Social control is a central sociological concept which has generated many influential models of man in society. This book examines these major models, and examines the rise of compulsory schooling in Britain and the USA and shows us which aspects of education and social control have been elaborated or neglected in the sociology of education down to the mid 1970s.

Eating less, exercising more and losing weight seem the obvious solution for the oncoming 'obesity epidemic'. Rarely, however, is thought given to how these messages are interpreted and whether they are in fact inherently healthy. Education, Disordered Eating and Obesity Discourse investigates how 'body centred talk' about weight, fat, food and exercise is recycled in schools, enters educational processes, and impacts on the identities and health of young people. Drawing on the experiences of young women who have developed eating disorders and research on international school curricula and the media, the authors challenge the veracity, substance and merits of contemporary 'obesity discourse'. By concentrating on previously unexplored aspects of the debate around weight and health, it is revealed how well-meaning advice can propel some children toward behaviour that seriously damages their health. This book is not only about 'eating disorders' and the people affected, but the effects of obesity discourse on everyone's health as it enters public policy, educational practice and the cultural fabric of our lives. It will interest students, teachers, doctors, health professionals and researchers concerned with obesity and weight issues.

This timely and relevant book focuses on the societal impact of the pandemic on children and the educational, social and psychological services that function to support them. It acknowledges the constant change and adaptation required in real time and provides the basis for a start to the discussion about the effects of COVID-19 on families and everyone involved with 'school life'. Essays include reflections on the impact of lockdown on children and the lessons to be learned, with contributions from children, parents, teachers, educational psychologists and social workers in the UK and worldwide.

What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using big theoretical ideas in working on local problems of employability, sustainability and citizenship. Drawing on aspects of Bernstein's work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections: Part one extends Bernstein's sociology of knowledge by revitalizing fundamental questions, such as: what is knowledge, how is it produced and what are its functions within education and society in late modernity? It demonstrates that big theory, like big science, provides immense resources for thinking ourselves out of crisis because, in contradistinction to micro theory, we are able to contemplate global transformations in ways which otherwise would remain unthinkable. Part two considers the new, hybrid forms of knowledge that are emerging in the gap opened up between economic markets and academic institutions across a range of countries. Bernstein said in the 1970s that schools cannot compensate for society but we might now ask: can universities compensate for the economy? Part three adds new conceptual tools to the understanding of subjectivity within Bernstein's sociology of knowledge and elaborates conceptual developments about pedagogic regulation, consciousness and embodiment. This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.

Basil Bernstein is arguably one of the most important educational theorists of the late 20th century. Whilst most academics and students in sociology of education know of Bernstein, few can claim to fully understand the scope and power of his work, which simply cannot be matched by any of his contemporaries. This book, written by a team of international contributors, offers an insight into the richness and depth of his theories. It demonstrates the growing recognition of the value of Bernstein's work to understanding unfolding developments in education systems around the world today. The volume is divided into four sections: * Section 1 considers the work of the theorists that Bernstein worked 'through' and 'with', from Durkheim and Marx to Bourdieu and Foucault * Section 2 focuses on teaching and learning in school contexts and draw on current issues like boy's underachievement, citizenship, system reform and language learning in varied cultural contexts * Section 3 applies Bernstein's theories to teacher education * Section 4 focuses on international and higher education This comprehensive text will show the international academic community in education and sociology - as well as students on education, sociology, sociolinguistic and social pyschology degrees - how to read and use Bernstein.

In this 5 session course, Brian Davis vividly reminds us that the human race is facing its greatest challenge: global warming, leading to climate change. This, along with the damage we have done, and are still doing to the environment, God's wonderful creation, means that we all have to make radical changes to our whole way of life. Many of us who care about this issue are sometimes understandably quite pessimistic about the future. That's where faith in God should make a difference. Hope for the future is not the same as being optimistic. Being optimistic suggests always looking on the bright side. A hope based on faith in God should enable us to open our eyes and see what is actually happening to our planet today, and still believe there is much that we can do, individually and together, with God to guide and strengthen us. This York Course is available in the following formats: Course Book (Paperback 9781909107311) Course Book (eBook 9781909107496) Audio Book of Interview to support Caring for Creation York Course (CD 9781909107403) Audio Book of Interview (Digital Download 9781909107489) Transcript of interview to support Caring for Creation Course (Paperback 9781909107328) Transcript of interview (eBook 9781909107502) Book Pack (9781909107410 Featuring Paperback Course Book, Audio Book on CD and Paperback Transcript of Interview) Large print (9781909107427) The five sessions focus on: SESSION 1: The Environment SESSION 2: Global Warming and Climate Change SESSION 3: The Age of Humans - The Anthropocene Era SESSION 4: Coming out of Denial and Facing Crisis SESSION 5: Faith, Hope and Love The course audio features Ruth Valerio, Environmentalist, theologian, social activist, Tearfund Director and author of Saying Yes to Life (SPCK, 2020); Dave Bookless who specializes in biblical theology and biodiversity conservation and is Director of Theology for A Rocha International; Kuki Rokhum, who is on the Leadership Team of Renew our World and involved in the Lausanne Creation Care network; and David Clogh, who launched CreatureKind and DefaultVeg projects, and is concerned with the place of animals in Christian theology and ethics.

