Disruptive Behavior in Classroom

Disruptive Behavior in Classroom According to Utley (2002), the statistics of violence and discipline problems in public school showed that aggressive and violent behaviors are increasing among children and youth in schools and that school discipline is critical to the prevention of student behavior problems. Leaders of educational organizations are attempting to solve the problems through research and then implementing various solutions. Disruptive behaviors are occurring more frequently in educational facilities. Disruptive behaviors interrupt classroom instruction which in turn has a significant negative impact on all students. Students with behavioral problems may strain even the most competent classroom teacher. More children from troubled homes are bringing well-developed patterns of antisocial behavior to school. Their disruptive, aggressive, and defiant behavior (a) wastes teaching time, (b) disrupts the learning process of other students, and (c) threatens the safety of others (Walker, Ramsey, Gresham, 20 03). Knowing that students perform better in classrooms that are safe, secure, and orderly is one of the most important concepts teachers learn and strive to maintain Need to add references (Christensen, Marchant, Young, 2004; Horner, Sugai, Lewis-Palmer, Todd, 2001; Utley,Kozleski, Smith, Draper, 2002). However, general education classroom teacher surveys routinely identify discipline as one of the topics considered most important or in need of improvement (Witt, VanDerHeyden Gilberston, 2004). A study indicated that general education teachers reported on average, one in five of their students exhibited disruptive behaviors and one in twenty exhibited aggressive behaviors to the point intervention was necessary (Myers Holland, 2000). Those that are significantly at-risk for school failure are children who exhibit behavior problems at an early age. Disruptive behavior is a student-initiated act that ranges from tardiness to violence. It may consist of behavior that is disrespectful, offensive, or threatening and may present itself physically, verbally, or psychologically. It has a negative impact in any learning environment and interferes with the learning activities of the perpetrator and other students. It must be kept in mind that all disruptions, regardless of perceived seriousness, detract from academic learning time. Even small, annoying problems such as tardiness can create a serious problem for educators and fellow students and must be dealt with promptly (DeFrance, 1997). Numerous labels exist when describing types of behavior children exhibit such as violent, aggressive, oppositional, challenging and disruptive. According to Kaiser and Rasminsky (2003), psychologists often define aggression as behavior that is aimed at harming or injuring others. Each of these behaviors, impact the student, teacher and classroom envi ronment. There are numerous reasons for the negative behaviors that more and more students are exhibiting (Greene, 2001). According to Adelman and Taylor (2002), between 12-22 percent of all children in schools suffer from mental, emotional, or behavioral disorders. Many of these students do not respond to behavior strategies and expectations that work with the other students. Hardman (2003) stated that for most secondary school teachers, maintaining classroom discipline is a daily concern that can be rewarding and also a source of frustration. On a regular basis, teachers and staff members are affected by the extreme challenges that these students create. These extreme challenges include continuously talking out of turn, inattentiveness, fidgety, acts of defiance, noncompliance, and belligerence (Boynton Boynton, 2005). The Association of School Counselors reports that 18% of students have special needs and require extraordinary interventions and treatments that go beyond the typical resou rces available to the classroom (Dunn Baker, 2002). Although classroom teachers may not be in a position to directly service students with these types of needs, teachers must be well-equipped to meet the needs of all students. A number of factors can influence students classroom behaviors, and teachers have to be prepared with methods and models to manage the classroom successfully to ensure an environment conducive to learning. Educators continue to rely on traditional discipline practices that generally involve punishment, especially for the most challenging behaviors. The assumption is that punishment-based discipline implemented in response to rule violations will deter future occurrences and somehow teach and promote more pro-social skills (Sugai Homer, 2002). The zero tolerance approach to discipline has proven ineffective in reducing problem behavior (Skiba, 2002). Zero tolerance policies began being adopted in reaction to an increase in violence in schools as well as society. Schools are in charge of educating students; however, they are constantly suspending students for minor infractions (Cox, 2009). It was reported in 2008 in USA Today, that tens of thousands of students are suspended each year from Maryland schools for minor infractions under the zero tolerance policy. Nine percent of students were suspended with the higher rate being African Americans, special education and boys. There is increased interest in programs designed to decrease problem behavior and behavioral referrals (Tidewell et al., 2003). The Classroom Management Checklists (appendices A, B, C) provides teachers with descriptions of effective models and methods in which teachers can utilize and monitor in their classroom daily. Although the importance of classroom management is widely recognized in research, its definition is elusive (Marzano, 2003). Marzano (2003) defined classroom management as the following: Classroom management is the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures, (2) carrying out disciplinary actions, (3) maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management. Only when effective practices in these four areas are employed and working in concert is a classroom effectively managed. (p.18) One analysis of five decades of research on classroom management reviewed some 228 variables influencing student achievement. Nothing, it found, affected student achievement more than skillful classroom management (NEA Today, 2004). In addition, research has shown us that teachers actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, Marzano, Pickering, 2003). Unfortunately, the implementation of positive and proactive behavioral approaches in our public schools is rare (Snell, 2005). Instead schools often rely on less effective reactive and exclusionary approaches that hinder students educational progress (Christle, Jolivette, Nelson, 2007). END OF INTRODUCTION School discipline has always been perceived as essential for the proper functioning of a public school. Expectations are clear that discipline is necessary for students to learn and that educators are expected to establish and maintain well disciplined schools (Covin, 2007). All stakeholders historically have taken pride in maintaining well disciplined schools. The following highlighted are comes from resource saved as disst Resource 2.8.10 According to Sugai (2007), schools are complex environments where skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Educators are challenged to provide effective and explicit instruction that maximizes students knowledge of concepts and skills. In the educational environment, students are challenged to remain focused, responsive, and engaged to benefit from instruction. These goals are enriched and complicated by students with diverse learning styles, unique strengths and weaknesses, and defining cultural influences. Additionally, schools, students, and families must adapt to maximize benefits from the school experience. Nevertheless, there continues to be a growing concern about the number of disruptive behaviors and lack of discipline in the educational facility (Covin, 2007). These disruptive behaviors make it more challenging for educators to accomplish goals. Luiselli, Putnam, Handler, and Feinberg (2005) stated, Many students attending public schools exhibit discipline problems such as disruptive classroom behaviors, vandalism, bullying, and violence. . . Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment (p. 183). According to McAdams and Lambie (2003), public schools are facing increasing challenges with regards to the rise in disruptive behaviors amongst children. Curwin and Mendler (1999), includes unclear limits, student boredom, sense of failure and attacks on student dignity, lack of acceptable outlets for feelings and a sense of powerlessness as basic causes of discipline issues. Students at the elementary level are becoming more violent. They are kicking, biting, scratching, and hitting both their classmates and teachers (Toppo, 2003). Many educators are extremely concerned about the danger and disorder in school environments. Unbelievable scenarios of violence in schools have made teachers, administrators, parents, and children aware that violence can happen anywhere in the United States. However, compared to other settings in terms of physically safety, most schools are safe environments (Dwyer, Osher, Hoffman, 2000). Approximately, 3% of teachers and students in urban schools and between 1% and 2% of teachers and students in rural schools are attacked physically or robbed each month (Cotton, 2007). These types of extreme disruptive behaviors in a school setting are an ever-increasing concern (Eber, Sugai, Smith, Scott, 2002). Elementary school principals say theyre seeing more violence and aggression amongst their youngest students, than ever. In Philadelphia, 22 kindergarteners were suspended in the first part of the year (Toppo, 2003). Violence in schools is an urgent problem. In school settings, it is an extension of the violence that occurs among children in communities throughout our Nation. The effects of school violence take a toll on the education of the poor and minorities. On reviewing research on youth violence, some of the risk factors within the school setting were; negative peer influences, low commitment to school, academic failure, and certain school environments/practices, such as undisciplined classes, and lax enforcement of school rules (Rosenberg, 1999). Prior to age 13, children who exhibit violent behaviors are confirmed to be on a path of criminal tendencies and escalating violence throughout childhood (U.S. Surgeon General, 2001, chap.1). It is easier to recognize behaviors, that suggest a child is troubled than to predict that the childs behavior will lead to violence. Theres no single sign or early warning signs that can accurately predict whether a child will be violent or not (Dwyer, Osher, Hoffman, 2000). There are identifiable risk factors in individuals that increase the likelihood for developing problem behavior. Risk factors include poor anger management skills and lack of academic interest (Hunt, Meyers, Davies, Meyers, Grogg, Neel, 2002). Other identifiable risk factors include disruptive classroom behavior, defiance of adults, and poor school readiness (Walker, H., Severson, H., Feil, E., Stiller, B. Golly, A., 1998). According to Porter (2009), some reasons for student discipline problems are boredom, powerlessne ss, unclear limits, lack of acceptable outlets for feelings and attacks on diginity. School violence affects all of society and interferes with the learning process (Taub, 2002). In a Greensboro elementary school, parents are concerned that well-behaved students are having difficult times learning because of the continuous outburst and violent acts in the classroom (Benscoter, 2007). Some students who exhibit aggressive reactions often overreact to even small incidences and have a limited threshold for frustration (McAdams Lambie, 2003). If any of these negative reactions or incidences is repeated over a period of time towards others, it is considered bullying. Bullying behaviors can include physical, verbal, sexual or social ostracism (Boynton Boynton, 2005). Students who exhibit these behaviors are often viewed by educators and parents as unpredictable (McAdams Lambie, 2003). Statistically, children who engage in bullying behavior are more likely to commit crimes as adults (Taub, 2002). There are studies that show that bullies are five times as likely to have serious criminal records by 30 years of age (Boynton Boynton, 2005). If youth violence is not averted, it will be costly to society (Connor, 2002). The longer a child continues to use aggressive behavior, the more difficult it becomes to change his direction (Kaiser Rasminsky, 2003). Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and control in schools (Rose Gallup, 2005). School administrators, parents, community members and policy makers all recognize that the safety of public schools is of the utmost importance (Barnoski, 2001; Snell, 2005). The Juvenile Offenders and Victims: National Report (Synder Sickmund, 2006) describes continuing concerns with violence in schools; even though, there has been some increase in public school safety. The survey reports that there are less severe forms of school violence that is problematic. In a survey conducted in Washington State, teachers indicated that decreasing disruptive behavior was one of the top three priorities at their schools (Barnoski, 2001). Disruptive behaviors were noted as having a significantly negative effect on students learning ability. Some of those behaviors are considered of low-severity. Those behaviors may include noncompliance, classroom disruptions, teasing, theft bullying. Of these behaviors, bullying is the most prevalent (Whitted Dupper, 2005). According to Bowman (2001), 30% o f students reported being bullied, bullying others, or both, in grades 6-10. According to Snell (2005), 29% of schools reported bullying to be a serious problem. Approximately one third of students reported being involved in fights, being victimized by theft, or vandalized while at school (Synder Sickmund, 2006). These disruptive behaviors negatively affect student learning (Barnoski, 2001). As a result, schools establish policies that try to increase discipline and control, often by adopting get tough practices. When the initial policies prove ineffective, schools often respond by getting tougher. That is, they invest in other security and punitive measures that actually have little impact on student behavior (Skiba Peterson, 2000). As administrators seek ways to address behavior problems in their schools, the norm is to be a reactionary approach rather than a proactive approach (Tidewell, Flannery Lewis-Palmer, 2003). The methods used are often a get tough approach to problem behaviors rather than efforts grounded in experimental research (Muscott, Mann, Benjamin, Gately, 2004; Sugai Homer, 2006). Researchers have found that general approaches to disruptive behaviors are often successful and may actually exacerbate these behaviors (Tidwell, et al.). Common solutions to continuous discipline problems such as suspending and expelling students from school do not solve the problem (Muscott, et al.). As previously mentioned, schools are meant to be places that provide students with a safe, secure, and orderly environment. However, school professionals have recently seen as an increase in violent behaviors that have taken place in a setting that was once considered safe (Metzler, Biglan Rusby, 2001). Although behavior issues in the school setting are not a new problem, there has been a plea for more effective discipline procedures especially in the face of recent school violence (Muscott, et al, 2004.). The reform and accountability of schools has added new demands for restructuring systems of discipline as well as restructuring the school day (Frey, Lingo, Nelson, 2008). According to Metzler, et al (2001), the search for plans and procedures to impact increasing behavior problems is not just an issue of safety but is also associated with other issues including school failure and delinquent behavior. In the need to increase student achievement, many administrators, educators, and counselors are spending much of their time and effort addressing students negative or problem behaviors (George, Harrower, Knoster, 2003). A variety of models and approaches have been used in an attempt to decrease discipline referrals due to the complex problems created by students disruptive behavior. The decrease of problem behaviors allows the students quality of life in other areas to increase (Hendley Lock, 2007). Effective behavioral models have included a variety of strategies structured in multilevel