Compressing Testamentary Intent into Inter Vivos Delivery: What Makes a Conveyance Effective?—In re Estate of O\u27Brien, 109 Wash. 2d 913, 749 P.2d 154 (1988)

In In re Estate of O\u27Brien, the Supreme Court of Washington held that intent to pass a deed title at death fulfills the inter vivos delivery requirement and that the will substitute statute removes ineffective conveyances from the will statute requirement. This Note concludes that the O\u27Brien interpretations of delivery and the will substitute statute are misguided, and recommends judicial reversal of the delivery ruling and a legislative rewording of the statute

The second separation-individuation process of adolescence : a study in a Western Cape high school

Bibliography: leaves 68-73.This study aims to understand the difficulties students are experiencing within the separationindividuation process of adolescence which could be impacting on their optimal process of growing up. The rationale for doing this research arose from the researcher's work with adolescents, in a school setting, who were presenting with difficulties in a number of areas. Bios' (1967, 1979) theory of adolescence, as a second separation-individuation process of development, provided a useful basis for understanding and examining the difficulties with which the students were dealing. The literature review traces a developmental process, drawing on Psychoanalytic and Object Relation Theorists, towards adolescence. This process highlights the links between early and later development and the importance of optimal early development on later developmental processes. Adolescence, as a second separation-individuation stage of development, is discussed

What works well for teaching a reawakening language? A Gamilaraay teacher's perspective

Like many other Aboriginal people I want to hear my language spoken in Gamilaraay country (in north-west New South Wales, Australia) and beyond. Following the devastating impact of colonisation, in the mid 1980s Gamilaraay people began to become involved in revitalisation of the language based on archival records and recordings of elders who have since passed away. A dictionary, sketch grammar and some teaching materials have been developed together with linguists. Today Gamilaraay classes are offered in several schools, TAFE colleges and community groups. Although there is a lot of commitment to language work in the community, there is little knowledge of effective ways to teach Gamilaraay, a small language undergoing revitalisation, with no fluent speakers, being taught by learners such as myself. As a qualified primary school teacher, with nearly thirty years of classroom experience teaching English as a Second Language (ESL) students, I had a strong sense of communicative approaches to second language teaching, and was interested in applying those principles to Gamilaraay. I was conscious of the fact that many Aboriginal people favour orally focused teaching methods because of the oral nature and tradition of our languages, and also that literacy skills are a component of language proficiency development. In 2011 I designed and conducted a practical, classroom-based, action research project (as part of my Masters in Indigenous Language Education program at the University of Sydney) to compare oracy-focused with literacy-focused teaching strategies. I worked with my class of 24 12-year old beginner learners of Gamilaraay, and the local community. I created classroom materials and resources, prepared a teaching program and sequenced lesson plans which I delivered over a 10-week period. In that time I collected a mixture of quantitative (my own tests of student retention of vocabulary and language structures) and qualitative (student, parent and community comments, feedback and observations) data. Through the project I was able to systematically reflect on my own teaching and consider the strategies which better enabled my students to remember, use and interact in Gamilaraay. In my paper I aim to share my findings with other teachers involved in programs for revitalising languages

Exploring the Depths of Health Literacy Are We Teaching This and Why Does It Matter?

Background: Why does Health Literacy Matter? Healthcare practitioners often work with older persons with low health literacy without realizing that this issues limiting the success of their interventions. They may also lack awareness of the serious impact that low health literacy can have, since it is associated with lower reported health status, increased hospitalizations, and increased morbidity (Levasseur & Carrier, 2011). The current US healthcare system places increase demands on consumers to manage their own health (Smith & Gutman, 2011). Educators in the health professions must instill a sense of responsibility in future practitioners to understand the important role they play in promoting health literacy. Students in the health professions must acquire the tools necessary to empower their older adult and other clients using health literacy principles. Poster presented at the 65th annual scientific meeting of Gerontological Society of America in San Diego, California

HIV testing experiences of Aboriginal youth in Canada: service implications

The objective of this study was to explore HIV testing experiences and service views of Canadian Aboriginal youth in order to provide information for HIV testing services. An exploratory, mixed-method, community-based research design was used for this study. Findings reported here are from 210 survey participants who had experienced an HIV test. Youth were recruited through 11 Aboriginal organizations across Canada, including AIDS service organizations, health centers, community organizations, and friendship centers. Youth who had tested for HIV ranged in age from 15 to 30 years of age (20% were B20), and came from First Nations (75%), Me ́ tis (14%), and Inuit (9%) backgrounds. Participants lived in all provinces and one territory. Over half (62%) were female. While the majority of survey respondents indicated at their last HIV test they had been treated with care (80%), respect (77%), or kindness (76%), some reported being treated with hostility (19%), fear (12%), discrimination (11%), avoidance (10%), or being treated in a bored way (15%). When asked about information they had received, 28% of survey respondents could not remember; 23% said they were not given any information, and 24% said their questions were not answered. Emotional reactions to testing ranged from anxiety/apprehension (64% of survey respondents) to being ‘‘calm’’ (19%). When asked for suggestions to improve testing services, participants indicated emotional support, compassion, professional yet personable services, and personalized HIV information were important. Study results suggest that to facilitate HIV testing for Aboriginal youth, testing services and counseling must be respectful, compassionate, non-judgmental, and culturally responsive in order to provide emotional support and HIV information that is meaningful and memorable