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Out‐of‐home care has been a subject for policy debate since child welfare policies were first developed. Too often the debate is marked by ill‐informed sound‐bites linking “care” with negative descriptors such as “drift” or “languish”. The purpose of this paper is to urge a more nuanced understanding informed by the large volume of research from across jurisdictional boundaries.

The historical, cultural and political contexts in which studies on children's out‐of‐home care have been conducted are reviewed, since these impact on the characteristics of the children, the aims of the care service in any particular jurisdiction, and the outcomes for those entering care. The paper also scopes the large volume of English language descriptive and process research (and the smaller number of outcome studies) on the different placement options.

The outcomes of out‐of‐home care are different for different groups of children, and care needs to be taken not to over‐simplify the evidence about processes and outcomes. The generally negative view of the potential of out‐of‐home care is not based on evidence.

The authors, from their North American and UK/European perspectives, provide an analysis of the strengths and weaknesses, both of the available research and of the care services themselves.

With the move toward a more inclusive educational system across most jurisdictions, the expectation is that students with the most complex needs who have previously attended special schools, will gradually transition into inclusive schools. This expectation raises issues regarding the practicality of this move and the capacity of inclusive schools in being able to provide appropriate support and curriculum for these learners. Examples of transition programs across different countries are discussed to establish the most effective processes, support structures, and initiatives that have been employed to facilitate this transfer. The role of collaboration between schools and a review of support models that are provided for learners with high support needs in inclusive settings are discussed. Compared to the expectations for this move, and to understand the reality of it, perceptions of teachers, parents, and students are considered.

The purpose of this paper is to examine the career preferences of real estate students and the predisposing factors influencing the choice of career. The study also analysed the gender and socioeconomic variations with respect to the career preferences and factors influencing the career choice of real estate students in an emergent market like Nigeria.

Closed-ended questionnaires were administered on final year real estate students in the three Federal universities offering real estate in Southwestern Nigeria. Data were analysed using frequency counts, percentages, mean ranking, independent t-test, analysis of variance and correlation analysis.

The findings showed that the predominant individual factors influencing career choice of real estate students were personal career interest, the magnitude of initial salary, future financial prospects and job security. Furthermore, while intrinsic and economic/financial factors were the major themes influencing respondents’ career choice, the influence of a third party was less a likely determinant. Analysis of gender differences showed that there was a statistical difference between the male and female respondents with respect to the intrinsic and career exposure factors.

The study has implications for real estate students, career advisers/academic counsellors, organisations employing the services of real estate graduates, and educational institutions and policy stakeholders in the real estate sector. The study also has implication for real estate professional bodies in Nigeria and other emergent markets.

This is perhaps the first attempt that examined the factors influencing the career choice of real estate students in an emergent market like Nigeria, especially from the perspectives of gender and socioeconomic variations.

Virtual machines (VMs) are suggested by the providers of cloud services as the services for the users over the internet. The consolidation of VM is the tactic of the competent and smart utilization of resources from cloud data centers. Placement of a VM is one of the significant issues in cloud computing (CC). Physical machines in a cloud environment are aware of the way of the VM placement (VMP) as the mapping VMs. The basic target of placement of VM issue is to reduce the physical machines' items that are running or the hosts in cloud data centers. The VMP methods have an important role in the CC. However, there is no systematic and complete way to discuss and analyze the algorithms. The purpose of this paper is to present a systematic survey of VMP techniques. Also, the benefits and weaknesses connected with selected VMP techniques have been debated, and the significant issues of these techniques are addressed to develop the more efficient VMP technique for the future.

Because of the importance of VMP in the cloud environments, in this paper, the articles and important mechanisms in this domain have been investigated systematically. The VMP mechanisms have been categorized into two major groups, including static and dynamic mechanisms.

The results have indicated that an appropriate VMP has the capacity to decrease the resource consumption rate, energy consumption and carbon emission rate. VMP approaches in computing environment still need improvements in terms of reducing related overhead, consolidation of the cloud environment to become an extremely on-demand mechanism, balancing the load between physical machines, power consumption and refining performance.

This study aimed to be comprehensive, but there were some limitations. Some perfect work may be eliminated because of applying some filters to choose the original articles. Surveying all the papers on the topic of VMP is impossible, too. Nevertheless, the authors are trying to present a complete survey over the VMP.

