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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 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 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.
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.
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