Sustained home visiting for vulnerable families and children: a literature review of effective programs

Parenting young children has become a more complex and stressful business, especially for those families in our community with the least resources (Grose, 2006; Hayes et al, 2010; Poole, 2004; Richardson & Prior, 2005; Trask, 2010). A widening gap exists between families that function well and those that are vulnerable. The paradox of service delivery for children and families is that vulnerable families – that is, those families with the greatest needs – are also the least likely to be able to access those services (Ghate & Hazel, 2002; Fram, 2003). A range of barriers exist for vulnerable and at risk families in making use of services (Carbone et al, 2004). One of the key barriers to vulnerable families accessing services is that many find it difficult to relate to the formal service system and are easily alienated by practices others find acceptable. Research regarding parents’ experiences of support services suggests that parents want services where they are simultaneously cared for and enabled in their role as parents, and to receive services characterised by empathy, competence, functionality, respect, flexibility and honesty (Attide-Stirling et al, 2001; Winkworth et al, 2009). Vulnerable parents fear a loss of autonomy in their interactions with support services and want services that are non-judgemental and that provide continuity of care (Ghate & Hazel, 2002; von Bultzingslowen, 2006). In addition to the barriers faced by vulnerable and marginalised families in accessing services, the system does not work in an integrated or coherent fashion to ensure that all children and families needing support receive it. Furthermore, the vast majority of services for children and families in Australia do not have an outreach function, that is, a means of engaging these vulnerable and at risk families who are in need of support but use services inconsistently or not at all. In short, the service system was not designed to meet the needs of vulnerable families within the context of a rapidly changing social and economic climate. Therefore, many families requiring support are not receiving it. A research collaboration between the Australian Research Alliance for Children and Youth (ARACY), the Centre for Health Equity Research and Evaluation (CHETRE) and the Centre for Community Child Health (CCCH

Communication-Wear: User Feedback as Part of a Co-Design Process

Communication-Wear is a clothing concept that augments the mobile phone by enabling expressive messages to be exchanged remotely, by conveying a sense of touch, and presence. It proposes to synthesise conventions and cultures of fashion with those of mobile communications, where there are shared attributes in terms of communication and expression. Using garment prototypes as research probes as part of an on-going iterative co-design process, we endeavoured to mobilise participants’ tacit knowledge in order to gauge user perceptions on touch communication in a lab-based trial. The aim of this study was to determine whether established sensory associations people have with the tactile qualities of textiles could be used as signs and metaphors for experiences, moods, social interactions and gestures, related to interpersonal touch. The findings are used to inspire new design ideas for textile actuators for use in touch communication in successive iterations

Sensor Sleeve: Sensing Affective Gestures

We describe the use of textile sensors mounted in a garment sleeve to detect affective gestures. The `Sensor Sleeve' is part of a larger project to explore the role of affect in communications. Pressure activated, capacitive and elasto-resistive sensors are investigated and their relative merits reported on. An implemented application is outlined in which a cellphone receives messages derived from the sleeve's sensors using a Bluetooth interface, and relays the signals as text messages to the user's nominated partner

The Photochemistry of <i>N</i>-Arylsulfonyl Amino Acids and Peptides

The photochemistry of arylsulfonamides has received continuing interest for the last four decades for three main reasons: 1) arylsulfonamides offer convenient acceptor properties for studying photo-induced electron transfer (PIET.) processes in chromophorically modified peptide models, 2) arylsulfonamides have potential as photoremovable protecting groups in organic synthesis, but this has so far remained largely unrealized, 3) arylsulfonamide pharmaceuticals are generally photolabile and photostability is an important consideration in the development of new drugs. We have studied a series of p-toluenesulfonyl amino acid derivatives and undertaken comprehensive product analysis to elucidate the photoproducts and identify common pathways of photodegradation. We found that the tosyl a-amino acids formed toluenesulfinic acid as a major photoproduct in conjunction with ammonia, carbon dioxide and a carbonyl compound. Upon changing the carboxylate to an ester or an amide, a Cɑ-H abstraction became the dominant process to give a carbonyl compound, toluenesulfinic acid and ammonia. These were also the major photoproducts with a tosyl ß-amino acid. A mechanism is proposed that involves an initial electron transfer (ET) from the carboxyl function to the sulfonyl moiety to give a biradical intermediate that could react to produce most of the observed products. Some differences in product distribution were found with different amino acid side-chains, although bulky aliphatic or sulfur containing side-chains produced little variation. A tyrosine derivative underwent side-chain cleavage, implying electron transfer from the side-chain rather than the carboxyl function. Peptide bond cleavages occurred in the majority of amide derivatives, which can also be explained by an electron transfer mechanism. The results showed that S-N cleavage to form the free amino acid moiety occurs in very poor yield due to a complex array of competing photoreactions. A photoyellowing was seen in many of the amide compounds which may be due to photochromism, a process that is consistent with our photo-induced electron transfer hypothesis

