In People Must Live by Work, Steven Attewell presents the history of an idea—direct job creation—that transformed the role of government in ameliorating unemployment by hiring the unemployed en masse to prevent widespread destitution in economic crises. For ten years, between 1933 and 1943, direct job creation was put into practice, employing more than eight million Americans and making the federal government the largest single employer in the country. Yet in 2008, when the most dramatic economic crisis since the Depression occurred, the idea of direct job creation was nowhere to be found on the list of policies deemed feasible or advisable for government at any level. People Must Live by Work traces the rise and fall of direct job creation policy—how it was put into practice, how it came within a hairbreadth of becoming a permanent feature of American economic and social administration, and why it has been largely forgotten or discounted today. Contrary to more conventional arguments, Attewell reveals that the New Deal ended the Great Depression before the United States entered World War II and its jobs programs continued to influence policy debates over the Employment Act of 1946. He examines the deliberations surrounding the Humphrey-Hawkins Full Employment Act that was signed into law in 1978 and demonstrates the ways in which direct job creation played a significant and polarizing role in dividing the economic establishment and the Democratic party in the 1970s. People Must Live by Work not only chronicles the ambition, constraints, and achievements of direct job creation policy in the past but also proposes a framework for understanding its enduring significance and promise for today.

Dynamic Relationships invites us to step into the appreciative paradigm where the principles governing our actions and relationships offer a means for increased value and meaning in our lives and communities of work and play.They empower us to become a force for creating and sustaining life-affirming relationships and success in daily living.

The potential for early intervention to prevent social problems later in life has become the focus of much debate in recent years and finds itself at the centre of contemporary social policy. The meaning of ‘vulnerability’ – one of the key concepts in this drive – is examined in this book, as well as the relationship between vulnerability and the individual, communities and society. This book introduces students to a broad debate around what constitutes vulnerability and related concepts such as risk and resilience, and examines how vulnerability has been conceptualised by policy makers with a clear focus on early intervention. Adopting a case study approach, it opens with chapters examining the concept of vulnerability from sociological, psychological and social policy perspectives before looking at examples around disability, homelessness, leaving care, victims of violence, sexual abuse, prison, the Internet and drug use. Supporting students in engaging with and evaluating the conceptualisation and application of vulnerability in professional practice, this book is suitable for anyone either preparing for or currently working within the children’s workforce, from social work and health care to education and youth work.

This book has two purposes. First, to introduce the study of work and the workplace as a method for informing the design of computer systems to be used at work. We primarily focus on the predominant way in which the organization of work has been approached within the field of human-computer interaction (HCI), which is from the perspective of ethnomethodology. We locate studies of work in HCI within its intellectual antecedents, and describe paradigmatic examples and case studies. Second, we hope to provide those who are intending to conduct the type of fieldwork that studies of work and the workplace draw off with suggestions as to how they can go about their own work of developing observations about the settings they encounter. These suggestions take the form of a set of maxims that we have found useful while conducting the studies we have been involved in. We draw from our own fieldwork notes in order to illustrate these maxims. In addition we also offer some homilies about how to make observations; again, these are ones we have found useful in our own work. Table of Contents: Motivation / Overview: A Paradigmatic Case / Scientific Foundations / Detailed Description / Case Study / How to Conduct Ethnomethodological Studies of Work / Making Observations / Current Status

Imagine designing the best company on earth to work for . . . What would that company be like? How would you build and sustain it? As a leader, you need to know. In the past, businesses made people conform to the organization’s needs. But the old paradigm has shifted. Now leaders must transform their organizations so that they attract the right people, keep them, and inspire them to do their best work. How do you create a culture people want to belong to? In this powerful and necessary follow-up to the classic Why Should Anyone Be Led by You?, leadership and organizational sages Rob Goffee and Gareth Jones identify and illuminate the six key organizational attributes to do just that. In separate chapters, they delve deeply into each one: 1. Let people be themselves 2. Practice radical honesty 3. Magnify people’s strengths 4. Stand for authenticity (more than shareholder value) 5. Make work meaningful 6. Make simple rules With vivid stories and examples from global companies, the authors illustrate the kind of strong, attractive workplace culture that leads to sustained high performance. They also provide ways of assessing how your company is doing and describe the tensions and trade-offs that leaders must manage as they transform their organizations. Why Should Anyone Work Here? is the question all contemporary organizational leaders must constantly ask themselves if they want to survive and thrive in the new world. This book will help them answer that question.

This book is about theory, practice, and reform in working with youth who are at-risk in our schools. The book addresses several important topics, including: Problems of definition of at-risk and measurement; social, political and health aspects of being at-risk; theories of at-risk status including coping competence, agency intrinsic motivation and cultivation theory; the voices of those who are at-risk; groups that are often ignored when discussing at-risk youth, Native Americans and Appalachians; necessary changes such as prevention, early intervention, and a critical look at assessment practices and grades; a look at the role of higher education.