process (Muscott, et al., 2004); however, in the last 25 years, many schools have adopted more punitive approaches to violence prevention in public schools. These include the use of metal detectors, video surveillance, searches and zero-tolerance policies (Van Acker, 2007). All 50 states have enacted zero-tolerance legislation that requires suspension or explosion and provides for no administrator discretion in determining appropriate punishment for certain types of infractions (Yell Rozanski, 2000). In some cases students are referred to law enforcement agencies for infractions. These methods are not effective at preventing or reducing disruptive behavior; however, they are associated with student dropouts (Wald Losen, 2003; Yell Rozanski, 2000). The Federal Government included in its Goals 2000: Educate America Act, that by the year 2000, every school will offer a disciplined environment conducive to learning (Marzano, 2003). Teachers have been receiving additional training on how to handle classroom misbehavior (Tuleya, 2002). Having a solid tool (behavior plan) and continuous staff training will be key in averting negative behaviors. Providing these students with the tools to monitor their own feelings may assist in halting some of the explosions before they occur (Smallwood, 2003). According to Gartrell (2004), in appropriate teaching practices, teachers facilitate the development of self-control, social skills, and self-regulation in children by using positive guidance techniques. These activities include modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits, and intervening to enforce consequences for unacceptable, harmful behavior. In appropriate teaching practices, teachers expectations respect childrens developing capabilities and teachers are patient, realizing that not every minor infraction deserves a response. When dealing with students exhibiting reactive aggressive behavior, adults must be cognizant of the following: relationship building, stimulus control, cognitive restructures, self-control training, and social skill training (McAdams and Lambie, 2003, p. 129) Conroy and Davis (2000) discuss the importance of taking a proactive stance when dealing with inappropriate behaviors. Leadership plays an important role in dealing with students exhibiting explosive behaviors. To increase the likelihood of success, a learning environment has to be created that promotes positive interactions and focuses on teaching the skills necessary to prevent outburst. According to Smallwood (2003), one will significantly increase effectiveness if comprehensive prevention strategies are put in place. An intervention process that emphasizes problem solving, not punishment, and facilitates collaboration between all stakeholders will also increase the likelihood of success. Smallwood (2005) provides the following strategies for averting and/or solving issues. Have teachers introduce expectations at the beginning of the year and regularly incorporate opportunities for learning coping skills into the school day. Give students praise when you see them make a good choice. Model the skills you want the students to learn. Provide teachers and support staff, cafeteria monitors and bus drivers with training. Develop a problem solving team approach with the staff. Designate an office or special place as a time out room for students who need to regain self control. Students should know where the room is and what adult(s) will be there to help them. This is often the counselors office or the administrators office. Build trust with students by being accessible and encouraging. Many teachers turn to the Special Education department because chances are the student will be identified as a Special Needs student and will receive specific services. A specific plan and strategies are developed to help the staff work together for the students benefit (Boynton Boynton, 2005). Prevention and early intervention are key in the process of reducing and ultimately eliminating many of the issues that continually require the attention of the classroom teacher and those that prevent the occurrence of academic and social skills instruction. Early intervention for school violence is favorable because the behaviors are found to increase over time (Stormont, 2002). However, for early intervention to have an impact, we have to provide the at-risk children with environments that both directly teach and actively support adaptive behaviors. Its not the children that we should focus on modifying; it is the environment that needs modification. Effective intervention takes into account child characteristics as well as the characteristics and cultural expectations of the setting in which they live and learn (Hester, Baltodano, Hendrickson, Tonelson, Conroy, Gable, 2004). According to Elliott (2003), many of the school programs geared towards preventing these type behaviors have not been thoroughly evaluated or have been evaluated and found to be ineffective. Less attention has been devoted to assessing social validity of primary prevention efforts such as school-wide positive support plans (Lane, Kalberg, Edwards, 2008). As a result, a review of primary prevention program with a behavioral component was conducted on the elementary level. This review suggested that approximate one-third of the school-wide primary prevention efforts mentioned and reported social validity. Social validity had been assessed using surveys wit h unknown psychometric qualities which makes it unreliable (Lane, Kalberg, Bruhn, Driscoll, Wehby Elliott, 2009). END OF EXAMPLES OF NEGATIVE BEHAVIORS What does the literature indicate as the key elements to include in a successful discipline plan to affect student behavior and achievement? Discipline in the 21st century should be proactive. This type of discipline should not be focused on one punishing behavior. The focus should be prevention of conflicts and disruptions. Students have to be taught responsibility, self-management, problem solving, and decision-making. External control and compliance are not congruent with the 21st century values. Self-control should be the goal of discipline for todays student (McLeod, Fisher Hoover, 2003). According to Hester, et al (2004), to ensure system-wide intervention, changing the structure and culture of the school, the classroom and curriculum of daily instruction in ways that teach, reinforce, and otherwise strengthen appropriate student behavior is necessary. A system-wide change requires that teachers establish nurturing classroom environments that are conducive to learning. The following highlighted are comes from resource saved as disst Resource 2.8.10 In order for schools to achieve effective and explicit instruction that maximizes students knowledge of concepts, skills, and information and ensure students are challenged to remain focused, responsive, and engaged, the following must take place: increase instructional accountability and justification improve the alignment between assessment information and intervention development enhance use of limited resources and time make decisions with accurate and relevant information initiate important instructional decisions earlier and in a more timely manner engage in regular and comprehensive screening for successful and at-risk learners provide effective and relevant support for students who do not respond to core curricula enhance fidelity of instructional implementation (Sugai, 2007). Accomplishing that goal requires integrating social behavioral and academic aspects of group-individual instruction. A successful educational environment is punctuated by clear expectations, high rates of engagement and academic success, high rates of student and teacher praise statements, acknowledgements of appropriate behavior (e.g., verbal and nonverbal positive feedback) and direct systematic instruction that included modeling and role playing activities to replace behavior that disrupts classroom instruction (Hester, et al, 2004). It is evident even in schools, where the most serious offenses have occurred, that there is lack of a proactive plan. A review of information regarding school discipline procedures revealed that of 25 schools, only 2 had a comprehensive and proactive approach to managing student behavior after shooting incidents. The remaining 23 schools had adopted reactive and punitive