Serviceability failures of concrete structures involving excessive cracking or deflection are relatively common, even in structures that comply with code requirements. This is often as a result of a failure to adequately account for the time-dependent deformations of concrete in the design of the structure. The serviceability provisions embodied in codes of practice are relatively crude and, in some situations, unreliable and do not adequately model the in-service behaviour of structures. In particular, they fail to adequately account for the effects of creep and shrinkage of the concrete. Design for serviceability is complicated by the non-linear and inelastic behaviour of concrete at service loads. Providing detailed information, this book helps engineers to rationally predict the time-varying deformation of concrete structures under typical in-service conditions. It gives analytical methods to help anticipate time-dependent cracking, the gradual change in tension stiffening with time, creep induced deformations and the load independent strains caused by shrinkage and temperature changes. The calculation procedures are illustrated with many worked examples. A vital guide for practising engineers and advanced students of structural engineering on the design of concrete structures for serviceability and provides a penetrating insight into the time-dependent behaviour of reinforced and prestressed concrete structures.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures, both at service loads and at ultimate loads, and in doing so, provides a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of the Australian Standard for Concrete Structures (AS3600-2009) and, where possible, the notation is the same as in AS3600-2009. A parallel volume is written to Eurocode 2, the European Standard for the Design of Concrete Structures. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students, and also practising engineers who want a comprehensive guide to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively reorganised and considerably expanded and updated. New chapters cover design procedures, actions, and loads; prestressing systems and construction requirements; and connections and detailing. The topic of serviceability is developed extensively throughout. The authors have been researching and teaching the behaviour and design of prestressed concrete structures for more than 35 years, and this updated edition of the book reflects this wealth of experience. The work has also gained much from Ian Gilbe.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures both at service loads and at ultimate loads and, in doing so, provide a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of Eurocode 2: Design of Concrete Structures and, where possible, the notation is the same as in Eurocode 2. A parallel volume is written to the Australian Standard for Concrete Structures AS3600-2009. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students and also practising engineers who want comprehensive introduction to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively re-organised and considerably expanded and updated. New chapters cover design procedures, actions and loads; prestressing systems and construction requirements; connections and detailing; and design concepts for prestressed concrete bridges. The topic of serviceability is developed extensively throughout. All the authors have been researching and teaching the behaviour and design of prestressed concrete structures for over thirty-five years and the proposed new edition of the book reflects this wealth of experience. The work has also gained much from Professor Gilbert active and long-time involvement in the development of standards for concrete buildings and concrete bridges.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures, both at service loads and at ultimate loads, and in doing so, provides a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of the Australian Standard for Concrete Structures (AS3600-2009) and, where possible, the notation is the same as in AS3600-2009. A parallel volume is written to Eurocode 2, the European Standard for the Design of Concrete Structures. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students, and also practising engineers who want a comprehensive guide to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively reorganised and considerably expanded and updated. New chapters cover design procedures, actions, and loads; prestressing systems and construction requirements; and connections and detailing. The topic of serviceability is developed extensively throughout. The authors have been researching and teaching the behaviour and design of prestressed concrete structures for more than 35 years, and this updated edition of the book reflects this wealth of experience. The work has also gained much from Ian Gilbert's active and long-time involvement in the development of the Australian Standards for Concrete Structures (AS3600-2009) and Concrete Bridges (AS5100.5-2012).

Teachers around the world have found Ian Gilbert's classic text Essential Motivation in the Classroom an inspiring and provocative read. This ground-breaking companion to the book is a definitive one-stop guide for teachers who are looking for inspiration into how his ideas can be put into practice in every-day classrooms. A truly lively and engaging resource, it scrutinises each aspect of Gilbert's now famous 'seven keys' of motivation and provides a wide range of practical ideas, activities and launch-pads for discussion which can be blended seamlessly into your own lessons. Taking as its starting point the right of every child to an inspirational education that develops their values, attitudes and skills, this book provides you with the means to unlock even your most challenging of pupils and will act as a spring board for visionary learning in the classroom and beyond, Key ideas explored include: * Goal setting strategies * Students' own intrinsic motivation * Preparing effective challenges * Developing multiple approaches to learning * Using physical activities to anchor learning * Helping students to understand themselves better and be better prepared for the world today For teachers of pupils at all ages and stages, this book is easy to follow, easy to 'dip in and out of', is conversational in tone, and has the potential to be a game-changer for any teacher wishing reinvigorate their pupils, colleagues and classrooms.

