An inspiring and practical guide for people wishing to achieve their dreams. Whether you wish to lose weight, start a business or run a marathon, this book will help you achieve your dreams. Brain and Nick have drawn on their passion and experience to co-write a book that inspires readers to achieve their dreams. The book features inspiring stories and practical inforamtion to help the reader take the first step and continue the path to achieving their dreams and reaching their full potential. It canbe aligned to any dream that someone may have - whether it be to lose weight, change career or learn a different language. They were inpired to write the book having both achieved their own dreams with Brain wanting to summit an unclimbed mountain since he was 8yrs old, a dream he finally achieved in 2013, successfully summiting a previously unclimbed peak called 'Chhubohe' in the Himalayas. He has since gone on to lead others on expeditions to climb other unclimbed mountains in Nepal. Brian says 'I have a real passion for the personal development of others and helping them to achieve their dreams has always been an integral part of everything I do. I have always wanted to create a practical guide that will inspire others to take those first steps to achieving their own dreams, whether it be climbing mountiains, getting fit or starting a new venture.' Nick also achieved his dream to help othere, set up his own business and now encourages others to find out what they are made for and to live life to the full. Nick says "My hope is through the book more people will step beyond the day to day routines of life and re-engage or find for the first-time dreams and adventures that will make their lives richer and more fulfilling"

In this volume a streamed school is studied in detail and parents' responses are recorded. Eleven plus is (and has been) under criticism, but many children are selected by a 'seven plus' because they are streamed into A, B or C classes. Few children escape the label once it is pinned on them - less than six in one hundred change their stream. The study shows that on a national sample the date on which a child is born - irrespective of his ability - affects his or her stream at the age of 7 and his results at eleven plus. Finally ten streamed schools are compared, academically and socially, with ten unstreamed schools. In the final chapters the author makes practical proposals by which primary schools could recognise and increase the flow of gifted children.

When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class students who were either deterred by the class barriers erected by selective schools and elite universities, or, having broken through them to gain university entry, found themselves at sea. The authors admit at the end of the book they have raised and failed to answer many questions, and in spite of the disappearance of the majority of grammar schools, many of those questions still remain unanswered.

The essays in this collection, written by sixteen scholars in rhetoric and communications studies, demonstrate American philosopher John Dewey's wide-ranging influence on rhetoric in an intellectual tradition that addresses the national culture's fundamental conflicts between self and society, freedom and responsibility, and individual advancement and the common good. Editors Brian Jackson and Gregory Clark propose that this influence is at work both in theoretical foundations, such as science, pragmatism, and religion, and in Dewey's debates with other public intellectuals such as Jane Addams, Walter Lippmann, James Baldwin, and W. E. B. Du Bois. Jackson and Clark seek to establish Dewey as an essential source for those engaged in teaching others how to compose timely, appropriate, useful, and eloquent responses to the diverse and often-contentious rhetorical situations that develop in a democratic culture. They contend that there is more at stake than instruction in traditional modes of public discourse because democratic culture encompasses a variety of situations, private or public, civic or professional, where people must cooperate in the work of advancing a common project. What prepares people to intervene constructively in such situations is instruction in those rhetorical practices of democratic interaction that is implicit throughout Dewey's work. Dewey's writing provides a rich framework on which a distinctly American tradition of a democratic rhetorical practice can be built--a tradition that combines the most useful concepts of classical rhetoric with those of modern progressive civic engagement. Jackson and Clark believe Dewey's practice takes rhetoric beyond the traditional emphasis on political democracy to provide connections to rich veins of American thought such as individualism, liberalism, progressive education, collectivism, pragmatism, and postindustrial science and communication. They frame Dewey's voluminous work as constituting a modern expression of continuing education for the ""trained capacities"" required to participate in democratic culture. For Dewey human potential is best realized in the free flow of artful communication among the individuals who together constitute society. The book concludes with an afterword by Gerard A. Hauser, College Professor of Distinction in the Department of Communication at the University of Colorado Boulder, USA.