Eating less, exercising more and losing weight seem the obvious solution for the oncoming 'obesity epidemic'. Rarely, however, is thought given to how these messages are interpreted and whether they are in fact inherently healthy. Education, Disordered Eating and Obesity Discourse investigates how 'body centred talk' about weight, fat, food and exercise is recycled in schools, enters educational processes, and impacts on the identities and health of young people. Drawing on the experiences of young women who have developed eating disorders and research on international school curricula and the media, the authors challenge the veracity, substance and merits of contemporary 'obesity discourse'. By concentrating on previously unexplored aspects of the debate around weight and health, it is revealed how well-meaning advice can propel some children toward behaviour that seriously damages their health. This book is not only about 'eating disorders' and the people affected, but the effects of obesity discourse on everyone's health as it enters public policy, educational practice and the cultural fabric of our lives. It will interest students, teachers, doctors, health professionals and researchers concerned with obesity and weight issues.

This crucial period in Russia's history has, up until now, been neglected by historians, but here Brian L. Davies' study provides an essential insight into the emergence of Russia as a great power.

For nearly three centuries, Russia vied with the Crimean Khanate, the Polish-Lithuanian Commonwealth and the Ottoman Empire for mastery of the Ukraine and the fertile steppes above the Black Sea, a region of great strategic and economic importance arguably the pivot of Eurasia at the time.

The long campaign took a great toll upon Russia's population, economy and institutions, and repeatedly frustrated or redefined Russian military and diplomatic projects in the West.

The struggle was every bit as important as Russia's wars in northern and central Europe for driving the Russian state-building process, forcing military reform and shaping Russia's visions of Empire.

This book, written for in-service teachers and student-teachers, summarises the developments in educational policy that have occurred recently. Looking across all education sectors, the book focuses specifically on the struggle for control of educational rules and definitions, their content and consequences.
In recent years a teacher's means of acquiring the understanding needed to help children recognise and apply knowledge, and to understand what children do and how, has largely disappeared. Philosophy, history and sociology have been replaced with classroom management and subject knowledge.
This book looks at:
*education policy studies
*theories of social and cultural reproduction from the 'grand masters' to post-structuralism
*teacher and school professional independence
*comprehensive schools and grouping
*the neo-liberal strategy and the discourse of markets, choice and diversity
*curriculum and its assessment
*classrooms and pedagogy
*teachers and their teaching.

This book presents elements of the theory of chaos in dynamical systems in a framework of theoretical understanding coupled with numerical and graphical experimentation. It describes the theory of fractals, focusing on the importance of scaling and ordinary differential equations.

Basil Bernstein is arguably one of the most important educational theorists of the late 20th century. Whilst most academics and students in sociology of education know of Bernstein, few can claim to fully understand the scope and power of his work, which simply cannot be matched by any of his contemporaries. This book, written by a team of international contributors, offers an insight into the richness and depth of his theories. It demonstrates the growing recognition of the value of Bernstein's work to understanding unfolding developments in education systems around the world today. The volume is divided into four sections: * Section 1 considers the work of the theorists that Bernstein worked 'through' and 'with', from Durkheim and Marx to Bourdieu and Foucault * Section 2 focuses on teaching and learning in school contexts and draw on current issues like boy's underachievement, citizenship, system reform and language learning in varied cultural contexts * Section 3 applies Bernstein's theories to teacher education * Section 4 focuses on international and higher education This comprehensive text will show the international academic community in education and sociology - as well as students on education, sociology, sociolinguistic and social pyschology degrees - how to read and use Bernstein.

Contemporary societies are besotted with the 'body', its size, shape and 'health'. Governments, business and the popular media, spend and earn fortunes encouraging populations to get healthy, eat properly, exercise daily and get thin. But how are contemporary social trends and attitudes towards the 'body' reflected in the curriculum of schools, in the teaching of Physical Education and Health? How do teachers and health professionals influence young people's experiences of their own and others' bodies? Is health education liberating or merely another form of regulation and social control?