Serviceability failures of concrete structures involving excessive cracking or deflection are relatively common, even in structures that comply with code requirements. This is often as a result of a failure to adequately account for the time-dependent deformations of concrete in the design of the structure. The serviceability provisions embodied in codes of practice are relatively crude and, in some situations, unreliable and do not adequately model the in-service behaviour of structures. In particular, they fail to adequately account for the effects of creep and shrinkage of the concrete. Design for serviceability is complicated by the non-linear and inelastic behaviour of concrete at service loads. Providing detailed information, this book helps engineers to rationally predict the time-varying deformation of concrete structures under typical in-service conditions. It gives analytical methods to help anticipate time-dependent cracking, the gradual change in tension stiffening with time, creep induced deformations and the load independent strains caused by shrinkage and temperature changes. The calculation procedures are illustrated with many worked examples. A vital guide for practising engineers and advanced students of structural engineering on the design of concrete structures for serviceability and provides a penetrating insight into the time-dependent behaviour of reinforced and prestressed concrete structures.

Provides Step-by-Step Instruction Structural Analysis: Principles, Methods and Modelling outlines the fundamentals involved in analyzing engineering structures, and effectively presents the derivations used for analytical and numerical formulations. This text explains practical and relevant concepts, and lays down the foundation for a solid mathematical background that incorporates MATLAB (R) (no prior knowledge of MATLAB is necessary), and includes numerous worked examples. Effectively Analyze Engineering Structures Divided into four parts, the text focuses on the analysis of statically determinate structures. It evaluates basic concepts and procedures, examines the classical methods for the analysis of statically indeterminate structures, and explores the stiffness method of analysis that reinforces most computer applications and commercially available structural analysis software. In addition, it covers advanced topics that include the finite element method, structural stability, and problems involving material nonlinearity. MATLAB (R) files for selected worked examples are available from the book's website. Resources available from CRC Press for lecturers adopting the book include: A solutions manual for all the problems posed in the book Nearly 2000 PowerPoint presentations suitable for use in lectures for each chapter in the book Revision videos of selected lectures with added narration Figure slides Structural Analysis: Principles, Methods and Modelling exposes civil and structural engineering undergraduates to the essentials of structural analysis, and serves as a resource for students and practicing professionals in solving a range of engineering problems.

Pinpoints and celebrates the vital role that educators have in instilling ambitious resilience - both in their learners and themselves. Growing up in poverty, and neglected and abused by her own parents, Jaz Ampaw-Farr was destined to become a statistic. Her story was changed, however, by a handful of teachers who made the point of putting human connection first - despite the challenges of the education system. Because of these people, Jaz went on to become a teacher, writer and international speaker who, through celebration and provocation, engages and galvanises educators into embracing the difference that they can make when they put being a human first too. In Because Of You, This is Me Jaz shares her story - often harrowing but always uplifting - to show the ways in which the everyday heroes in our schools can empower those children who need their help the most. Suitable for all educators.

One of the keys to a happy and creative classroom is getting out of it and this book will give you the confidence to do just that. Drawing on academic research, Juliet explains why learning outdoors is so beneficial and provides plenty of tips and activities to help you to integrate outdoor learning into your teaching practice, providing a broad range of engaging outdoor experiences for your students. There is no need for expensive tools or complicated technologies: all you need is your coat and a passion for learning - oh, and you'd better bring the kids too! Topics covered include: forest schools, learning outside the classroom, outdoor education, nature activities, caring for the environment, play in schools, investigative play, urban outdoor activities, problem solving, creative thinking and strategies for supporting curriculum objectives. For all primary practitioners who want to shake up their usual classroom routine and discover the benefits of teaching outdoors. Dirty Teaching was a finalist in the Non-Fiction People's Book Prize Winter 2014 collection.