approaches (Gagnon, Rockwell, Scott, 2008). Schools need something more than a r eactive approach to behavior management (Crone Horner, 2003). The capacity to identify, adopt, and sustain systems that are effective and efficient in meeting the needs of students is what many schools lack. The research showed that, without a successful plan to handle these disruptive behaviors of children, the learning of all children within the environment can be negatively affected. Others affected by these significant disruptive behaviors are school personnel, families and community (Sugai et al., 2000). Thats why its important to have a school-wide, positive, behavior support program. Six thousand schools in 37 states use Positive Behavior Support (PBS) (Danielson, Cobb, Sanchez, Horner, 2007). In Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS, Scott Barrett (2004) describe positive behavior support as the application of positive behavioral interventions and systems to achieve social change. Walker, Cheney, Stage and Blum (2005) describe PBS as a 3-tiered model for early intervention with students to prevent school failure due to behavioral difficulties. According to George, et al. (2003), the focal point of PBS is problem behavior prevention using a 3-tiered approach that includes primary, secondary and tertiary prevention. Tier 1 aims at school-wide prevention by setting behavioral expectations, teaching students and reinforcing expectation. Tier 2 is for those students who did not respond favorably to Tier 1 and are at risk of social and behavioral problems. Tier 3 is for extreme nonresponders who continue to struggle. These students require individual interventions (Gagnon, Rockwell, Scott, 2008). The Office of Special Education Programs (2004) recommends that the PBS team include an administrator, teachers from each grade level, support staff and parents. They are responsible for developing school-wide behavioral expectations and plans for teaching and reinforcing appropriate behavior. The PBS team is also instrumental in problem solving and data-based decision making. The teams critical role is to ensure that the program is being implemented and any new information is being delivered to the staff (Netzel Eber, 2003). PBS professional development will help the staff understand the program; therefore, commitment and support will arise. This professional development should take place before staff begins planning (Luiselli et al., 2005; Metzler et al., 2001; Netzel Eber, 2003; Oswald et al., 2005; Scott, 2001). Brainstorming activities such as setting behavioral expectations and planning teaching and reinforcement activities is an approach that helps engage the staff (Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). To increase the likelihood of the plan being followed, ensure that the PBS action plan is one thats agreeable to the staff. Program implementation can be promoted by reinforcement of staff for helping to implement the action plan (Netzel Eber, 2003). According to Scott (2001), in order to be effective, all school personnel must be committed to the program. The effectiveness of PBS has been the focus of research. Evidence shows that PBS is an effective approach to student behavior in regular public schools (Sugai Horner, 2005). Cohn (2001) believed that PBS is an empirically validated, function-based approach to eliminate challenging behaviors and replace them with prosocial skills. The use of PBS decreases the need for more intrusive or aversive intervention (i.e., punishment or suspension) and can lead to both systematic as well as individualized change. According to Hendley and Lock (2007), when schools properly and effectively implement PBS, students benefit by improved academic achievement and increased appropriate behaviors. Horner, Sugai, and Todd (2001) indicated that office referrals for discipline decrease on average 40-60% when schools implement PBS effectively. Students with behavioral concerns receive increased positive support through behavior interventions that focus on the teaching and reinforcement of appropriate behaviors and social skills development and result in the prevention of behaviors of concern. Numerous studies of office discipline referrals and suspension data indicate that PBS is effective in reducing behavior problems (Kartub et al., 2000; Metzler, Biglan, Rusby, Sprague, 2001; Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). These studies also show that PBS reduces the number of students with repeated behavioral incidences not just those with behavioral problems. Scott and Barrett (2004) studied the impact of reduced disciplinary problems on instructional time and found that following PBS implementation, students experienced many hours of instruction. This is a result of less student time spent in exclusionary punishment and less instructional time was spent on behavioral concerns. Horner et al. (2001) stated that the framework of PBS The following is from resource marked red star dated 1/20/10 pg1 Progress has been made in understanding and developing solutions for disruptive behaviors (Burns, 2002). Teaching experience has been found to be helpful, but not always necessary, when relating to teachers and fostering positive school environments (Smith, Crutchfield, Culbreth, 2001). Recognizing the seriousness of behavior in a classroom is an essential part of teaching. Teacher preparation programs should understand the problems confronting teachers with regard

Project Management Wembley Essay

Project Description The aim of the Wembley Stadium project was to build a new 90,000 seat state of art stadium. The new stadium was going to be used for a variety of functions ranging from football and rugby matches to concerts and private events. The stadium was to have a 50-year design life, and be both functional and architecturally significant. In addition, it was essential that the stadium allowed as much daylight and ventilation to reach the pitch as possible. A main goal was to have the build achieve UEFA five-star stadium status. The project was to be funded by a combination of state (National Lottery Fund) and private investment. Multiplex Multiplex is a global contractor based in Australia with expertise across the entire property sector. John Roberts started the firm in 1962 and was President for the next 44 years. In 2002, Roberts passed control of the firm to his son, Andrew. However, one of the last deals that John brought to the table before his retirement was the Wembley Stadium project. Multiplex had completed a number of stadiums prior to the Wembley project, most notably Stadium Australia. Stadium Australia was used as the Olympic stadium for the 2000 summer Olympics. It was constructed at a cost of $690 million and was able to hold 110,000 spectators. Although the Stadium Australia project was a success, Multiplex began to realize that their was much more risk in stadium construction than large-scale landmark buildings. Multiplex won the Wembley stadium contract after selection through a competitive bidding process in 1999. The bidding process was first narrowed down to two bids, however, it was eventually reopened to include two additional contractors. After final review, Multiplex signed a contract to  complete Wembley stadium at a fixed-price cost of  £352m. Mott MacDonald Mott MacDonald was the lead designer of the new Wembley stadium. They are a UK based employee-owned multidisciplinary consulting serving the public and private sectors world-wide. Cleveland Bridge Cleveland Bridge was the initial steel contractor associated with the project. They are based in Darlington, England and have a renowned reputation for bridge building. The Old Wembley Stadium The Empire Stadium in Wembley, popularly known as Wembley Stadium, was the most famous football ground in the world. After it opened in 1923, it evolved into England’s national team stadium for football matches. The FA Cup Final between Bolton Wanderers and West Ham United on April 28, 1923 was the first event to take place at Wembley Stadium. The official attendance for the event was 126,047, which is still the largest for any football match in England. A year later, international football made its debut as England tied 1-1 with Scotland. Since then Wembley has hosted 78 FA Cup Finals, 258 England senior internationals, the 1966 World Cup, 40 League