Reconstructing child welfare through participatory and child-centred professional practice : a conceptual approach

The 'child' in child welfare/protection is seen as a dependent waif and an object of interest, on whose behalf adults speak and act. An alternative perspective has argued for child-centredness, and includes concepts of child liberation, rights and citizenship. Policymakers and practitioners who may accept the underlying principles may be concerned about the appropriateness and applicability of such principles in relation to practice with children and their parents in child welfare/protection cases. This paper discusses a conceptual framework for research that aims to explore participatory and child-centred professional practice by critically evaluating and developing, for professional practice, the practical meanings of 'participatory' and 'children as citizens'. We do not present research outcomes based on empirical data; instead, we present our conceptual framework as the first stage of research in progress into participatory and child-centred professional practice.

Interpreting risk allocation mechanism in public-private partnership projects : an empirical study in a transaction cost economics perspective

Risk allocation in public-private partnership (PPP) projects is currently claimed as capability driven. While lacking theoretical support, the claim is often 'violated' by current industrial practice. There is thus a need for formal mechanisms to interpret why a particular risk is retained by government in one project while transferred to private partners in another. From the viewpoint of transaction cost economics (TCE), integrated with the resource-based view (RBV) of organizational capabilities, this paper proposed a theoretical framework for understanding risk allocation practice in PPP projects. The theories underlying the major constructs and their links were articulated. Data gathered from an industry-wide survey were used to test the framework. The results of multiple linear regression (MLR) generally support the proposed framework. It has been found that partners' risk management routine, mechanism, commitment, cooperation history, and uncertainties associated with project risk management could serve to determine the risk allocation strategies adopted in a PPP project. This theoretical framework thus provides both government and private agencies with a logical and complete understanding of the process of selecting the allocation strategy for a particular risk in PPP projects. Moreover, it could be utilized to steer the risk allocation strategy by controlling certain critical determinants identified in the study. Study limitations and future research directions have also been set out.

Player welfare and privacy in the sports entertainment industry

In an era when games at the elite level are sports entertainment businesses many of the elite performers in different industries have evolved into celebrities: they exist as images, icons and brands whose every thought, action, change of style or partner is commodified and consumed. This article reports on one aspect of a research project that was funded by the Australian Football League (AFL) to explore the emergence and evolution of a `professional identity' for AFL footballers. Drawing on Foucault's later work on the care of the Self we focus on the ways in which player identities are governed by coaches, club officials, and the AFL Commission/Executive; and the manner in which players conduct themselves in ways that can be characterized as professional — or not. The article explores the roles of Player Development Managers (PDMs) in emerging processes of risk and player management that can be seen as intrusive in players' lives. The research we report on produced evidence of tensions between the paternalistic, profiling and reporting elements of various risk management practices at the Club level — in an environment where what it means to be a professional footballer is taking on new forms.

How welfare-to-work requirements impact on single parents' volunteer activities

This paper seeks to describe the volunteering experiences of female single parents engaged in Australia's welfare-to-work program. Interviews were conducted with 26 single parents who had been required to increase their hours of work as a condition of the Centrelink policy introduced in 2006. To analyse the data, the technique of rich point analysis was employed which identified three key concepts central to the women's experiences.  These concepts included the nature of a decent job, notions of reciprocity, and a seeming hierarchy of suitable jobs promoted within the welfareto- work policy. How volunteer activities fit within these constructs was the focus of the investigation. The analysis revealed that the types of paid jobs women obtained were less fulfilling and flexible than their volunteer activities. and gave them less sense of contributing to society, Further, in most cases prior to welfare reform, these single mothers were volunteering in their children's school and as such, both the school's capacity and intergenerational role modelling of volunteering were depleted.

Decision-making in a social welfare context

This paper presents analysis of the decision-making strategies adopted by respondents when confronted with potential policy options that include changes in both aggregate levels of welfare and equity in distribution. The analysis is based on the results of a choice experiment designed to estimate intergenerational distributional preferences. Non-linear welfare functions are employed within a conventional conditional logit framework. The heuristics employed by respondents in the stated preference context provide valuable insights into the application of welfare principles by respondents in determining trade-offs between the potential changes in the well-being of different generations.

Joint European masters awards in construction management and construction economics : a positive step for surveying education?

