Industrial Welfarism in Australia 1890-1965

This thesis examines industrial welfarism in Australia from 1890 to 1965. This period witnessed the gradual spread of the welfarism movement throughout Australian industry as employers sought ways to increase productivity and control in the face of external challenges. Once reaching its peak in the immediate post-War period, the welfarism movement was gradually subsumed as part of the increasing formalisation of personnel management. Waves of interest in welfare provision coincided with periods of labour shortage and/or labour militancy in Australia, indicating its dual role in the management of labour. Firstly, by offering benefits and services beyond that made necessary by the law or industrial awards, welfarism was designed to create a pool of good quality workers for management to draw from. Secondly, managers sought to enhance their control over these workers and their productive effort, using welfarism as a technique to build worker consent to managerial authority. This could be achieved through subtle methods aimed at boosting loyalty and morale, or through more direct programs designed to increase worker dependency on the company. In both ways, individual and collective worker resistance could be minimised, thereby reinforcing managerial prerogative. Despite its adoption by a variety of companies, a number of economic, political and institutional factors limited the extent of industrial welfarism in Australia. These include the small-scale of most enterprises prior to the Second World War, state involvement in the area of industrial relations and welfare provision, and the strength of organised labour. While the welfarism movement did not reach the heights experienced overseas, it nonetheless provided an important contribution to the development of formal labour management in Australia

Competition in Retailing: Lessons from the History of Rochdale Consumer Co-operatives in Australia

Rochdale consumer co-operatives have played an integral role in the lives of many people in particular localities in Australia. The Rochdale movement developed in waves in the period prior to the end of World War II, but went into decline over the following decades. While the movement has collapsed in Australia, a number of Rochdale consumer co-operatives continue to thrive in rural areas of Australia, largely by drawing upon a reciprocal relationship with the local community. A further reason for the survival of these rural co-ops is that they have linked up with franchising. This arrangement – community co-operative ownership and franchising – provides another alternative in the quest to increase competition and reduce market concentration in retailing in Australia.The symposium is organised on behalf of AAHANZBS by the Business and Labour History Group, The University of Sydney, with the financial support of the University’s Faculty of Economics and Business

The Origins and Early Years of the Barossa Community Store, 1944-65

The Barossa Community Store in Nuriootpa is Australia’s largest and most successful surviving Rochdale co-operative store. It is located in the Barossa Valley, the centre of one of Australia’s major wine growing regions. This paper explores the origins of the store against the background of the German heritage of the Valley and the community movement that developed in the town and attracted both national and international interest. The early years of the store, which arose from the result of the mutualisation of a successful non-co-operative retailer, saw tensions between leaders of the co-operative and the broader community over whether surpluses should be retained by the co-operative or ploughed back into the community. The co-operative saw need to raise capital to grow by seeking additional sources of capital beyond members’ shares. Management also had to face the challenge of changing retail practices, which gradually saw the shift to self-service and the opening of its first supermarket under the Co-operative brand in December 1965.The symposium is organised on behalf of AAHANZBS by the Business and Labour History Group, The University of Sydney, with the financial support of the University’s Faculty of Economics and Business

Competition in Retailing: Lessons from the History of Rochdale Consumer Co-operatives in Australia

Rochdale consumer co-operatives have played an integral role in the lives of many people in particular localities in Australia. The Rochdale movement developed in waves in the period prior to the end of World War II, but went into decline over the following decades. While the movement has collapsed in Australia, a number of Rochdale consumer co-operatives continue to thrive in rural areas of Australia, largely by drawing upon a reciprocal relationship with the local community. A further reason for the survival of these rural co-ops is that they have linked up with franchising. This arrangement – community co-operative ownership and franchising – provides another alternative in the quest to increase competition and reduce market concentration in retailing in Australia.The symposium is organised on behalf of AAHANZBS by the Business and Labour History Group, The University of Sydney, with the financial support of the University’s Faculty of Economics and Business