Drawing together some of the latest research on the body and schooling, Body Knowledge and Control offers a sharp and challenging critique of (post) modern day attitudes toward obesity, health, childhood and the mainstream science and business interests that promote narrow body centred ways of thinking. Includes:
* A critical history of notions of body, identity and health in schools.
* Analysis of the 'obesity epidemic', eating disorders and the influence of nurtured body image in racism, sexism, homophobia and body elitism in schools.

Social control is a central sociological concept which has generated many influential models of man in society. This book examines these major models, and examines the rise of compulsory schooling in Britain and the USA and shows us which aspects of education and social control have been elaborated or neglected in the sociology of education down to the mid 1970s.

This book exemplifies the nurturing spirit of inter-discursive debate with a view to opening up new theoretical and empirical insights, understanding, and engagement, with debates on issues relating to pedagogy, policy, equity and embodiment. From a variety of social science perspectives, an international force of contributors apply a multitude of concepts to research agendas which illustrate the multiple ways in which 'the body' both impacts culture and is simultaneously and seamlessly positioned and shaped by it, maintaining social reproduction of class and cultural hierarchies and social regulation and control. They attest that once we begin to trace the flow of knowledge and discourses across continents, countries, regions and communities by registering their re-contextualisation, both within various popular pedagogies (e.g., newspapers, film, TV, web pages, IT) and the formal and informal practices of schools, families and peers, we are compelled to appreciate the bewildering complexity of subjectivity and the ways in which it is embodied. Indeed, the chapters suggest that no matter how hegemonic or ubiquitous discursive practices may be, they inevitably tend to generate both intended and unexpected 'affects' and 'effects': people and populations cannot easily be 'determined', suppressed or controlled. This book was originally published as a special issue of Sport, Education and Society.

Is debate on issues related to faith and reason still possible when dialogue between believers and non-believers has collapsed? Taking God Seriously not only proves that it is possible, but also demonstrates that such dialogue produces fruitful results. Here, Brian Davies, a Dominican priest and leading scholar of Thomas Aquinas, and Michael Ruse, a philosopher of science and well-known non-believer, offer an extended discussion on the nature and plausibility of belief in God and Christianity. They explore key topics in the study of religion, notably the nature of faith, the place of reason in discussions about religion, proofs for the existence of God, the problem of evil, and the problem of multiple competing religious systems, as well as the core concepts of Christian belief including the Trinity and the justification of morality. Written in a jargon-free manner, avoiding the extremes of evangelical literalism and New Atheism prejudice, Taking God Seriously does not compromise integrity or shy from discussing important or difficult issues.

Is debate on issues related to faith and reason still possible when dialogue between believers and non-believers has collapsed? Taking God Seriously not only proves that it is possible, but also demonstrates that such dialogue produces fruitful results. Here, Brian Davies, a Dominican priest and leading scholar of Thomas Aquinas, and Michael Ruse, a philosopher of science and well-known non-believer, offer an extended discussion on the nature and plausibility of belief in God and Christianity. They explore key topics in the study of religion, notably the nature of faith, the place of reason in discussions about religion, proofs for the existence of God, the problem of evil, and the problem of multiple competing religious systems, as well as the core concepts of Christian belief including the Trinity and the justification of morality. Written in a jargon-free manner, avoiding the extremes of evangelical literalism and New Atheism prejudice, Taking God Seriously does not compromise integrity or shy from discussing important or difficult issues.

This book constitutes the refereed proceedings of the 4th International Workshop on Controlled Natural Language, CNL 2014, held in Galway, Ireland, in August 2014. The 17 full papers and one invited paper presented were carefully reviewed and selected from 26 submissions. The topics include simplified language, plain language, formalized language, processable language, fragments of language, phraseologies, conceptual authoring, language generation, and guided natural language interfaces.

Few of us have ever experienced anything like the current job market. Millions of jobs have disappeared, and everyone from experienced executives to newly minted college graduates are facing the toughest environment in decades. Which is why top-notch interview skills are more important than ever. Top Notch Interviews teaches job seekers at any level, from all industries and professions, the authoras proven technique to increase interview success. Even if you are the most qualified candidate, have the perfect resume, and possess the perfect background, you may still lose the job if you lack interviewing skills.
Top Notch Interviews is organized in easy-to-digest segments that will show you:
Tips for confidently answering questions with an easy-to remember method.
How to identify the phases of the interview and formulate your responses accordingly.
How to avoid common pitfalls that eliminate the majority of candidates.
How to navigate through the pursuit phase including thank-you notes, follow-up, negotiations, and acceptance.
Dramatically boost your chances of winning your next interview and get the job you want using Top Notch Interviews.