Jackie Beere's Independent Thinking on Teaching and Learning: Developing independence and resilience in all teachers and learners is a practical guide full of educational wisdom to help teachers make a genuine difference to the lives of every young person in their classroom. Foreword by Ian Gilbert. All the evidence shows that the most valuable asset in any classroom is the teacher at the front. No matter what changes are made to systems or to the curriculum, one certainty remains: children will be helped or hindered in their learning, job prospects, life chances and, indeed, happiness by the teachers they come across during their time in the education system. In this all-encompassing book on teaching and learning, Independent Thinking Associate Jackie Beere draws on her many years' experience as a teaching assistant, primary teacher and secondary head teacher to re-energise every teacher's passion for their profession. She champions both children and teachers as learners, and together with expert advice on how to instil the habits of independent learning in all pupils shares great practice that delivers outstanding outcomes for all educators. Jackie encourages teachers to embrace challenge and change, and suggests ways in which they can provide a model for their pupils when it comes to developing independence and resilience. She also offers expert guidance on how teachers can build rapport with their students and cultivate with them a sense of co-ownership of their learning journey so that they work hard, value their learning and fulfil their potential. Essential reading for all teachers and school leaders who wish to make an impact on the teaching and learning in their school. Independent Thinking on Teaching and Learning contains some material previously published in The Perfect Lesson (ISBN 978-178135244-1) and The (Practically) Perfect Teacher (ISBN 978-178135252-6), and is one of a number of books in the Independent Thinking On ... series from the award-winning Independent Thinking Press. Independent Thinking on Teaching and Learning has been shortlisted for the Educational Book Award in the 2021 Education Resources Awards!

Why do I need a teacher when I ve got Google? is just one of the challenging, controversial and thought-provoking questions Ian Gilbert poses in this urgent and invigorating book.

Questioning the unquestionable, this fully updated new edition will make you re-consider everything you thought you knew about teaching and learning, such as:

Are you simply preparing the next generation of unemployed accountants?
What do you do for the sweetcorn kids who come out of the education system in pretty much the same state as when they went in?
What s the real point of school?
Exams So whose bright idea was that?
Why EQ is fast becoming the new IQ .
What will your school policy be on brain-enhancing technologies?
Which is the odd one out between a hamster and a caravan?

With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Ian Gilbert takes the reader on a breathless rollercoaster ride through burning issues of the twenty-first century, considering everything from the threats facing the world and the challenge of the BRIC economies to the link between eugenics and the 11+.

As wide-ranging and exhaustively-researched as it is entertaining and accessible, this book is designed to challenge teachers and inform them as well as encourage them as they strive to design a twenty-first century learning experience that really does bring the best out of all young people. After all, the future of the world may just depend on it

"

The Little Book of Thunks follows on the success of Ian Gilbert's bestseller, Little Owl's Book of Thinking. What is a Thunk? A Thunk is a beguiling question about everyday things that stops you in your tracks but helps you start to look at the world in a whole new light. The Thunks in this book cover a broad range of topics including truth, justice, reality, beliefs, the natural world, the human condition, art, beauty, existence, difference between right and wrong, good and bad, life and death, war, religion, love, friendship and a whole lot more. The book contains a comprehensive introduction by the author who guides you through the origins and uses of Thunks and how best to use them. Not only are they a fun way to develop thinking skills but they also hit all the right buttons to encourage children .

Teachers around the world have found Ian Gilbert's classic text Essential Motivation in the Classroom an inspiring and provocative read. This ground-breaking companion to the book is a definitive one-stop guide for teachers who are looking for inspiration into how his ideas can be put into practice in every-day classrooms. A truly lively and engaging resource, it scrutinises each aspect of Gilbert's now famous 'seven keys' of motivation and provides a wide range of practical ideas, activities and launch-pads for discussion which can be blended seamlessly into your own lessons. Taking as its starting point the right of every child to an inspirational education that develops their values, attitudes and skills, this book provides you with the means to unlock even your most challenging of pupils and will act as a spring board for visionary learning in the classroom and beyond, Key ideas explored include: * Goal setting strategies * Students' own intrinsic motivation * Preparing effective challenges * Developing multiple approaches to learning * Using physical activities to anchor learning * Helping students to understand themselves better and be better prepared for the world today For teachers of pupils at all ages and stages, this book is easy to follow, easy to 'dip in and out of', is conversational in tone, and has the potential to be a game-changer for any teacher wishing reinvigorate their pupils, colleagues and classrooms.

Why do I need a teacher when I ve got Google? is just one of the challenging, controversial and thought-provoking questions Ian Gilbert poses in this urgent and invigorating book.

Questioning the unquestionable, this fully updated new edition will make you re-consider everything you thought you knew about teaching and learning, such as:

Are you simply preparing the next generation of unemployed accountants?
What do you do for the sweetcorn kids who come out of the education system in pretty much the same state as when they went in?
What s the real point of school?
Exams So whose bright idea was that?
Why EQ is fast becoming the new IQ .
What will your school policy be on brain-enhancing technologies?
Which is the odd one out between a hamster and a caravan?

