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The point of leaving care has been identified as a potentially critical turning point at which services might moderate later outcomes. While there is growing evidence identifying social support and identity development as crucial elements, there remains a gap in the understanding of the care-leaving process from the perspective of young people. Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support presents a newly developed theoretical framework for understanding this process.

Supported by research from a qualitative longitudinal study of leaving state care at the age of 18, Dr. Natalie Glynn presents an intimate account of the personal circumstances and structural elements influencing the transitions of rural and urban young people in Ireland using three illustrative cases that break new ground by centering on the voices of young people and their distinct yet interconnected experiences. Pulling together agentic and structural elements in the transition to explain how young people’s choices and reactions are influenced by their personal journeys and socio-cultural contexts, Glynn creates a new theoretical framework that social workers and researchers can use to comprehend this transition period when working with care leavers.

Utilizing Ireland as a case study of the increasingly prevalent model of aftercare provision, Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support details broad policy implications and presents an opportunity to understand how this approach to supporting care leavers works in practice.

Many assume a connection between historical black colleges and universities (HBCUs) and religion. Yet, the nature and meaning of this relationship has often been overlooked. 'Saving’ Education seeks to address this oversight by exploring the impact of theological concerns and the changes resulting from the Reconstruction and Jim/Jane Crow on the ethos of these institutions and their students’ worldview. Some of the key questions which guide this exploration include: How have significant figures shaped the educational communities and missions of HBCUs within their socio-cultural, intellectual, and theological contexts? What dynamics of critical thinking are essential in a predominantly Black educational setting, and how do these dynamics influence pedagogy? What role does the university or college chapel play in defining the nature and global presence of HBCUs? Such questions and the considerations inform this slim volume composed of five essays. They also underscore a broader inquiry: How does the complex relationship with religion define the history, mission, and impact of historically Black colleges and universities (HBCUs)? This book delves into both the personal and communal aspects of this theme, offering insights and challenges across various responsibilities assumed by HBCUs, particularly in relation to religious thought and practice. Together, these essays provide a layered, multidisciplinary examination of the influence of religion on the mission and activities of HBCUs over the centuries.

Many assume a connection between historical black colleges and universities (HBCUs) and religion. Yet, the nature and meaning of this relationship has often been overlooked. 'Saving’ Education seeks to address this oversight by exploring the impact of theological concerns and the changes resulting from the Reconstruction and Jim/Jane Crow on the ethos of these institutions and their students’ worldview. Some of the key questions which guide this exploration include: How have significant figures shaped the educational communities and missions of HBCUs within their socio-cultural, intellectual, and theological contexts? What dynamics of critical thinking are essential in a predominantly Black educational setting, and how do these dynamics influence pedagogy? What role does the university or college chapel play in defining the nature and global presence of HBCUs? Such questions and the considerations inform this slim volume composed of five essays. They also underscore a broader inquiry: How does the complex relationship with religion define the history, mission, and impact of historically Black colleges and universities (HBCUs)? This book delves into both the personal and communal aspects of this theme, offering insights and challenges across various responsibilities assumed by HBCUs, particularly in relation to religious thought and practice. Together, these essays provide a layered, multidisciplinary examination of the influence of religion on the mission and activities of HBCUs over the centuries.

Success is envisioned as beating the competition to generate a financially strong and profitable organization while building stakeholder satisfaction.

“C” Leadership style is a new management theory derived from the research and science leading to the unification of conflicting traditional leadership models. Presenting a unique approach to address the needs of all stakeholders as they contribute to the success of the organization, “C” Leadership unifies task-centered styles with people-centered styles for managing talent.

Authors Jim and Lori Spina bring a track record of success and achievement in the fields of Education, Consulting and Business. Their “C” Leadership: A New Way to Beat the Competition and Manage Organization Stakeholders introduces this revolutionary and unique leadership style management system, offering a strategy geared to beat the competition by addressing the needs of all stakeholders who contribute to the success of the organization.