Early learning programs that promote children’s developmental and educational outcomes

This resource sheet reviews international and Australian research evidence for the characteristics of early learning programs that are effective in promoting developmental and learning outcomes. The early years of life are the best opportunity to lay the foundations for a child’s future. By getting it right in early childhood, we plant the seeds for tomorrow’s engaged and active student, productive and skilled worker, and confident and loving parent. Investments of time and money in the early years have been shown to be far more cost-effective than investments made at any other time. The skills children develop as infants, toddlers and preschoolers are cumulative and form the basis for later skill development. Early learning contributes to a chain of effects that either reinforces initial achievements or exacerbates initial difficulties. As a result, children enter school with marked differences in the cognitive, emotional, attention-related, self-regulatory, learning and social skills needed for success in the school environment, and these differences are predictive of later academic success. Progress during the school years depends partly on early levels of functioning and partly on family socioeconomic status. Throughout the early years, socioeconomic disadvantage is associated with poorer outcomes in language and literacy, communication, socioemotional functioning and early learning skills. Attending an early learning program in the years before school has been shown to have significant benefits for children’s development, particularly for children growing up in situations of socioeconomic disadvantage or special need. However, many of these children miss out due to problems of access and uptake or cost and quality. This resource sheet reviews international and Australian research evidence for the characteristics of early learning programs that are effective in promoting developmental and learning outcomes. The bulk of this research is not Indigenous-specific. The review focuses on centre-based or school-based education and care settings; universal and targeted approaches to program delivery; and Australian studies that address the needs of Indigenous children. &nbsp

Competing Discourses: the learning society and adults with mental health difficulties

This thesis, by way of an investigation into the learning opportunities available in one town, will examine the learning society, as envisioned and designed by government, and its response to the needs of adults with mental health difficulties, a group who have been identified as being under-represented in adult learning. The contestable nature of the learning society, and the different discourses, which compete and overlap in policy and the literature, will be identified. The dominant discourse, the interpretation of the learning society which has most influence, will be shown to be concerned with the economy, the necessity for the United Kingdom to succeed in an increasingly competitive global marketplace and with increasing the skills of the nation. It will be argued that an over-reliance on this one interpretation will not encourage mental health service users to participate in learning despite the government's drive to increase and widen participation. A combination of research methods has been used, including a postal survey, informal interviews and participant observation, to examine mainstream learning provision and to provide evidence of an alternative form of learning in a non- traditional environment, through participation in Surge, a mental health service user group. The lack of understanding within, and the inadequate response of, adult learning providers to the needs of adults with mental health difficulties will be highlighted, it will be concluded that the learning that occurs in Surge is more appropriate and relevant than that offered by mainstream learning providers. Informal learning, which directly relates to participants' lived experiences, can enable people to overcome disempowerment and exclusion and develop a distinctive discourse. It will be argued that, if the learning society is to be truly inclusive, then the discourse of lifelong learning should be widened to encompass more varied forms of learning, such as that described in this thesis

Senior Recital: Carey Moore, flute

Kennesaw State University School of Music presents a Senior Recital: Carey Moore, flute.This recital is presented in a puritan fulfillment of the requirements for the degree Bachelor of Music in Music Performance.https://digitalcommons.kennesaw.edu/musicprograms/1761/thumbnail.jp

Final Report: 1975 Appalachian Community Based Right to Read Programs

1975 Final Report on the Appalachian Community Based Right to Read Programs compiled by Sharon Moore and Charles J. Bailey in August of 1975