With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Ian Gilbert takes the reader on a breathless rollercoaster ride through burning issues of the twenty-first century, considering everything from the threats facing the world and the challenge of the BRIC economies to the link between eugenics and the 11+.

As wide-ranging and exhaustively-researched as it is entertaining and accessible, this book is designed to challenge teachers and inform them as well as encourage them as they strive to design a twenty-first century learning experience that really does bring the best out of all young people. After all, the future of the world may just depend on it

"

Every chapter has been revised and some significantly expanded, particularly those on planning, conducting and reviewing lazy lessons. Others have been updated with Jim's latest tried-and-tested techniques, which all shift the emphasis away from the teaching and onto the learning. Have you ever wondered what would happen in your classroom if you simply stopped teaching? Over the last few decades the demands of countless education initiatives, not to mention the pressures good teachers put on themselves, have seen so much teaching squeezed into our lessons, it must have squeezed out some of the learning. Maybe if we spent a little less time teaching and gave students a little more time to learn, things would be different. Maybe this would allow us more opportunities to build relationships with the class and develop that all-important rapport with the individuals who might just need us most. Maybe we could even reclaim our Sunday afternoons from planning and marking? The Lazy Way can help you get more out of your students and at the same time help you to get your life back. More than just a series of tricks, the Lazy Way is something Jim Smith has put together over years of experience working with all sorts of learners (and teachers) who want their lessons to be different yet still be rewarded with academic success. The approach was born out of Jim's frustration with doing a job he loves but being slowly killed by it in the process. And, as all good psychologists know, if necessity is the mother of invention then frustration is the absent father, and being knackered the grown-up sibling who just won't leave home. If you want your students to learn more and you to work less, then The Lazy Teacher's Handbook provides you with all the arguments and evidence you need. The new edition is packed full of even more easy-to-apply, highly effective strategies (which Ofsted have rated as 'outstanding') all with the seal of approval from real students in real classrooms. So, next time someone tells you to get a life, this book will make it possible. Previously published as The Lazy Teacher's Handbook, ISBN 9781845902896. 'The Lazy Teacher' is a registered trademark. The Lazy Teacher's Handbook - first edition Winner of the 2012 Award for non-fiction bestselling English-language Book from Wales. The Lazy Teacher's Handbook - New Edition - Honorable Mention 2017 Foreword INDIES Awards in the Education category. The Lazy Teacher's Handbook - New Edition is a finalist in the 2018 Education Resources Awards in the Educational Book Award category.

Many gifted and talented children are bored and frustrated in the classroom. They simply are not achieving their potential and their talents are going unrecognized. This practical guide, written by an experienced and world renowned author with a wealth of experience, will challenge, excite and inspire teachers and show them how they can identify a gifted and talented child and provide for the needs of these children in their classroom.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures both at service loads and at ultimate loads and, in doing so, provide a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of Eurocode 2: Design of Concrete Structures and, where possible, the notation is the same as in Eurocode 2. A parallel volume is written to the Australian Standard for Concrete Structures AS3600-2009. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students and also practising engineers who want comprehensive introduction to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively re-organised and considerably expanded and updated. New chapters cover design procedures, actions and loads; prestressing systems and construction requirements; connections and detailing; and design concepts for prestressed concrete bridges. The topic of serviceability is developed extensively throughout. All the authors have been researching and teaching the behaviour and design of prestressed concrete structures for over thirty-five years and the proposed new edition of the book reflects this wealth of experience. The work has also gained much from Professor Gilbert active and long-time involvement in the development of standards for concrete buildings and concrete bridges.