The Royal Institution of Chartered Surveyors (RICS) 5th European Conference in November 2004 focussed on enhancing collaboration at master's level in real estate education across Europe. In a context of increased global economic activity and increasing ties within the EU, there are benefits to business and to students in offering this type of educational provision. But is this paradigm true for construction economics (CE) and construction management (CM)? This paper examined the potential for collaboration and joint European awards in CM and CE. There is a political will for collaboration in HE based on economic drivers for the growth of the EU and changes are being implemented to enhance transparency and mobility for students. Professional bodies are expanding their European presence. Globalisation has resulted in greater opportunities for international real estate, and construction and there is growth in these sectors for practitioners. The difficulties with joint European collaboration are short course duration and the need to cover extensive subject matter. Other barriers are university structures, quality assurance procedures, costs and finances issues as well as IT, student services and support issues. The survey revealed that there are no RICS accredited CM / CE courses outside of the UK which inhibits collaboration. The sample was split in perceived demand for collaboration and the European focus within the courses is limited, as are field trips outside the UK. Student exchange on courses is rare. Generally there is a lag between the political will to greater student mobility and collaboration and the market, which is showing growth in multinational organisations and demand for pan European construction services and a professional body keen to deliver and support this growth. Within academia the barriers and current economic climate in HE preclude the widespread adoption of greater collaboration and development of joint awards, however this position may change.

Meta-regression analysis as the socio-economics of economics research

Meta-regression analysis (MRA) provides an empirical framework through which to integrate disparate economics research results, filter out likely publication selection bias, and explain their wide variation using socio-economic and econometric explanatory variables. In dozens of applications, MRA has found excess variation among reported research findings, some of which is explained by socio-economic variables (e.g., researchers’ gender). MRA can empirically model and test socio-economic theories about economics research. Here, we make two strong claims: socio-economic MRAs, broadly conceived, explain much of the excess variation routinely found in empirical economics research; whereas, any other type of literature review (or summary) is biased.

The influence of child support and welfare on single parent families

Many single parent families in Australia are on low-incomes and many depend on Centrelink Parenting Payments as their main source of income which is comparatively low to meet their basic living costs. The impact of low income on child health and social inclusion is discussed.

Has international trade in saving improved US economic welfare?

Over the past decade international policy-makers have perceived the current account deficit of the world's largest foreign borrower economy, the United States, as a threat to global economic and financial stability. Yet, by bridging the US domestic saving-investment gap, capital inflow that matched the huge US current account deficit also enabled a faster rate of domestic capital accumulation than home saving alone would have permitted. Consistent with the theory of international capital movements, this study identifies and compares the respective contributions of domestic and foreign saving to US gross domestic product per worker over the two decades prior to the onset of the US banking crisis. By revealing that foreign borrowing contributed significantly to raising US output and hence living standards over this period, it adds a new dimension to the debate about global imbalances.

Not measuring up : low-income women on welfare

The central notion of this chapter is that every person has the right to an elemental standard of social life, as a citizenship entitlement. However, segments of our society, such as women who rely on government payments as their primary source of income, do not enjoy full social citizenship entitlements and are instead socially excluded. Using data from in-depth qualitative interviews, I outline participants’ experiences of stigma, marginalisation and exclusion. I posit that these experiences are the result of policy failure as financial assistance policies fail to fully provide these women with their social citizenship entitlements.

Does the flicker frequency of fluorescent lighting affect the welfare of captive European starlings?

It is common practice for captive birds to be kept under fluorescent lighting, which typically flickers at either 100Hz (UK) or 120 Hz (USA). Such lighting was developed for human vision and it is thought that birds may be able to detect higher frequencies of flicker than humans. For humans, 100Hz fluorescent lighting has been linked to eyestrain, headaches and migraine, even though this rate of flicker is above the human perceptual flicker-fusion frequency of around 60 Hz. Keeping birds under 100 Hz lighting is therefore potentially detrimental to their welfare. We studied the preferences of wild-caught European starlings, Sturnus vulgaris, for high-frequency (HF, >30 kHz) fluorescent lighting versus conventional low-frequency (LF, 100 Hz) fluorescent lighting. The flicker frequency of the HF lighting would be undetectable to the nervous system of any animal. We also exposed starlings to either HF or LF light for 2 weeks, and investigated the degree of stress caused by each environment by monitoring their behaviour and plasma corticosterone levels. Groups of starlings showed a preference for HF lighting over LF lighting (P < 0.001), which indicates that they can detect a difference between the two lighting conditions and find the HF lighting preferable. However, there were no measurable differences in behaviour or plasma corticosterone levels when the birds were housed under either HF or LF for 2 weeks, thus providing initial evidence that housing starlings under 100Hz lighting may not be detrimental to the welfare of starlings during early captivity. (C) 2003 Elsevier B.V. All rights reserved.