Law Related Education Project: Final Report

The four supplementary teacher's manuals developed under this project are available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).This report describes a cooperative project beween Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms. The pilot program was implemented in March through June 1976 in 20 ASD classrooms with approximately 800 children. The curriculum used was the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975), using the units on "Lawmaking" (5th grade), "Youth Attitudes and the Police" (6th grade), "Courts and Trials" (7th grade), and "Juvenile Problems and the Law" (8th grade). Feedback from the pilot program led to the writing of supplementary teacher's manuals for each of the four units, reflecting improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as Alaska laws and community resources. Complete "classroom kits" were deposited in ASD's Instructional Materials Center for continued use by ASD teachers interested in providing legal and justice education to their students.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)I. Pre-Instructional Phase / II. Instructional Program / III. Evaluation / IV. Transition / V. Dissemination / APPENDICES: A. Inventory of Law Related Education Kits; B. Project Description; C. Summary of Proposal for Fall Teacher Training Program; D. Data for Future Teacher-Training Session

Youth Attitudes and the Police: Teacher's Manual

See "Law Related Education Project: Final Report" (1976) for a description of the project under which this teacher's manual was developed. All four supplementary teacher's manuals developed under this project are also available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to sixth-graders, ""Youth Attitudes and the Police," focuses on the work and responsibilities of police officers, and their relationships with kids. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as local newspaper stories about police and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)Note to teachers / Community Involvement / Law-Related Community Resources // LESSONS / Lesson 1. "Inside" or "outside" persons / Lesson 2. About authority / Lesson 3. Conflict with authority / Lesson 5. Look at police / Lesson 6. Stereotyping / Lesson 8. Police — Before and now / Lesson 9. Ride-alongs / Lesson 12. Rules governing police procedures / Lesson 13. Miranda / Lesson 14. You are there / Lesson 15. More classes at the police academy: You are there / Lesson 18. How much should citizens help enforce laws? Values Clarification / Role Playing / Case-Study / Community Resources – Media / The Bill of Rights and Other Amendments to the U.S. Constitution / Glossar

Courts and Trials: Teacher's Manual

See "Law Related Education Project: Final Report" (1976) for a description of the project under which this teacher's manual was developed. All four supplementary teacher's manuals developed under this project are also available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to seventh-graders, ""Courts and Trials," focuses on the judicial system in America and in Alaska. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as local news articles about Alaska courts and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)Note to teachers / Community Involvement / Law-Related Community Resources // LESSONS / Lesson 2. What is fair court procedure? / Lesson 4. Students and the courts / Lesson 6. The way courts are set up / Lesson 8. Civil law / Lesson 10. Asking questions / Lesson 12. Steps to bring a case to trial / Lesson 15. Rights granted to the accused during criminal trial procedures / Lesson 16. Criminal trial procedure / Lesson 17. The problem of bail // Values Clarification / Role Playing / Case-Study / Community Resources – Media / The Bill of Rights and Other Amendments to the U.S. Constitution / Newpaper articles about Alaska courts / Glossar

Juvenile Problems and the Law: Teacher's Manual

See "Law Related Education Project: Final Report" (1976) for a description of the project under which this teacher's manual was developed. All four supplementary teacher's manuals developed under this project are also available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to eighth-graders, "Juvenile Problems and the Law," focuses on the legal aspects of juvenile delinquency and contains information regarding "helping" agencies. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as Alaska laws and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)Note to teachers / Community Involvement / Law-Related Community Resources // LESSONS / Lesson 1. Y.E.L. House / Lesson 2. Putting yourself in the other person's shoes / Lesson 3. Reaching a decision / Lesson 4. Case of Gerry Gault / Lesson 7. Interview a judge / Lesson 9. What might happen when arrested? / Lesson 10. Reporting a crime / Lesson 13. Can police officers stop people on the street? / Lesson 16. Detention / Lesson 17. Hearing before the juvenile court / Lesson 18. Need a lawyer? / Lesson 19. Jury trials for juveniles? / Lesson 21. Other ways to handle juveniles / Lesson 23. The question of punishment / Lesson 26. Rehabilitation problems // Values Clarification / Role Playing / Case-Study / Community Resources – Media / Law-Related Films / The Bill of Rights and Other Amendments to the U.S. Constitution / Glossar