In `The Working Class: Poverty, education and alternative voices`, Ian Gilbert unites educators from across the UK and further afield to call on all those working in schools to adopt a more enlightened and empathetic approach to supporting children in challenging circumstances. One of the most intractable problems in modern education is how to close the widening gap in attainment between the haves and the have-nots. Unfortunately, successive governments both in the UK and abroad have gone about solving it the wrong way. Independent Thinking founder Ian Gilbert's increasing frustration with educational policies that favour `no excuses' and `compliance', and that ignore the broader issues of poverty and inequality, is shared by many others across the sphere of education - and this widespread disaffection has led to the assembly of a diverse cast of teachers, school leaders, academics and poets who unite in this book to challenge the status quo. Their thought-provoking commentary, ideas and impassioned anecdotal insights are presented in the form of essays, think pieces and poems that draw together a wealth of research on the issue and probe and discredit the current view on what is best for children from poorer socio-economic backgrounds. Exploring themes such as inclusion, aspiration, pedagogy and opportunity, the contributions collectively lift the veil of feigned `equality of opportunity for all' to reveal the bigger picture of poverty and to articulate the hidden truth that there is always another way. This book is not about giving you all the answers, however. The contributors are not telling teachers or schools leaders how to run their schools, their classroom or their relationships - the field is too massive, too complex, too open to debate and to discussion to propose `off-the-shelf' solutions. Furthermore, the research referred to in this book is not presented in order to tell educators what to think, but rather to inform their own thinking and to challenge some of the dominant narratives about educating the `feckless poor'. This book is about helping educators to ask the right questions, and its starting question is quite simple: how can we approach the education of young people from disadvantaged backgrounds in a way that actually makes a difference for all concerned? Written for policy makers and activists as well as school leaders and educators, The Working Class is both a timely survey of the impact of current policies and an invaluable source of practical advice on what can be done to better support disadvantaged children in the school system. Edited by Ian Gilbert with contributions from Nina Jackson, Tim Taylor, Dr Steven Watson, Rhythmical Mike, Dr Ceri Brown, Dr Brian Male, Julia Hancock, Paul Dix, Chris Kilkenny, Daryn Egan-Simon, Paul Bateson, Sarah Pavey, Dr Matthew McFall, Jamie Thrasivoulou, Hywel Roberts, Dr Kevin Ming, Leah Stewart, (Real) David Cameron, Sir Al Aynsley-Green, Shona Crichton, Floyd Woodrow, Jonathan Lear, Dr Debra Kidd, Will Ryan, Andrew Morrish, Phil Beadle, Jaz Ampaw-Farr, Darren Chetty, Sameena Choudry, Tait Coles, Professor Terry Wrigley, Brian Walton, Dave Whitaker, Gill Kelly, Roy Leighton, Jane Hewitt, Jarlath O'Brien, Crista Hazell, Louise Riley, Mark Creasy, Martin Illingworth, Ian Loynd, David Rogers, Professor Mick Waters and Professor Paul Clarke. Click here to listen to The Working Class on Spotify - It covers all the music mentioned in the book plus a great deal more of working class music from across time and round the world!

Ian Gilbert has put together another enticing new collection of thukns. So, what are Thunks and why do we need them? Complacency is the enemy of vitality????????????????????????????????????????????????????????????????????????????????????????????????we know this when it comes to the body (exercise means energy; lethargy means more lethargy) but it is also true of the mind. A Thunk is a question about the world around us but asked in a way that inspires uncommon answers and creative discussion. This volume contains dozens of such questions. The result is a one-of-a- kind workout for the brain, a workout that gets students (and teachers) to stretch and strengthen their thinking. ???????????????????????????????????????????????????????????????????????????????????????????????? Can you point to where the sky begins? ???????????????????????????????????????????????????????????????????????????????????????????????? Are shadows things? ???????????????????????????????????????????????????????????????????????????????????????????????? If a robot waiter brings you a drink, should you say thank you? ???????????????????????????????????????????????????????????????????????????????????????????????? If we can save the planet by wiping out half the human race, should we? The Book of Thunks is an invitation to trade in mental complacency for mental adventure.

A brain workout book for uncertain times. We are living in a world where facts don't count, certainty no longer exists and complexity means we never quite know what will happen next. To prepare ourselves better for such a world, we need a brain workout that isn't so much about finding answers as getting our heads around questions. We need The Compleat Thunks(R) Book. In The Compleat Thunks(R) Book, Thunks(R) creator Ian Gilbert brings together Thunks(R) from a number of his books as well as over 100 new ones, all designed to get you thinking, questioning, debating and arguing your way to a better understanding of how to survive in a world gone dangerously bonkers. Some of these Thunks(R) were previously published in The Book of Thunks(R), ISBN 978-184590092-2 and The Little Book of Thunks(R), ISBN 978-184590062-5. Thunks is a registered trademark to Independent Thinking Ltd.