Cup Finals, 6 European Cup Finals, and Euro’96. However, it is not just football that has made Wembley stadium great through the years. In 1948, Great Britain won 23 medals at the Olympic games featured at the stadium. In addition, the stadium has hosted such events as boxing matches, rugby championships, greyhound racing, hockey, and even Evel Knivel. With some much history and importance, it was no surprise that a modern stadium was needed to continue the Wembley tradition into the next century. Project Goals The goal of the project was to create a new modern stadium that would continue in the tradition of Empire Stadium. As pointed out in the history section, the greatest tradition was football. In order to attract major football events (FA Cup, UEFA Finals, World Cup) the stadium must be built to five-star status. In order to adhere to this standards, the stadium must meet the minimum requirements in terms of the size of playing field, floodlighting, VIP parking, seat capacity, VIP seats, VIP seats for visiting team, VIP hospitality, media working area, space for camera’s, number of box seats, number of commentary positions, number of TV studios, outside van area, and press conference seats. B. Reasons for Project Failure The new Wembley stadium was completed in 2007—five years late,  £360m over budget, and surrounded by legal disputes. Before we perform our analysis, we would like to highlight some of the facts that lead to failure. Design Multiplex argued that Mott MacDonald’s design for the Wembley steel work was not fit for purpose and that the initial designs were not correct, constructible, coordinated and consistent. In other words, although the design looked good, it was very challenging and maybe impossible to replicate to scale. Scope Changes The initial scope was to include football, rugby, and athletics in the same stadium. This later became very controversial and resulted in the removal of athletics from the design in 1999, because of the technical and commercial challenges of accommodating three sports within the same stadium. In 2001, the scope was further changed with the removal of a hotel from the project, the expansion of hospitality suites, and considerably changes to the north side of the stadium. These changes took Mott MacDonald an additional 8 months to redesign. Contracting There was no formal bidding process. In addition, it appeared that not all bidders were treated equally. This can be seen when the bidding process was opened back up after the contractors were narrowed down to the final two. Anchoring to a Completion Date When it became a prime objective to finish the project in time for the 2006 FA Cup Final, efficiency and cost effectiveness became secondary issues. It appears many problems could have been avoided if Multiplex did not have to rush the job in order to meet unrealistic expectations. Multiplex claims that it has sustained significant losses as a result of a magnitude of contract breaches and acts of negligence by the client. Loss of Steel Contractor Cleveland Bridge terminated their contract in 2004 because they did not believe that they would be paid for materials and because they felt like the differences between them and Multiplex were too great. This was a major setback to the project. Multiplex now had to search and integrate a new steel contractor for the job. Communication Apart from the major changes in the scope, Multiplex was not given access to  vital design information. In turn, Multiplex underpriced the steelwork. Mott MacDonald had thought that Multiplex was aware of the state of design because they managed the design process and had intimately been involved in the design work.

Understanding Do My Research Papers

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The And Family Therapist Is Influenced By Personal...

The decision to embark on the journey to become a marriage and family therapist is commonly influenced by personal experiences that impact and transform an individual. My experience involves countless medical appointments, multiple misdiagnoses, and an extraordinary will to persevere. The culmination of this arduous experience was my son’s Autism diagnosis at the age of three, prior to this diagnosis I worked tirelessly to obtain the help my child my needed. Being a parent of a special needs child leaves little to no option of failing; hence my child has taught me to be strong, even in the most difficult and darkest times of my life. This experience inspired me to help other families and individuals encountering hardship. As I began the†¦show more content†¦The therapists I met adhered to the medical model, which in turn resulted in minimizing the importance of culture, personal experience, and knowledge of child rearing. Often times, I felt criticized and inadequate as a parent because I was not following the â€Å"North American† model of raising children. I migrated to this country in 1988, at the height of the Nicaraguan civil war in the midst of violence and famine. Nevertheless, my Nicaraguan culture transcended borders, including the collectivist form of raising children. In Nicaragua the entire family, including extended family members (grandparents, aunts, uncles, and cousins) help raise children. Undoubtedly, these child-rearing practices present unique challenges for Nicaraguan and Latino migrants living in a society that encourages and rewards individualism. Almost thirty years have passed since I migrated, but some traditions and culture remain unchanged. Consequently the idea of including extended family members in my child’s upbringing seemed unrealistic to most of the therapists I met; why would I want to include my extended family members in decisions concerning my child? Why would I want my mother’s opinion and guidance regarding my son’s Autism diagnosis? Nonetheless, this strange notion inhibited the therapeutic relationship, what was strange and appalling to some therapists, was normalized by a culturally competent marriage and family therapist. At last, I

Masks Of Deceased Persons Ancient Egypt - 792 Words

Masks of deceased persons are part of traditions in many countries. The most important process of the funeral ceremony in ancient Egypt was the mummification of the body, which, after prayers and consecration, was put into a sarcophagus enameled and decorated with gold and gems. A special element of the rite was a sculpted mask, put on the face of the deceased. This mask was believed to strengthen the spirit of the mummy and guard the soul from evil spirits on its way to the afterworld. The best known mask is that of Tutankhamun now in the Egyptian Antiquities Museum in Cairo. Made of gold and gems, the mask conveys the features of the ancient ruler. Most funerary masks were not made of solid gold, however, living persons in ancient Egypt might have employed transformational spells to assume nonhuman forms. These masks were not made from casts of the features; rather, the mummification process itself preserved the features of the deceased. Masks were a very important aspect of Ancient Egyptian burials. In common with the anthropoid coffin they provided the dead with a face in the afterlife. In addition they also enabled the spirit to recognize the body. Masked priests, priestesses or magicians, disguising themselves as divine beings, such as Anubis or Beset, almost assuredly assumed such identities to exert the powers associated with those deities. Funerary masks and other facial coverings for mummies emphasized the ancient Egyptian belief in the fragile state ofShow MoreRelatedThe Contents of the Tomb and What They Suggest About Life in Ancient Egypt at the Time of Tutankamun687 Words   |  3 PagesThe Contents of the Tomb and What They Suggest About Life in Ancient Egypt at the Time of Tutankamun Archaeological evidence from the tomb of Tutankhamun provides substantial information about life Kingdom Egypt in the eighteenth dynasty. From the archaeological evidence gained from the tombs conclusions can be drawn about religion and the afterlife, the everyday life of ancient Egyptians, of Government during the five hundred year period, and of the arts and sciences ofRead MoreThe Egyptian Mummy Mask895 Words   |  4 PagesThe Egyptian Mummy Mask from the early Roman Period is unique and beautiful in every way possible. This mask that is on display in the Museum of