This wide ranging but self-contained account of the spectral theory of non-self-adjoint linear operators is ideal for postgraduate students and researchers, and contains many illustrative examples and exercises. Fredholm theory, Hilbert-Schmidt and trace class operators are discussed, as are one-parameter semigroups and perturbations of their generators. Two chapters are devoted to using these tools to analyze Markov semigroups. The text also provides a thorough account of the new theory of pseudospectra, and presents the recent analysis by the author and Barry Simon of the form of the pseudospectra at the boundary of the numerical range. This was a key ingredient in the determination of properties of the zeros of certain orthogonal polynomials on the unit circle. Finally, two methods, both very recent, for obtaining bounds on the eigenvalues of non-self-adjoint Schrodinger operators are described. The text concludes with a description of the surprising spectral properties of the non-self-adjoint harmonic oscillator.

This is a substantially updated, extended and reorganized third edition of an introductory text on the use of integral transforms. Chapter I is largely new, covering introductory aspects of complex variable theory. Emphasis is on the development of techniques and the connection between properties of transforms and the kind of problems for which they provide tools. Around 400 problems are accompanied in the text. It will be useful for graduate students and researchers working in mathematics and physics.

Thomas Aquinas (1224/6-1274) was one of the greatest of the medieval philosophers. His Summa Theologiae is his most important contribution to Christian theology, and one of the main sources for his philosophy. This volume offers most of the Summa's first 26 questions, including all of those on the existence and nature of God. Based on the 1960 Blackfriars translation, this version has been extensively revised by Brian Davies and also includes an introduction by Brian Leftow which places the questions in their philosophical and historical context. The result is an accessible and up-to-date edition of Aquinas' thoughts on the nature and existence of God, both of which have continuing relevance for the philosophy of religion and Christian theology.

Thomas Aquinas (1224/6-1274) was one of the greatest of the medieval philosophers. His Summa Theologiae is his most important contribution to Christian theology, and one of the main sources for his philosophy. This volume offers most of the Summa's first 26 questions, including all of those on the existence and nature of God. Based on the 1960 Blackfriars translation, this version has been extensively revised by Brian Davies and also includes an introduction by Brian Leftow which places the questions in their philosophical and historical context. The result is an accessible and up-to-date edition of Aquinas' thoughts on the nature and existence of God, both of which have continuing relevance for the philosophy of religion and Christian theology.

What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using big theoretical ideas in working on local problems of employability, sustainability and citizenship. Drawing on aspects of Bernstein's work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections: Part one extends Bernstein's sociology of knowledge by revitalizing fundamental questions, such as: what is knowledge, how is it produced and what are its functions within education and society in late modernity? It demonstrates that big theory, like big science, provides immense resources for thinking ourselves out of crisis because, in contradistinction to micro theory, we are able to contemplate global transformations in ways which otherwise would remain unthinkable. Part two considers the new, hybrid forms of knowledge that are emerging in the gap opened up between economic markets and academic institutions across a range of countries. Bernstein said in the 1970s that schools cannot compensate for society but we might now ask: can universities compensate for the economy? Part three adds new conceptual tools to the understanding of subjectivity within Bernstein's sociology of knowledge and elaborates conceptual developments about pedagogic regulation, consciousness and embodiment. This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.

This book, written for in-service teachers and student-teachers, summarises the developments in educational policy that have occurred recently. Looking across all education sectors, the book focuses specifically on the struggle for control of educational rules and definitions, their content and consequences.
In recent years a teacher's means of acquiring the understanding needed to help children recognise and apply knowledge, and to understand what children do and how, has largely disappeared. Philosophy, history and sociology have been replaced with classroom management and subject knowledge.
This book looks at:
*education policy studies
*theories of social and cultural reproduction from the 'grand masters' to post-structuralism
*teacher and school professional independence
*comprehensive schools and grouping
*the neo-liberal strategy and the discourse of markets, choice and diversity
*curriculum and its assessment
*classrooms and pedagogy
*teachers and their teaching.

This book is an introduction to the theory of partial differential operators. It assumes that the reader has a knowledge of introductory functional analysis, up to the spectral theorem for bounded linear operators on Banach spaces. However, it describes the theory of Fourier transforms and distributions as far as is needed to analyse the spectrum of any constant coefficient partial differential operator. A completely new proof of the spectral theorem for unbounded self-adjoint operators is followed by its application to a variety of second-order elliptic differential operators, from those with discrete spectrum to Schroedinger operators acting on L2(RN). The book contains a detailed account of the application of variational methods to estimate the eigenvalues of operators with measurable coefficients defined by the use of quadratic form techniques. This book could be used either for self-study or as a course text, and aims to lead the reader to the more advanced literature on the subject.