The consequences of this research will be valuable for academicians, and it can provide good ideas for future research in this domain. By providing comparative information and analyzing the contemporary developments in this area, this research will directly support academics and working professionals for better knowing the growth in the VMP area.

The gathered information in this paper helps to inform the researchers with the state of the art in the VMP area. Totally, the VMP's principal intention, current challenges, open issues, strategies and mechanisms in cloud systems are summarized by explaining the answers.

Change is not synonymous with improvement. Improvement of special education requires better instruction of individuals with disabilities. Although LRE and inclusion are important issues, they are not the primary legal or practical issues in improving special education. Federal law (IDEA) requires a continuum of alternative placements, not placement in general education in all cases. To make actual progress in education of students with disabilities, a single and strict principle of equality or/and antidiscriminatory legal instruments, such as the CRPD, is not enough. Social justice as a multifaceted principle can serve the education of the whole spectrum of special educational needs in national and international contexts. Responsible inclusion demands attention to the individual instructional needs of individuals with disabilities and consideration of the practical realities involved in teaching. If inclusive education is to move forward, it must involve placing students with disabilities in general education only if that is the environment in which they seem most likely to learn the skills that will be most important for their futures.

Tactile communication that relies on the human sense of touch replicated using vibration motors is increasingly being explored for seamless communication on construction jobsite. However, the technological efficacy cannot secure the users’ acceptability of the tactile communication devices. This study aims to assess the factors affecting the wearability of such a portable tactile device based on the responses from practicing professionals.

The investigation adapted a three-step phenomenological interviewing approach to seek feedback from construction personnel in Texas, the USA, regarding the viability of wearable tactile communication. The interviewees expressed various opinions about the on-body placement upon exposure to a portable tactile feedback prototype developed for this study, which was used to derive inferences regarding the factors affecting its on-field acceptability.

All the participants of the round-table study (11 out of 11) considered tactile feedback as a viable mode of communication on construction jobsite. Seven professionals supported the integration of a tactile device with the hard hat, whereas the rest preferred tactile eyeglasses. Weatherability, rechargeability, traceability, safety and social receptivity were identified as the major factors affecting the on-body placement of the wearable tactile communication device.

This paper presents a roadmap to gain construction industry opinion on the factors that can affect the on-body placement of a wearable tactile communication device. The five aforementioned factors impacting tactile communication acceptability were used to evaluate 10 potential on-body placements. The findings have implications for research and development of wearable tactile devices and the subsequent acceptability of such a device on the jobsite.

Emotional and behavioral disorders (EBD) are complex and challenging, and the problems of children and youth with EBD have perplexed scholars and professionals for centuries. In this volume, authors of the chapter describe recent advances in research and current issues in the education and treatment of EBD in children and youth. Although progress in solving the problems of EBD has been slow, and many problems and issues have persisted for decades, the incremental progress offered by science, as reflected in the chapters contained herein, represents our best hope not for solving or curing EBD, but for moving the field forward in improving outcomes for children and youth with EBD and their families.

The role of the teacher of students with visual impairments and the role of the orientation and mobility specialist are presented and discussed in this chapter. Background information about the population of students who are visually impaired and their unique disability-specific characteristics is also provided to situate the role of vision specialists within the context of the population that they serve. The population of students served by teachers of students with visual impairments and orientation and mobility specialists is incredibly diverse. Vision specialists enable students who are visually impaired to overcame barriers and create educational successes within the Common Core and Expanded Core Curriculum. The Expanded Core Curriculum is an additional set of disability-specific skills and a framework used in the planning, instruction, and assessment of student learning. Vision specialists work closely with parents and school professionals to adapt the educational environment and support their students.

Four routes or pathways have now been identified by which individuals may come within the scope of PSA 16 National Indicator 149, which is concerned with monitoring efforts to achieve settled accommodation for individuals with significant mental health problems. This article focuses on their needs and the identification of those with mental health needs as seen through these four principal routes. An understanding of these four possible pathways can help to identify areas for priority action, local delivery chains and partnerships, and also highlight some of the challenges and risks in and for delivery.

Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.