Fine Arts Boston is about 3 feet tall to about 2 feet wide. This certain piece of magnificent art is extremely detailed with intricate designs covering it all around. The Museum of Fine Arts makes it easy to pay attention to, because of its detail and how the mask is displayed. The Mummy Mask has it’s own small alter with a spot light shining down on itRead MoreEssay about Death in Ancient Egyptian Culture2526 Words   |  11 Pages Every individual experiences the act of death, and most persons experience the death of someone they know of. Whether family, kin, or someone infamous, the living deal with the process of dying. Anthropology seeks to understand the universal process of death ritual and how different cultures deal with death differently. An anthropologist can extract social values of a given culture, past or present, from how death ceremony is practiced. Such values could be regarding political hierarchy or an individual’sRead MoreHistory of Portraiture Essay example687 Words   |  3 Pagesspontaneity and the sensation of life. The history of portraiture spans most of the history of Western art, from the art of ancient Egyptian and Greek civilizations to the modern art of Europe and North America. The Romans were expert in rendering individuals. Some scholars have argued that it was the practice of making and keeping death masks of ancestors (worn by survivors in the funeral processions) that accounts for the enormous skill with which Roman portraitistsRead MoreThe Ancient Egyptian History And Culture1814 Words   |  8 PagesThe history of Ancient Egypt is one of the most highly admired and studied cultures of all the past world civilizations. The fascination of the sphinx and the questioning of the pyramids have typically led archeologists to devote their time and efforts into unraveling the mysteries and figuring out the ways of the Egyptian culture. However, some may argue that the alluring aspect of the Ancient Egyptian history and culture is mummification. Some people bury their dead in the ground so that theirRead MoreThe Rituals Of The Ancient Egyptian Civilization1725 Words   |  7 Pagespertaining to the ancient Egyptian civilization are both fascinating and the backbone for modern funeral practices today. The funerary culture of the ancient Egyptians show some of the earliest work in regards to the care of the deceased. While very little is known directly from t he Egyptians themselves, Ancient Greeks, historians and the myriad of finds thanks to past and present archeology have helped shed light on the culture of embalming and death care practices. The ancient Egyptians livedRead MoreThe Last Judgment of Hunefer2265 Words   |  10 Pagespapyrus can be found in The British Museum in London, England. Starting at the bottom left of the painting, there are two figures: a human who is being judged, and the jackal headed Anubis facing a scale. The scale is used to weigh the heart of the person being judged. Seen overhead, there’s a pattern of smaller figures known as the deities that the judged had to swear virtuousness to. On the bottom and middle of the painting, a man with the head of an Ibis, Thoth is recording the results of the weighingRead MoreAncient Egypt: Introductory Speech3464 Words   |  14 PagesANCIENT EGYPT By Jessica Maimoun Introductory Speech Good morning Miss Separovic and fellow Classmates, its Monday’s first spring of 2010, but before i get carried away by god’s gift to humankind let’s get to work. Today I’m here to share with you, a bit about what i have been researching over the past few weeks. In case you didn’t know, it’s about ancient society’s beliefs, myths, gods and Religion. But today i will be focusing, in particular on Ancient Egypt. Read MoreHuman Sacrifice Is Important Matter And Human Behavior1663 Words   |  7 Pagesevolution of ancient civilization. It is the act of killing human. Usually human sacrifice comes with deity as a ritual activity. Throughout history, human sacrifice has been practiced in diverse cultures and different civilizations. As far as I know, there are some bizarre methods of human sacrifice in history. In Ancient Egypt, pharaohs had the highest positions in Egyptian society not only in religion but also in politics. In early pharaonic civilization, as long as pharaohs deceased, pharaohs wereRead MoreThe Afterlife Essay1607 Words   |  7 Pagesfar to what it means today. I would like to journey back in time to what death meant in the days of which Herodotus traveled. Herodotus journeyed from his home, Greece, to the land of the Egyptians. There he looks at mummification, a death ritual in Egypt with a Greek perspective. I would like to examine the similarities and differences between the Greeks and Egyptian death rituals through comparing their meaning of death, processes of burial, and their journey through death. Before we can look at

Emo Subculture Free Essays

The Emo subculture consists of two distinct groups. The Emo Subculture The term â€Å"Emo† that is now applied to individuals originated as short hand for â€Å"Emotional music† Traditional Emo Sub-Culture This â€Å"emotional music† draws from a broad range of contemporary genres linked with the common consistent themes of emotionally vivid views often associated with adolescence. For many youths of the mid-80s this music functioned as a safe-haven for emotional expression. We will write a custom essay sample on Emo Subculture or any similar topic only for you Order Now Over time a subculture was formed around this mutual appreciation and in turn became a safe-haven where youths could freely express themselves while facilitating social interactions and identity formation for these introspective people. From this sprang the Emo subculture that rejected the mainstream in favor of independent performances. Additionally this culture allowed individuals to express their societal views with like minded people, creating the activist stance they are known for today. As the popularity of the Emo movement grew it became much more accessible to the mainstream industry. Modern Emo Subculture As a result a re-invention of the music and culture was spawned and became the Modern Emo Subculture. While sharing many traits with the traditional Emo this new subculture embraced the mainstream direction of the Emo-music. In time the modern Emo would drift further from it’s origins and the previously extreme individualism and non-conformist outlook was replaced with the familiar features of a Trend. This change in outlook paved the way for the signature style Emos are known for today as fans of popular Emo bands began to emulate their idols in both dress and style. The modern day Emo has ironically become heavily influenced by mainstream media and popular figures Emo Influences The Seven P’s Marketing to Emos The product we are offering is a clothing range suited to the Emo culture. Product Our product will be differentiated from our competitors in a variety of ways. Our primary method of differentiation will be through the careful establishment of specific product affiliation to key Emo cultural figures and rallying points. We have targeted our approach in this manner to make efficient use of the insular nature of this subculture, making endorsements and sponsorships significantly more effective then those of more traditional consumer bases. The products we offer will also be recognised and differentiated by design. Our products will incorporate patches and logos with popular political, socio-economic and human interest messages much in the same way that many other clothing lines promote bands and groups. It is our belief that the Emo subculture will respond well to the clothing styles with which they are familiar, coupled with the opportunity to express their beliefs and individualism. The price management of the product will be integral to the success of this project Price Entering the Market Place We plan to enter the market in a less traditional manner in order to take advantage of The Emo’s specific traits In the initial stages of our entry to the market we will be undertaking projects to distribute our products at Indie rock music festivals. In particular targeting specific â€Å"up and coming† independent bands and groups Through this we believe we will be able to achieve some portion of the fans devotion to these groups securing customer loyalty while simultaneously