent variables; the nature of the process, on the consequent variable; the conflict management outcome. The contingency model of mediation assists in identifying and analysing how a specific outcome is achieved in the context in which it occurs. This information provides the first systematic empirical analysis of ethnic conflict, its characteristics and the interaction of these with their mediated outcomes. Bivariate, adjusted residual and multivariate analysis of the relationship between the nature of the context and process and the mediation outcome is carried out on a post-Cold War ethnic-conflict data set. This data set includes 34 ethnic conflicts in which 873 individual mediation events took place over a five year period. A clear trend among the findings is the dominance of the nature-of-the-party variables in relation to mediation outcome. The nature of the parties, their relative status and internal characteristics all form a strong influence on both the conflict context and the outcome. The identification and nature of this variable poses important considerations for the conflict management practitioner in determining whether to intervene in a particular conflict, whether mediation intervention is the best conflict management technique to employ and the likely implications of intervention. This work does not provide a step-by-step guide on how to reach a successful mediation outcome but provides a conceptual framework in which the essential features of ethnic conflict and their influences on the nature of the mediation outcome are understood

Learning to play and playing to learn: the role of symbolic play in language acquisition

Theory in developmental psychology has long recognised commonalities between symbolic play and language, yet approaches differ in the importance they assign to the role of symbolic play in language acquisition (e.g., constructivist theory, Piaget, 1962; socio-cultural theory, Vygotsky, 1978). This thesis examines the nature of the relationship between the two domains in early childhood, with a focus on whether the context of symbolic play provides a fertile context for language development (Bruner, 1983; Vygotsky, 1962, 1978). Study 1 presents a quantitative review of the accumulated empirical evidence in the field. A meta-analysis of correlational symbolic play-language studies was conducted, with thirty-one studies meeting the criteria for inclusion (N = 6,561). The results revealed a direct relationship between the two domains: growth in symbolic play ability was associated with growth in language, a relationship that was evident concurrently and longitudinally. The results established beyond doubt that there is a significant association between symbolic play and language in development, addressing recent queries to the contrary that have been made on the basis of qualitative reviews (Lillard et al., 2013). A longitudinal study of 54 parent-infant dyads is then reported. Parents and their infants were observed engaging in different types of play contexts (functional, symbolic). Using these data Studies 2 and 3 investigated the influence of play contexts on verbal and socio-cognitive communicative acts used in parent-infant interaction when infants were 18 months old. Study 2 found play context influenced child-directed speech: in functional play parents were more likely to comment on (declaratives) and direct their infant's behaviour (imperatives), whereas in symbolic play parents presented infants with more opportunities to participate in conversation through the use of wh- and yes/no-questions. This lead to a greater number of conversational turns in the symbolic play condition. Study 3 revealed differences in socio-cognitive communicative acts across play contexts: the frequency and duration of joint attention was greater and encouraged gesture use in symbolic play compared to functional play. Overall Studies 2 and 3 suggest symbolic play is an environment that encourages the use of specific verbal and socio-cognitive communicative acts, which provides infants with opportunities to participate and engage in interactions. Study 4 examined whether the verbal and socio-cognitive communicative acts characteristic of functional and symbolic play, as identified in Studies 2 and 3, predicted infant language growth over the following 6 months. Conversational turns and imperatives were consistently correlated with infant language knowledge at 18, 21 and 24 months. When controlling for infant age and language proficiency at 18 months, conversational turns positively predicted vocabulary production at 18 and 24 months, whereas imperatives negatively predicted infant language growth and syntactic complexity at 24 months. Therefore, two features which distinguish functional and symbolic play, the use of imperatives and conversational turns, had differential longitudinal effects on infant language development, with the greater interactional complexity characteristic of symbolic play positively predicting development. It is concluded that the socio-cognitive ecology of symbolic play has a positive effect on language development via its tendency to engage interlocutors in the shared exchange and negotiation of meaning

Maser hunting in the galactic plane

The process of massive star formation greatly influences its surroundings through their outflows, vast UV output and shocks from their supernova death. They form at great distances from the Earth, enshrouded by dust and gas and have relatively short lifetimes. Astrophysical masers which form in these environments may act as locators of the star forming regions. The aim of this thesis is to study massive star formation using masers to probe these regions. The three main masers used in this thesis are the Class I and Class II methanol masers and the 6035 MHz ex-OH maser. The methanol masers are divided into two groups, Class I and Class II, based on their distance from a central source. The Class I masers are separated 1-2 pc from a central source, the central source is the star forming region. The Class II masers are associated close to a star forming source. They are often associated with a 6035 MHz ex-OH maser. The 6035 MHz ex-OH masers are less common than the 6668 MHz Class I methanol masers. They are often found at sites of the 6668 MHz Class I masers and 1665/7 MHz OH masers. This thesis presents two maser surveys, the Methanol Multibeam (MMB) survey and the Class I survey. The MMB survey is currently surveying the entire Galactic Plane for the 6668 MHz Class II methanol maser and the 6035 MHz ex-OH maser. Over 60\% of the survey in the Southern hemisphere is now complete using the Parkes telescope. Over 900 6668 MHz Class I methanol masers and 110 6035 MHz ex-OH masers have been detected, with all of these masers pinpoint the location of newly forming high mass stars. Follow up observations to determine the precise locations of the 6668 MHz methanol and 6035 MHz ex-OH masers are currently underway. The first ever unbiased Class I survey has observed 1 sq degree of the Galactic Plane for the 44 GHz Class I methanol masers using the Mopra telescope in Australia. The 44 GHz Class II methanol masers are hypothesised to be associated with the outflows of high mass stellar objects. The Class I survey has detected 25 44 GHz methanol masers, with 23 being new detections. A smaller survey for 36 GHz Class I masers was also conducted using the Mopra telescope centered on the region with the highest population of 44 GHz Class I masers.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Do parents and carers experiencing violent and challenging behaviour from their children fit with a safeguarding model of support? Messages from a Facebook study

Purpose This paper reports research findings on the experiences of parents/carers of children with special education needs and disabilities who present violent and challenging behaviour. More specifically, the purpose of this paper is to explore how parents/carers report how their support needs are met by social care services. Design/methodology/approach The research is an empirical study which considers the challenging side of parenting children with additional needs. Data were gathered through a national online social media focus group and thematically analysed to identify emerging themes from an overlooked community. The study applied a participatory approach, with researchers and participants collaborating in designing and producing the research. Findings Participants reported a multitude of adversities and they experience difficulties in accessing support from professionals. The parents and carers expressed a continued desire to care for their children, often during much adversity and in receipt of little recognition or support from external agencies. An emerging theme was that they are often not assessed in their own right by agencies who focus on safeguarding. Research limitations/implications In this online participatory study, participants were self-selecting and the research relied on self-report during online discussions. Originality/value This study is original in applying an innovative research methodology using online focus groups with an under researched community. This online focus group generated real time data and offered participants the opportunity to share information in their own environments. The themes emerging from this research have implications for policy and practice for an under reported adult community who experience increasing vulnerabilities. The study sought to explore how parents of SEND children displaying VCB experienced their world. Through an online, focus group. The research is an empirical study, which considers the challenging side of parenting children with additional needs. This is a phenomenon, which has largely gone unnoticed in research. Phenomenology is concerned with the exploration of experiences from the first person perspective, in order to uncover and unearth previously unnoticed issues. The study applied a participatory approach, with researchers and participants collaborating in designing and producing the research. Data from the study were thematically analysed