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This paper explores practice examples relating to young people's transitions from care to adulthood. It discusses examples drawn from young people's pathways to adulthood, leaving care law and policy and participation. The paper concludes with a discussion of the research evidence on promoting the resilience of young people from care to adulthood, by proposing a framework for evaluating the impact of practice. It is suggested that practice should be interrogated in respect of the contribution made to stability and continuity, educational achievement, involving young people, preparation and support into adulthood, and health and well‐being. [ABSTRACT FROM AUTHOR]

Within Northern Europe, gendered roles and responsibilities within the family have been challenged through an emergence of different family forms, increasing cultural diversity, and progressive developments in welfare policies. To varying degrees, welfare policies in different countries support a dual‐earner model and encourage men to be more active as fathers by reinforcing statutory rights and responsibilities. In child welfare practice, there has traditionally been a strong emphasis on the mother as primary carer for the child; the father has been less visible. This paper explores, in four national welfare contexts, how child welfare social workers include fathers in practice decisions. Data were collected using focus group interviews with social workers from England, Ireland, Norway, and Sweden. Similarities and differences emerge in relation to services and the focus of social work assessments. However, overall, the research suggests that despite gains in policy and legislation that promote gender equality, fathers remain largely absent in child welfare practice decisions about the parenting of their children. From the research, we raise questions for social work practice and the development of welfare policies. [ABSTRACT FROM AUTHOR]

The author reflects on the abuse of children by members of religious groups and particularly within religious institutions. It also discusses various news papers considering child and institutional abuse, using publicly available evidence after legal investigations. McLoone-Richards and David Pilgrim express their views in their news papers. It concludes that the person who has been abused in their childhood should be listened to, taken seriously, and given the support and care they require.

This paper presents the findings of a comparative study using data from questionnaire surveys carried out in England ( n=57) and Ireland ( n=72). The researchers examine how teachers and teaching assistants who are currently teaching pupils with dyslexia in primary schools describe dyslexia and what may have influenced their conceptualisation. The paper examines teachers' responses both in terms of how they view their pupils presenting difficulties in the classroom, and how far they link these to underlying differences in cognitive processing. The researchers suggest ways in which this might influence their teaching in terms of methodology. Findings have been mapped to the Morton and Frith causal modelling framework. The implications of these findings for the training and support of teachers are discussed in the light of recent national initiatives to improve the teaching of dyslexic pupils in both countries. [ABSTRACT FROM AUTHOR]

This paper explores the complex and ambiguous development of a concept of nationhood during the early modern period ( c.1675–1850). It does this through examining how aspects of identity politics were reflected in, and worked through, contemporary descriptions of the ancient sites of Avebury in Britain and Newgrange in Ireland. A relationship between these descriptions and the development of national identity is put forward and then problematized, with the apparent ‘nationalism’ of ancient heritage being seen as a far more complex phenomenon than first sight would suggest. Though primarily focusing on the construction and development of an idea of nationhood therefore, this paper works through drawing together and critically evaluating related strands of archaeology, heritage studies and historical-political geography. [ABSTRACT FROM AUTHOR]

Following the establishment of Centres for Excellence in Teaching and Learning in England and Northern Ireland in 2005, several institutions have used these to pursue specific pedagogical approaches at a strategic level, in line with and building on existing institutional strategic thinking. Technology-enhanced learning is often one of the vehicles to implement these pedagogical approaches, leading to institution-wide attempts to identify and support suitable technologies. This paper discusses the role of the educational developer in this process and what impact this particular role might have at strategic level, bearing in mind the numerous simultaneous developments that take place in an institution at any one time. [ABSTRACT FROM AUTHOR]

This article reports on various congresses and other developments related to the field of nursing as of July 1996. Ireland-based Royal College of Surgeons, Faculty of Nursing will organize 16th Annual Nursing & Research Conference on February 27-28, 1997. The theme for this conference is "Research-the Basis for Innovation in Nursing Practice." There will be plenary lectures, concurrent papers, workshops and poster presentations. England-based Royal Society of Medicine will organize an symposium "Ante-natal Screening and Abortion for Fetal Abnormality: Medical and Ethical Issues" on September 26, 1996.