achieving our primary goal of brand affiliation. In tandem with this approach we will be selling our products in our own online stores Only after completing our initial placement will our products be offered in retail stores We make this decision with the belief that this approach will generate a sense of exclusivity and hype within the Emo subculture to appeal to the individual nature of our consumer base We are confident that this can be facilitated through the use of social networking sites, in which the Emo subculture is highly active. Promotion is one of the cornerstones of our product implementation plan Promotion In addition to this our clothing range will not be separated into the traditional men’s and women’s categories. Instead we will offer a single androgynous clothing line to match the style and needs of our consumer base. To further facilitate the individuality of the Emo subculture our online stores will allow customers semi-custom design of their purchase through a set selection of logos and logo locations. Allowing customers to choose which message is displayed on what part of their clothing. E. g. A customer may choose to display a pro-vegan logo on the left shoulder or the right breast pocket. We shall be undertaking a number of promotional activities in order to achieve our brand recognition and product affiliation goals. As mentioned in previous sections it is our primary goal to affiliate our products with popular Emo bands and figures, such as Avenged Sevenfold and My Chemical Romance, as well as with key concepts and issues important to the Emo subculture. We can achieve this through advertisement at popular concerts either including the acts directly or through banners and posters Additionally we will be hosting giveaway events at concerts with free t-shirts, jackets and other clothing in order to further promote our brand image within the Emo subculture It is also our intention to host sales stalls at charity events with partial proceeds of these sales being donated to the charity in question. Many charity events are popular within the Emo subculture and this is an important opportunity for our corporation to further its image of sharing the same fundamental values as our consumer base. Of course we will also be implementing advertisement activities though social media such as Facebook and Blogging sites. The Emo culture has an active presence on these sites and it represents a cost effective process of engaging our target market. In our dealings with a characteristically expressive consumer base it is important to ensure enjoyable interactions People By distributing our products through popular Emo retail stores such as we will be ensuring that the staff will be able to relate to the customer This is important within the Emo culture as fashion is treated as a social statement As we will also be selling our products at concerts, music festivals and charity events, it is imperative we employ staff that can understand and relate to the Emo culture. This has the added benefit of requiring less training for these low level retail positions It is important to make the purchasing process an enjoyable experience Process This is especially true when dealing with such a close-knit and outspoken community. With such specialist products word of mouth could make or break. In order to achieve this we will be focusing on our employees being capable of rapport with the customer and individual opinion on choices as well as the implementation of our online customisation options Emos are characterised as creative and expressive, it is our belief that these customisation options and the ability to discuss their choices with like minded individuals will greatly enhance their experience. Depending upon the success of the customisation function we may implement a custom order system for the independent retailers Physical Evidence Cost plus pricing strategy will be used to target segment with high disposable income Through analysis of the physical evidence we will be able to determine the suitability of our product range Joey Keifouz Ronald Mills Peter Whitehead The Emo Tribe Factors which increase subculture influence Emos and the Macro-environment Demographic environment †¢Increasing diversity: the population in Australia s becoming more ethnically diverse, which increases international exposure through personal relationships. Economic environment †¢Increases in consumer spending: Gross Domestic Product (GDP) grew by 2. 5% over the previous year, which translates to an increase in total spending of the same amount. Natural environment †¢Environmental sustainability: Our product will be developed using environmentally sustainable resources. Technological environment †¢Manufacturing innovation: technology is constantly increasing manufacturing capabilities and reducing production costs †¢Social media: The advent of social media has increased advertising exposure for many subcultures including Emo. Political and social environment †¢Increased ethical and social responsibility: product designs are politically influenced and promote messages of responsibility. Factors which decrease subculture influence Emos and the Macro-environment Cultural environment †¢View of nature: the increasing amount of the population which believes in natural responsibility will increase the popularity of our product range. Demographic environment †¢Changing age structure: the average age of the Australian population is slowly increasing. The Emo subculture is traditionally comprised of older teens and young adults. This will decrease the available market. Demographic environment (cont. ) †¢Geographical population shifts: populations are moving away from capital cities. This not only decreases exposure to Emo subculture, but also decreases advertising effectiveness. Demographic environment (cont. ) †¢More professional population: The rise of professionalism is likely to reduce the popularity of Emo subculture. Economic environment †¢Changes in consumer spending patterns: retail sales have decreased for 2012, eg. From June sales have dropped by 0. 8% Natural environment †¢Environmental disasters: There is always possibilities of natural disasters such as fire and flood which could damage manufacturing capabilities. Political and social environment †¢Changes in legislation: increasing legal restrictions may influence our products. Eg, legislation which bans public political statements would cause a sharp decrease in sales. Sales data will be collected from retail and online stores Analysis also reveals success rate of marketing strategies towards Emo segment Online â€Å"secret shopper† to obtain consumer perspective on our product range As a subculture based upon a musical genre the â€Å"non-conformist† Emo may indeed be more heavily influenced then thers Influences upon the Modern Day Emo are not limited to that of high profile bands and celebrities In today’s society the Emo is easily recognised by their dark fitted clothing, distinctive hairstyles and overall androgynous approach to fashion. Due to the interconnection of the subculture Emos receive significant influence from their peers resulting in partial feedback causing core issues to self maintain within the s ociety Of this group of peers some Emos have themselves achieved semi-celebrity status as bloggers and rallying points for the Emo subculture How to cite Emo Subculture, Papers

Work for the Dole for Policy

