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: Objectives: Explore the feasibility of an integrated Child and Family Hub within Victorian Community Health Services (CHS) to identify and respond to family adversities as preventable determinants of child mental health problems. Methods: Thirteen Victorian CHS staff and government policy makers (PMs), recruited via snowball sampling, participated in semi‐structured interviews exploring: 1) barriers and facilitators for implementing a hub; 2) feasibility of a proposed integrated hub; and 3) resources needed to scale and sustain a hub. Transcripts were analysed employing framework analysis. Results: 1) Barriers included inadequate and activity‐based funding, inability to fund community paediatricians and inadequate workforce competencies. Facilitators included CHS engagement with vulnerable communities and readiness to act. 2) The proposed hub model was identified as feasible to implement. Local co‐design, co‐location, and virtual delivery would support hub implementation. 3) To sustainably scale a hub, clear policy leadership and workforce and funding model reviews are needed. Conclusions: A hub was perceived as feasible when based in CHS; however, local and system‐wide issues need consideration to support its sustainable scaling. Implications for public health: Findings will inform the scaling of hub models of care across Victoria and other states to potentially optimise broader child and family health outcomes., Family adversity is a broad term that refers to a wide range of circumstances or events that pose a serious threat to a child's physical and/or psychological wellbeing.[sup.1] These adversities [...]

This article provides a synopsis of how articulation agreements serve postsecondary education institutions and their constituents, provides an overview on the types of agreements, and discusses some of the issues associated with development of these agreements. The following questions frame the narrative: As community colleges grew in number and format, what prompted the development of articulation agreements? What types of articulation agreements have been and are currently being developed? What are the incentives for either administrators or faculty to pursue development of articulation agreements? (Contains 4 figures.)

Recovery Colleges are an innovative approach to promoting personal recovery for people experiencing mental illness. This study was to explore experiences of students, supporters, staff, educators and external stakeholders (i.e. partner organisations) of a pilot Recovery College in the Australian Capital Territory (ACTRC), and the impact of participation in the College for students and supporters. ACTRC students, supporters, staff and educators, and external stakeholders were invited to participate in a mixed-method evaluation via an online survey, interviews and/or focus groups. The survey included questions regarding experiences and recovery-orientation of the College environment, and for students and supporters only, satisfaction with the College. Qualitative data from interviews and focus groups was inductively coded, thematically analysed and triangulated with survey responses. The findings suggest that the ACTRC provides a safe space, promotes meaningful connections within and beyond the college, and offers steppingstones supporting recovery and growth. Participants spoke positively about cross institutional partnerships and collaboration with several organisations within the ACT. This evaluation reiterates the role of Recovery Colleges as an innovative approach to promoting personal recovery for people living with mental illness. Adequate resourcing and collaboration are essential in realising the value of co-production whilst ensuring sustainability. [ABSTRACT FROM AUTHOR]

Argues that the goal of technology education is to produce technologically educated persons who can function effectively and contribute to society. Urges technology educators to accept the challenges implicit in the mandate for technological literacy. (SK)

Describes how Red Bridge Elementary (Kansas City, Missouri) participated in the "Reduce, Reuse, and Recycle--Make a Difference in Our Community" campaign that coincided with the 1998 Make a Difference Day Campaign. Discusses the project, including the planning, publicity, donation collection, donation distribution, and campaign results. (CMK)