Community-based environmental education : government and community, economics and environment

This thesis contends that government focus on policy implicitly defines community education as a means of overcoming barriers to government-initiated change, rather than as an input to governmental decision-making. The role of education is thus viewed as instrumentalist rather than as dialectical in nature. I argue that this role has been reinforced and driven by economic rationalism, as a mechanism related to scientific theory and practice. The thesis addresses the role of government in non-institutional community-based environmental education. Of interest is environmental education under the dominance of economic rationalism and as expressed in government-derived policy, in its own right, and as enacted in two government funded animal management projects. The main body of data, then, includes a review of some contemporary environmental policies and two case studies of 'policy in practice'. Chapter One provides an overview of environmentalism as it has emerged as part of the discourse of Western political systems. Recognised as part of this change is a move to environmentalism embued with the rhetoric of economic theory. The manifestation of this change can be seen in an emphasis on management for the natural environment's use as a resource for humans. Education under this arrangement is valued in terms of its ability to support initiatives that are perceived as economically viable and economically advantageous, maintaining centralised control of decision-making and serving the interests of those who profit from this arrangement. Government-derived environmental policies are presented in Chapter Two. They provide evidence of the conjoining of environment with economic rationalism and the adoption of a particular stance which is both utilitarian and instrumentalist. Emerging from this is an understanding of the limitations placed on environmental debates that do not respond to complex understandings of context and instead support and legitimate centralisation of decision-making and control. Chapter Three presents an argument for an historical approach to environmental education research to accommodate contextual dimensions, as well as scientific, economic and technical dimensions, of the subject under study. An historical approach to research, inclusive of biographical, intergenerational and geographical histories, goes some way to providing an understanding of current individual and collective responses to policy enactment within the two study sites. It also responds to the concealing of history which results from the reduction of environmental debates to economic terms. With this in mind, Chapters Four and Five provide two historical case studies of 'policy in practice'. Chapter Four traces the workings of a rabbit control project in the Sutton Grange district of Victoria and Chapter Five provides an account of a mouse plague project in the Wimmera and Mallee regions of Victoria. The Sutton Grange rabbit project is organised and controlled by district landholders while the Wimmera and Mallee mouse project is organised and controlled by representatives from a scientific organisation and a government agency. Considered in juxtaposition, the two case studies enable an analysis of two somewhat different expressions of the 'role of government'. Chapter Six investigates the competing processes of community participation in governmental decision-making and Australia's system of representative democracy, Despite a call for increased community participation, the majority of policies remain dominated by governmental rhetoric and ideology underpinned by a belief in impartiality. The primacy of economics is considered in terms of government and community interaction, with specific reference to the emergence of particular conceptual constructions, such as cost-benefit analysis, that support this dominance. Of specific importance to this thesis is the argument that economic theory is essentially anthropocentric and individualist and, thus, necessarily marginalises particular conceptions of environment that are non-anthropocentric and non-individualistic. Finally, Chapter Six examines two major interrelated tensions; those of central interests and community interests, and economic rationalism and environmentalist. Chapter Seven looks at examples of theories and practices that fall outside the rationality determined by scientistic knowledge. It is clear from the examination of environmental policy within this thesis that the role ascribed to environmental education is instrumentalist. The function of education is often to support, promote and implement policy and its advocated practices. It is also clear from the examination of policy and advocated processes that policy defines community education as a means of manifesting change as determined by policy, rather than as an input to governmental decision-making. The domination of scientific, economic and technocratic processes (and legitimation of processes) allows only for an instrumentalist approach to education from government. What is encouraged by government through the process of change is continuity rather than reform. It promotes change that will not disrupt the governing hegemony. Particular perspectives and practices, such as a critical approach to education, are omitted or considered only within the unquestioned rationale of the dominant worldview. Chapter Seven focuses on the consequence of government attention to policy which implicitly defines community education as a means of overcoming barriers to change, rather than as an input to governmental decision-making. Finally a list of recommendations is put forward as a starting point to reconstruct community-based environmental education. The role considered is one that responds to, and encourages engagement in, debates which expose disparate views, assumptions and positions. Community ideology must be challenged through the public practices of communication and understanding, decision-making, and action. Intervention is not on a level that encourages a preordinate outcome but, rather, what is encouraged is elaborate consideration of disparate views and rational opinions, and the exposure of assumptions and interests behind ideological positions.