Questions: 1. What is the problem? 2.What presuppositions or assumptions underlie the problem? 3.How has this representation of the problem come about? 4.What is left unproblematic in this problem representation? Where are the silences? 5.What effects are produced by this representation of the problem? 6.How and where has this representation of the problem been produced, disseminated and defended? Answers: 1. As way into the broad topic of the welfare, the youth and unemployment, our practical text is on the work for Dole legislation. Back in 1997 the then minister for schools, Vocational Education and training in the Howard-led coalition government David Kemp, introduced the legislative framework for the work For Dole initiative (Bacchi, 2009). There was introduction of the social security legislation Amendment that was later amended to social security Act. The work for the Dole is an Australian state organizations system, which type a workfare. The system was initially ratified in 1998, obtaining recently been trialed in 1997. This the work seekers could gratify on their common tasks prerequisites. The intent behind the amended of the social security Act was to eliminate on the provisions that hinders a person form being forced to work for the Dole. Next, to originate a maximum variety of hours of work with the dole per fortnight. Finally was to permit all the individuals to get a su pplementary ten dollars per week to be able to handle the additional cost .We can recall that the WPR approach begin at examining what is proposed as a change and the working backwards in order to see how that could constitutes to the problem. In this case, there is removal for the provisions, which prevent an individual from being required to work for the dole in other words the unemployment benefits. Therefore, the problem is constituted to be the ability to access on the benefits of unemployment without being required to work. Note, asking question one is a clarification exercise, thus the answer to this question should be straightforward. The bill that is stipulated which is eligible to the participants will be those that are aged between the ages of 18 to 24 who have been unemployed for the last six months and those that are not in the case management or an employment-training program. The scheme initially included the scope for the older participants. The different kind of the representations in regards to this policy may conflict or even contradict on each other. The aspect of identifying the problem of the unemployment benefit has been a challenging aspect. 2. An understanding of the social relations underpins WFTD. Individuals are to be encouraged to helping themselves and become independent. The labor of some form is thus considered a necessary and a valuable part of character development. The young Australians need to be able to make valuable contribution through a worthy while work experience. The result of this will be a higher self-esteem and a work ethic. Ideally, individuals have to be given real jobs and the performance of some of the kind of work commitment remains the focus and the goal. The conception of the people that is elaborated here is similar to the one in the western Christian society where the aspect of hard work is well entrenched. The references to the governments disciplined approach to the fiscal policy align within this framework, and it suggests that the welfare policy should fit provided the fiscal imperatives. The problem that was identified was the problem and the young and their problems, the WFTD targeted the specific age categories the young individuals that were aged between 18 to 24 years (Carson, Winefield, Waters, and Kerr, 2003). It is not unusual for the policies to be age related (BaCChi, 2010). The WPR draws upon the social constructionist premises; the youth needs to be considered a social contrasted category. There is no universal meaning for the youth but rather the content of the category is determined by aspect of social, cultural and the historical context (Nevile and Nevile, 2003). The youth unemployment has been constituted as a distinct kind of the problem because of the conviction that the character is formed in these years (Bacchi, 2009). It is argued that the young people need to work for them to acquire skills that are portrayed that an person need to improve on the human capital. Nonetheless, there are some presuppositions and assumptions an example in Australia a 16 year old can drive a vehicle but cannot appear in the family court in a case over residency an d cannot make their wishes be known except through an advocate an eighteen year can marry and stand for a political office (Lombardo, Meier and Verloo, 2009). Nonetheless, under the commonwealth government the youth allowance program the same 18 year old is considered to live at home dependent on the parents until age 20. This be seen as a form of the governmental rationality, which is regarded as the though behind the government. 3.There is need to think historically in regards to the concept of unemployment. According to Walters (2001), the issue of the unemployment was more understood as an issue of overpopulation or ascribed to the exogenous elements to the market system. The history needs to be supplemented with recognition that the commitment to the social rights has been hedged with the qualifications and with the critics (Borland and Tseng, 2004). For example, in Australia in 1945 the social security legislation contained a work test, which entailed that the unemployed individuals for them to receive benefits from the government they had to actively look for work. From the history, we can see that the work from the Dole has its own antecedents even through the period it was regarded heyday of the social governance in Australia. There were other dividing practices in work especially only the Aboriginal natives were excluded unless the department was satisfied with them, based on character, intelligence and standard that are qualities that are put in the questions by their formulations as the point of exception to the standard rule (Turnbull, 2013). 4. The problem of the unemployment of youth in Australia is the problem on the concept of work for the Dole policy (Dombos, Krizsn, Verloo and Zentai, 2009). The problem to examine the contribution of the rampant unemployment to the problem of what affects the youth on a daily basis. Nonetheless, the failure to examine on the inadequacies of provision of employment in the case of Aboriginal is a great concern to the government (Edwards, 2010). The argument here is that it is not simply that there is another way to think about the issues but rather on the specific policies, which are constrained by the way, in which the problem is represented. 5. Various effects are produced by the problem of work for the Dole program; one of the effect is that the program is that it does not increase the long-term availability of the jobs. It is only when an extra job become available that individuals who are employed can move into a sustainable employment (Bessant, 2000). Secondly, the program do not provide sufficient opportunity for the skill development to make a big difference to employment prospects for the unemployed. 6. The problem has been produced due to the poor legislative mechanism by the government. The policy has been disseminated from the legislation Act back from 1991 in order to offer people employment opportunities (Bacchi, 2009). The problem exhibited on this case is in regards to the youth and unemployment. The problem that is also exhibited on the employment of the Aboriginal individuals who at the time did not employ them until certain test is accomplished. References Bacchi, C., 2009. 2 The issue of intentionality in frame theory. The Discursive Politics of Gender Equality: Stretching, Bending and Policy-Making, p.19. BaCChi, C., 2010. Gender/ing impact assessment: Can it be made to work?. Welcome to the electronic edition of Mainstreaming Poli-tics. The book opens with the bookmark panel and you will see the contents page. Click on this anytime to return to the contents. You can also add your own bookmarks., p.17. Bessant, J., 2000. Civil conscription or reciprocal obligation: The ethics of'work-for-the-dole'. The Australian Journal of Social Issues, 35(1), p.15. Borland, J. and Tseng, Y.P., 2004. Does' Work for the Dole'work? Carson, E., Winefield, A.H., Waters, L. and Kerr, L., 2003. Work for the Dole: A Pathway to Self-esteem and Employment Commitment, or the Road to Frustration? Youth Studies Australia, 22(4), p.19. Dombos, T., Krizsn, A., Verloo, M. and Zentai, V., 2009, January. Critical frame analysis: A comparative methodology for the QUING Project. In ECPR First European Conference on Politics and Gender (pp. 21-23). Edwards, K., 2010. Social inclusion: Is this a way forward for young people, and should Lombardo, E., Meier, P. and Verloo, M. eds., 2009. The discursive politics of gender equality: stretching, bending and policy-making. Routledge. Nevile, A. and Nevile, J.W., 2003. Work for the dole: Obligation or opportunity. University of New South Wales. Turnbull, N., 2013. The questioning theory of policy practice: Outline of an integrated analytical framework. Critical Policy Studies, 7(2), pp.115-131.