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People with developmental disorders are significantly more likely to experience adverse childhood experiences (ACEs), although the impact of ACEs on this population is not well understood. Furthermore, considerably less is known about the exposure to, and impact of, ACEs in detained adolescents with complex developmental disorder needs. This paper aims to explore the exposure to ACEs in an adolescent population detained in a secure specialist developmental disorder service.

A retrospective file review was used to explore ACEs and placement histories within a specialist developmental disorder inpatient service. Data was collated for a convenience sample of 36 adolescents, 9 of whom were female, aged 13–20 years (M = 17.28 years).

A total of 33 participants (91.7%) had experienced at least 1 ACE, with 58% experiencing 4 or more ACEs and 36% experiencing 6 or more ACEs. The most common ACEs reported were physical abuse (61.6%), parental separation (58.3%) and emotional abuse (55.6%). The majority of participants had also experienced high levels of disruption prior to admission, with an average of four placement breakdowns (range 1–13, standard deviation = 3.1). ACEs held a significant positive association with the total number of placement breakdowns and total number of mental health diagnoses.

Adolescents detained in specialist developmental disorder secure care had, at the point of admission, experienced high levels of adversities and had been exposed to high levels of experienced and observed abuse. The level of exposure to adversity and ongoing disruptions in care suggests that Child and Adolescent Mental Health Services’ developmental secure services should consider adopting dual treatment frameworks of developmental disorder and trauma-informed care.

This study explored the early-life and placement experiences of a marginalised and understudied population.

Purpose – Mobility of youth in multiple foster care placements contributes to diminished life chances and outcomes. Foster care youth mobility during care results in numerous school changes within one academic year which hinders educational achievement. This qualitative study examines a group of Latino alumni of foster care and their experiences related to housing and education.

Methodology – Interviews with 25 young Latino adults ranging in age from 18 to 22 examined foster care placement, transitions to independence, and experiences after foster care. Researchers used a semi-structured interview guide, and tape-recorded interviews transcribed and coded for emergent themes.

Findings – Results suggest that as youth experience school mobility, social capital aids in promoting positive educational experiences. This research emphasizes the importance of positive social capital for Latino foster care youth and their educational achievement, evidenced in both adult and peer social networks. Few studies have examined Latino foster care youth experiences, and currently there are no studies that address educational experiences of these youth.

The purpose of this paper is to examine supply‐side disruptions in a supply chain, and to analyse the effectiveness of two inventory‐based policies for mitigating the impact of supply disruptions: maintaining strategic inventory reserves (the R‐policy), and using larger orders (the Q‐policy).

The paper assess the effectiveness of two inventory‐based mitigating policies implemented at a reseller when end customer demand is stable but supply can be disrupted. An analytical model is provided, and numerical experiments are conducted to evaluate the effectiveness of the policies for mitigating the impact of disruption under different disruption scenarios.

Results indicate that the R‐policy performs consistently better than the Q‐policy in terms of product availability measures, as tested under a wide range of frequency and duration of supply disruptions.

Supply chain trends of lean operations and global sourcing have exposed business organizations to a greater risk and have further raised the need to protect businesses against random supply disruptions.

The paper intends to contribute to the narrowing of the gap in the research of supply‐side disruptions. Further, the topic of inventory reserves has been discussed to date in only a very general sense; the paper proposes conditions for practical implementation and provides unique insights into the effectiveness of the use of strategic inventory reserves as a supply disruption mitigation policy.

Examines the issues which are involved in teacher placements from the viewpoint of the teacher and the business person. Demonstrates the work of the Teacher Placement Service in ensuring that teacher placements become central to school development priorities and improving the quality and quantity of business placements in education. Emphasizes the importance of partnership between education and business to increase the pupils′ understanding of industry and prepare them for the world of work.

Higher education notices the need to support minorities and students with dis/abilities and may have additional programs to support their student populations, but students with a history of foster care are largely invisible in higher education. Using prismatic phenomenology, this study seeks to create a platform for the voices of adults in higher education who experienced the intersection of foster placement, ethnic minority, and dis/ability as children. This chapter focuses on the life story of one young woman. The goal of identifying these formative childhood experiences is to better understand how to respond to the inequities experienced as well as develop equitable practices to support students, whether in the higher educational classroom, in the preservice teacher classroom, or in K-12 educational arena.

