4.3 Neo-Marxist interpretations of welfare to work Neo-Marxists interpret welfare-to-work programmes as doubly alienating. First, the programmes deny workers control over the conditions of their ‘employment’ by forcibly constructing their relations with employers. Second, they deepen social inequalities because they are concerned with people who are weakest in the competitive labour market. Neo-Marxists view economic regulation as the principle purpose of welfare to work. Its task is to manage the contradictions of the capitalist
4.2 Neo-liberal interpretations of welfare to work Neo-liberalism begins from an emphasis on the free market, individual freedom and responsibility. Neo-liberal approaches use the ‘less eligibility’ principle. Welfare is thought to distort ‘free’ markets, because it either removes incentives to work, or drives up entry-level pay to rates that are not economical for employers. Neo-liberals tend to advocate what Peck (2001) terms the ‘hard’ Labour Force Attachment model of working for welfare, which places clai
4.1 Looking at the evidence Some analysis of the data shown in Figures 4 (a) and 4 (b) is needed to set it in a wider context. We need to know how many openings were created after the NDYP was launched, who participates in the programme, and with what outcomes. Not only would this answer questions about the significance of participations and withdrawals, it would allow insights into t
3 Personal agency, participation and refusal: gathering evidence While it is difficult to exaggerate the impact of this construction of ‘welfare dependency’, particularly in the USA, this construction does not go unchallenged. A very wide range of groups of people who are poor or who are subject to discrimination succeed in shaping welfare arrangements by evading, refusing or resisting policies. Historically, there are numerous examples of collective agency in resisting and reshaping welfare policies. In the USA, Fox Piven and Cloward (1977) trace
2.2 Rationales for conditional entitlement to welfare The contingent relation between work and welfare has moved – unevenly over time and place – between extremes of conditionality and separation, with long periods of more complex relations that varied for different social groups and between localities. Early in the twenty-first century, in the UK and the USA, there is a powerful trend towards a return to the conditional nature of welfare with which state involvement began. What underlies this pattern of the rise and fall of unconditional en
2.1 Background and historical overview As we saw in Section 1, everyday talk, public discourse and political debates sometimes treat the concepts of ‘welfare’ and ‘work’ as separate spheres of activity, or even binary opposites: welfare or work. This can occur in different ways, for example: an explicit connection is drawn between welfare and work, as though they were directly dependent upon one another: welfare an
1 Welfare, work and social policy: an overview On 29 February 2000, a 6-year-old boy in his first year at Buell School, Beecher, in the town of Flint, Michigan, in the USA, took a .32 calibre handgun to school and shot 6-year-old Michaela Roland dead with a single bullet. The boy had been staying with his uncle because his mother, Tamarla Owens, had been evicted from her home for lapsing on her rent payments, despite working up to 70 hours a week in two jobs to maintain her two children. Tamarla Owens was not there that morning to see her
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
1.2.4 Checklist of common features
This unit will help you to identify and use information in Society, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organising your ow
Next steps
The facts and figures on poverty often don’t provide a meaningful picture of the situation. This unit demonstrates the true impact of poverty on the people and places in Scotland through a series of essays that combine the statistics with stories of people who work in the field and those who live in poverty.
1 Poverty in Scotland
The facts and figures on poverty often don’t provide a meaningful picture of the situation. This unit demonstrates the true impact of poverty on the people and places in Scotland through a series of essays that combine the statistics with stories of people who work in the field and those who live in poverty.
2.3 Watching the programme There are two main themes to consider as you watch the programme: (a) Image and identity Note down ex 4.1 National identities and UK politics Why do British people speak ‘English’ and not ‘British’? Why is it easier to travel from London to any British city than to travel from Bedford to Leamington Spa? Why are the National Gallery, the British Museum and Tate Modern all in London? Why does London house the Stock Exchange? This has to do with the pivotal role played by England in the constitution of the UK and by the designation of London as the capital of the UK. Within any given country, we are likely to b 1 The politics of devolution This unit examines the politics of devolution and the relationships between the various nations that constitute the UK. It does so by examining the transformation of the UK from a centralised unitary state into a decentralised unitary state. (If you want a quick summary of the terms of devolution, you will find one in Section 5.5.) The unit shows how the devolution process grew out of a long history, and how it is continuing in the c Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions: 9 Notes to help you complete your assessment To complete your assessment portfolio include a contents page to show what evidence you have included for each part. An example of a suitable format for the contents page is shown in Figure 1 above. Figure 1 (PDF, 1 page, 0.1MB) Although the requirements of Parts A and B are listed separately you should think of them as parts of a whole in which each part relates to the others. Parts A and B 9 Notes to help you complete your assessment To complete your portfolio you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1 below. Figure 1 (PDF, 1 page, 0.1MB) Although the requirements of Part A and B are listed separately, 8 Part B: Evidencing your number skills This Part requires you to present a portfolio of your work to demonstrate that you have used and integrated your number skills within your study or work activities to achieve the standard required. For example, you might include learning about new mathematical techniques to tackle a particular task; using graphs, diagrams, tables or charts more effectively in presenting, analysing and comparing results; setting up and using mathematical models to predict and explain behaviour; using equations Education is the Destination | Chris Sain & Jahaun McKinley Criminal Sociology
Activity 1: Watching the programme
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This is a free textbook that is offered by Amazon for reading on a Kindle. Anybody can read Kindle books—even without a Kindle device—with the free Kindle app for smartphones and tablets. Download the app for your device and start reading for free.‘This book was converted from its physical edition to the digital format by a community of volunteers.’' Ferri was one of the first researchers interested in the study of crime statistics. While quite interested in Lombroso's biological deter
