Suchergebnisse

Presents a case for a written code of ethics and shows how this can
be instituted in a company. Discusses implementation, communication and
enforcement of a code.

Under the National Assessment Program, the Civics and Citizenship sample assessment is administered to a representative sample of Year 6 and Year 10 students every three years. It is conducted under the auspices of the Education Council. The National Assessment Program – Civics and Citizenship assesses students' skills, knowledge and understandings of Australia's system of government, civic institutions and the values which underpin Australia's democracy. It also provides an indication of student attitudes and their engagement in civic-related activities at school and in the community. This report presents the findings of the fifth National Assessment Program – Civics and Citizenship (NAP–CC), which was administered in 2016. It examines emerging trends and identifies the role of the Australian Curriculum for Humanities and Social Sciences and for Civics and Citizenship in supporting the learning of all young Australians. While the report indicates that student performance in Civics and Citizenship at the national level has remained stable for Year 6, performance has fallen for Year 10 students. Despite this particular decline, it is heartening to see an increase in the already high levels of positive attitudes among students toward participation as active citizens. The report also highlights the changing ways in which students are gathering and disseminating information especially through the use of social and digital media.

In 1999, the State, Territory and Commonwealth Ministers of Education, meeting as the tenth Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), agreed to the National Goals for Schooling in the Twenty-first Century. Subsequently, MCEETYA agreed to report on progress toward the achievement of the National Goals on a nationally-comparable basis, via the National Assessment Program (NAP). As part of NAP, a three-yearly cycle of sample assessments in primary science, civics and citizenship and ICT was established. The three previous cycles of NAP – CC were conducted in 2004, 2007 and 2010. As a result of a 2010 Australian federal government initiative and under the direction of SCSEEC, ACARA was tasked with developing and trialling online (Internet-based) delivery of the national sample assessments in science literacy, ICT literacy and civics and citizenship. The student test and student questionnaire developed for the 2013 NAP – CC were consequently delivered to students online. This is in contrast to the previous three cycles of NAP – CC which were all completed on paper. This report describes the procedures and processes involved in the conduct of the National Assessment Program – Civics and Citizenship (NAP – CC) 2013, the fourth cycle of NAP – CC.

The 2008 UK government Youth Crime Action Plan emphasises prevention and early intervention in different aspects of work with young people who offend or are considered to be 'at risk' of offending. Much of this approach includes targeted work with families and work to reduce the numbers of young people entering the youth justice system. This report takes a critical look at early intervention policies. Through contributions from leading experts on youth work and criminal justice it considers the development of integrated and targeted youth support services and the implications for practice of early intervention policies; analyses the causes of serious violent crime through consideration of issues that address gangs and guns; provides an evaluation of the government's early intervention strategy through the examination of its Sure Start programme and other family initiatives; identifies the psychobiological effects of violence on children and links them to problem behaviour; considers the impacts of family intervention projects and parenting work and compares approaches to early intervention across different jurisdictions and examines the lessons for practice in England and Wales

Many of the recent reforms in public services in the UK have been driven by the image of the 'responsible citizen' - the service user who does not only have rights to receive services but also has responsibilities for the delivery of policy outcomes. In this way, citizens' everyday conduct is shaped by governmental action, yet there is much evidence that both front-line staff in public services and the people who use them can sometimes act in ways that modify, disrupt or negate intended policy outcomes. Subversive citizens presents a highly original examination of how official policy objectives can be 'subverted' through the actions of staff and users. It discusses the role of public policy in the creation of 'good citizenship', such as making appropriate choices about what to eat and how much to save, to being an active participant in the local community. It also examines how the roles of service delivery staff have changed substantially, and how theories of 'power' and 'agency' are useful in analysing the engagement between public policies (and those employed to deliver them) and the citizens at whom they are targeted. The idea of subversive citizenship is explored through theoretical and empirical analyses by a range of prominent social researchers and will be of interest to students of social policy, sociology, criminology, politics and related disciplines, as well as policy makers involved in public services

Anti-social behaviour (ASB) has been a major preoccupation of New Labour's project of social and political renewal, with ASBOs a controversial addition to crime and disorder management powers. Thought by some to be a dangerous extension of the power to criminalise, by others as a vital dimension of local governance, there remains a concerning lack of evidence as to whether or not they compound social exclusion. This collection, from an impressive panel of contributors, brings together opinion, commentary, research evidence, professional guidance, debate and critique in order to understand the phenomenon of anti-social behaviour. It considers the earliest available evidence in order to evaluate the Government's ASB strategy, debates contrasting definitions of anti-social behaviour and examines policy and practice issues affected by it. Contributors ask what the recent history of ASB governance tells us about how the issue will develop to shape public and social policies in the years to come. Reflecting the perspectives of practitioners, victims and perpetrators, the book should become the standard text in the field