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"

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.

First published in 1984, this groundbreaking title explores the concept of fatherhood, by following a hundred men who become fathers for the first time. The book is addressed to men who are discovering fatherhood and to women who wish to hear what a man feels and thinks about having a child. Many men experience the strange problems of the male couvade. They have everything from mysterious back ache to inexplicable stomach pains. Later they frequently find that the white-coated professionals shut the door on their doubts and needs and their shy search for information. Brian Jackson's book cautiously explores changing attitudes to fatherhood emerging at the time of the book's initial publication. In recent years we have gone through a unique revolution in man's experience of woman and child. There is surprise at the costs and demands of parenthood, so much so that both parents may move from a honeymoon phase of parenthood into the birth of the blues. Previously this has been thought of as a female, hormonal readjustment, but since men speak of identical symptoms, this study suggests that, at the roots, lies the strain of unprepared parenthood. The traditional father is still there - showing off his medals, his tattoos, his rugby triumphs and his unconcern for the gentler aspects of life. So is the man who simply hunts in the economic jungle, and expects his home to service him. But most of these men now waver and hedge their bets. They look at their child as they return from their working day, or as they slump into unemployment, and wonder if they could be more positive, more creative, more licensed to care.

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.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1979, this book considers the culture of a multi-racial community through the eyes of six children about to start school. Each child is from a different background but all live in the same street in a town in the north of England. Following the children from home into school, their six separate lives are unveiled, illustrating the manner in which their six separate worlds are in some ways grounded in their own respective cultures, and in others interwoven with the common experience of school. These Children enter school in search of a multi-cultural society, and a sympathetic appraisal is made of what happens to them as they face such initially daunting prospects as the classroom, television and the playground. The most compelling element in this book is the way in which education is shown to be able to derive benefit from this cultural diversity. The research was commissioned by the Social Sciences Research Council and the Leverhulme Trust, and will be of particular interest to those working in social work and education.

First published in 1979, this book looks at the subject of childminding in Britain at the time it was written. It is based on a national survey that was commissioned by the Social Science Research Council and on action to help childminders funded by the Wates Foundation at Manchester University, UK. Previous to this study it was calculated that more than one million children under the age of five had a working mother, but little research had been done into childminders themselves. This book evaluates the number and nature of the childminders in Britain that were looking after the nation's children in the 70s. It argues that parents have a right to choose to work if society can guarantee loving and skilled care for their children. However, the authors suggest that this was not the case at the time and state that childminders were in need of better governmental support.

First published in 1981, this book reassesses the case of Sacco and Vanzetti, two Italian immigrant anarchists living in Boston in 1920. The pair were accused of a payroll robbery and the murder of two guards for which they were arrested and, after a long trial based on inadequate and prejudiced evidence, executed in 1927. In 1977, on the fiftieth anniversary of their deaths, the Commonwealth of Massachusettes issued a proclamation which acknowledged a miscarriage of justice. The Black Flag provides an account of the controversial trial and a re-evaluation of the celebrated case of the Commonwealth's decision. Brian Jackson puts the trial in the social context of the period and exposes the nature of anarchism by looking at the lives of two of its exponents, resulting in a moving exploration of a series of events that continue to trouble the conscience of America.

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.

First published in 1998. This is Volume XXI, the final of the twenty-one in the Race, Class and Social Structure series and takes as its subject the general notions raised by a series of studies of working class communities in Yorkshire in Northern England. This book is an attempt to exemplify why these voices matter, why we should hear them. They are all working-class voices. Following their leads, the author seeks a dozen ways to define the qualities, good or bad, of working-class life: the styles of living that it offers us.

First published in 1984, this groundbreaking title explores the concept of fatherhood, by following a hundred men who become fathers for the first time. The book is addressed to men who are discovering fatherhood and to women who wish to hear what a man feels and thinks about having a child. Many men experience the strange problems of the male couvade. They have everything from mysterious back ache to inexplicable stomach pains. Later they frequently find that the white-coated professionals shut the door on their doubts and needs and their shy search for information. Brian Jackson's book cautiously explores changing attitudes to fatherhood emerging at the time of the book's initial publication. In recent years we have gone through a unique revolution in man's experience of woman and child. There is surprise at the costs and demands of parenthood, so much so that both parents may move from a honeymoon phase of parenthood into the birth of the blues. Previously this has been thought of as a female, hormonal readjustment, but since men speak of identical symptoms, this study suggests that, at the roots, lies the strain of unprepared parenthood. The traditional father is still there - showing off his medals, his tattoos, his rugby triumphs and his unconcern for the gentler aspects of life. So is the man who simply hunts in the economic jungle, and expects his home to service him. But most of these men now waver and hedge their bets. They look at their child as they return from their working day, or as they slump into unemployment, and wonder if they could be more positive, more creative, more licensed to care.

First published in 1979, this book looks at the subject of childminding in Britain at the time it was written. It is based on a national survey that was commissioned by the Social Science Research Council and on action to help childminders funded by the Wates Foundation at Manchester University, UK. Previous to this study it was calculated that more than one million children under the age of five had a working mother, but little research had been done into childminders themselves. This book evaluates the number and nature of the childminders in Britain that were looking after the nation's children in the 70s. It argues that parents have a right to choose to work if society can guarantee loving and skilled care for their children. However, the authors suggest that this was not the case at the time and state that childminders were in need of better governmental support.

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.

First published in 1979, this book considers the culture of a multi-racial community through the eyes of six children about to start school. Each child is from a different background but all live in the same street in a town in the north of England. Following the children from home into school, their six separate lives are unveiled, illustrating the manner in which their six separate worlds are in some ways grounded in their own respective cultures, and in others interwoven with the common experience of school. These Children enter school in search of a multi-cultural society, and a sympathetic appraisal is made of what happens to them as they face such initially daunting prospects as the classroom, television and the playground. The most compelling element in this book is the way in which education is shown to be able to derive benefit from this cultural diversity. The research was commissioned by the Social Sciences Research Council and the Leverhulme Trust, and will be of particular interest to those working in social work and education.

First published in 1981, this book reassesses the case of Sacco and Vanzetti, two Italian immigrant anarchists living in Boston in 1920. The pair were accused of a payroll robbery and the murder of two guards for which they were arrested and, after a long trial based on inadequate and prejudiced evidence, executed in 1927. In 1977, on the fiftieth anniversary of their deaths, the Commonwealth of Massachusettes issued a proclamation which acknowledged a miscarriage of justice. The Black Flag provides an account of the controversial trial and a re-evaluation of the celebrated case of the Commonwealth's decision. Brian Jackson puts the trial in the social context of the period and exposes the nature of anarchism by looking at the lives of two of its exponents, resulting in a moving exploration of a series of events that continue to trouble the conscience of America.