College placement assessments in the USA have underperformed in predicting college readiness. This has prompted a wave of reforms to placement practices and policies. Recently, student preparation for placement assessments has come to the forefront as a means for enabling better evaluation of college readiness. In this study, the authors explored the effects of an intervention aimed at preparing students for precollege placement assessments. The intervention focused on the provision of mathematics discipline-specific literacy skills because demonstrating mathematical mastery depends on students’ ability to read, understand and translate text into mathematical computations.

In this study, the authors used a randomized control trial design. The design enabled the authors to draw causal inferences while examining the effects of a placement assessment preparation intervention on mathematics placement and course outcomes. The authors also examined the intervention’s effect across incoming first-year college students with varying levels of readiness.

Findings demonstrated a positive and significant effect on assessment scores and placement for intervention participants with a stronger effect for those with higher levels of readiness. Intervention participants exhibited comparable academic success outcomes as those who did not receive the intervention.

Little assessment research has explored the intersection of mathematics and literacy skills in relation to college readiness assessment. In addition, findings support the utility of preparation for college placement assessments.

This chapter will look at the development, types and effectiveness of new forms of advertising in television (NFAs) and report on the current state of research in the field.

The most relevant contributions from the literature describing the practice and assessing the effectiveness of NFAs are presented and reviewed.

NFAs have emerged in response to the decreased effectiveness of conventional television advertising (spots) due to audience fragmentation, zapping, saturation and increased competition. Currently, NFAs are widely used around the world. Although the available empirical evidence indicates that NFAs are more effective than traditional spots in terms of recall, this chapter points to a need for better scientific understanding of key aspects of these new formats. Given the important role that NFAs play in how today’s television advertising market is managed, further research is needed on their effectiveness.

The literature on the practice and analysis of the effectiveness of NFAs is unfocused and varied, making it difficult to adequately determine whether the growing use of these formats can be justified on the grounds of proven arguments regarding the qualities that set them apart from traditional spots. In this regard, the summary provided in this chapter of both the state of knowledge about different types of new advertising formats on TV and their effectiveness is an important reflection of the state of the art in research on these formats.

Manufacturing organizations and networks are heavily dependent on the flow of information within and across organization boundaries. A disruption in information flow might interrupt the operations of the organization and make management even more difficult. The purpose of this paper is to incorporate information theory approach to investigate the perturbation introduced into a manufacturing organization as a result of disruption in the flow of critical information needed in manufacturing operations.

This study proposes the use of entropy theory to assess the level of risk introduced by different sources of perturbation into the material flow stream and the use of discrete event simulation to investigate the impact of the resulting disruption on collaborating members.

The result of the analysis carried out on the effect of system failure on supply chain performance revealed that the retailer experiences the most uncertainty in the supply chain while the holding cost constitutes the most unpredictable cost measure when a system failure breach occurs. For the manufacturer and wholesaler, the holding cost is responsible for most of the uncertainty in predicting the impact of the threat on inventory management cost, while the backlog cost holds the highest complexity level for the retailer.

Once this methodology is well developed for use in industrial networks, it can serve as a risk assessment, risk monitoring and risk prediction tool. The paper also calls for a proactive approach to disruption risk management.

This paper proposes a novel approach to assess the impact of information disruption, using entropy theory coupled with simulation methodology.

The purpose of this paper is to present and explore the findings of part of the author’s research study, an aim of which is to illuminate factors at policy, practice and procedural levels that contribute to the criminalisation of children in residential care in England.

This study utilises semi-structured interviews with children, young people, and professional adults in the care system.

Through analysis of the semi-structured interviews, the paper highlights how “system abuse” can contribute to poor outcomes, including involvement with the youth justice system.

The paper concludes by arguing that in order to successfully decrease criminalisation, it is necessary to employ an approach which, while acknowledging individual culpability, both recognises and focuses on the contribution of wider systemic failings.

There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14‐16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training.

Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three‐year longitudinal study following 20 looked after children in England from years 11‐13 (ages 15‐18).

Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people's lives. There appears, however, to be an increasing focus on and commitment to giving young people a “second chance” to acquire qualifications commensurate with their potential post‐16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered.

The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post‐16 are discussed.

The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.