Over the last few years, changes in education have made it increasingly hard for those children who don't 'fit' the system - the square pegs. Budget cuts, the loss of support staff, an overly academic curriculum, problems in the special educational needs and disabilities (SEND) system and difficulties accessing mental health support have all compounded pre-existing problems with behaviour and attendance. The 'attendance = attainment' and zero-tolerance narrative is often at odds with the way schools want to work with their communities, and many school leaders don't know which approach to take. This book will be invaluable in guiding leaders and teaching staff through the most effective ways to address this challenge. It covers a broad spectrum of opportunity, from proven psychological approaches to technological innovations. It tests the boundaries of the current system in terms of curriculum, pedagogy and statutory Department for Education guidance. And it also presents a clear, legalese-free view of education, SEND and human rights law, where leaders have been given responsibility for its implementation but may not always fully understand the legal ramifications of their decisions or may be pressured into unlawful behaviour. Suitable for all professionals working in education and the related issues surrounding children and young people's mental health, as well as policymakers, academics and government ministers.

Written from the personal experience of a parent and his three children, Independent Thinking on Loss: A little book about bereavement for schools details the ways in which schools can help their pupils come to terms with the death of a parent. A child loses a parent every twenty-two minutes in the UK. Childhood bereavement brings with it a whole series of challenges for the children involved challenges they will deal with all their lives. The research shows teachers want to help, but don't know what to do. This book is a start. Written by Independent Thinking founder Ian Gilbert together with his three children, Independent Thinking on Loss is a personal account of the way educational institutions tried and succeeded, tried and failed and sometimes didn't try at all to help William, Olivia and Phoebe come to terms with the death of their mother. Several months after their mother's death, BBC's Newsround aired a brave and still controversial programme in which four children talked about their losses. This prompted Ian and his children to sit down and think about their own experiences and draw up a fifteen -strong list of dos and don'ts that could help steer schools towards a better understanding of what is needed from them at such a difficult time. The warmth of reception of this handout led the family to expand their advice and suggestions into what has now become Independent Thinking on Loss, the proceeds of which will go to Winston's Wish, one of the UK's leading children's bereavement charities. Ian, William, Olivia and Phoebe encourage educators to view death and bereavement as something that can be acknowledged and talked about in school, and offer clear guidelines that will make a difference as to how a school can support a bereaved child in their midst. They also explore how conversations and actions little ones, whole-school ones, genuine ones, professional ones, personal ones in the school setting can make an awful scenario just that little bit easier for children to deal with. Suitable for anyone working with children and young people in an educational setting. ?Independent Thinking on Loss is an updated edition of The Little Book of Bereavement for Schools (ISBN 9781845904647) and is one of a number of books in the Independent Thinking On series from the award-winning Independent Thinking Press.

The Little Book of Dyslexia written by a dyslexic student teacher, references both personal experience and current research findings to highlight issues faced by people of all ages with dyslexia.
It looks at a number of strategies that can be used both inside and outside the classroom as well as listing various resources all designed to create a learning environment that helps - not hinders - the dyslexic learner. The book works through the various challenges faced at different ages, starting with the youngest, including some of the early indications of dyslexia and moves up through primary and secondary school and finally onto university and being a student teacher.
"This is a must-read for anyone who has met dyslexia - in their own approach to learning or in a child or children they know."
Roger Pask, Education Leadership and Management Consultant, Facilitator and Coach
"This book will appeal to trainee teachers, newly qualified teachers and practitioners across all phases of education. It will also prove to be a practical guide for all parents on how to
cope with a child who has dyslexia."
Debbie Coslett, Chief Executive Officer, The Hayesbrook School Academy Trust
"Any parent of a child diagnosed with dyslexia would find this book excellent in that it is written by someone who really knows how that diagnosis impacts on a child's life."
Andrew Massey, Fox In The Box Consulting Ltd
"This is a gem of a book that will be useful for working with all pupils and students. It is packed with common sense strategies and insights that will make learning fun and productive."
Carol Frankl, leading personality of the Special Educational Needs (SEN) industry, founder of The Southover Partnership
Joe Beech was diagnosed with both dyslexia and dyspraxia at age seven. He is currently coming to the end of studying a BA in Physical Education and Education before moving on to complete his PGCE.

A light-hearted look at the brain aimed at a lay audience, it particularly focuses on the neurobiology of emotional intelligence and in many ways is the neurobiological explanation of why emotional intelligence is so important to health, wealth and happiness. From birth to death our brains are learning. In this book Andrew explains the actual events that occurin the learning brain. Understanding the nuts and bolts of learning can only help you learn yourself - but also aid others to learn from you. The Little Book of Big Stuff About the Brain is about understanding why emotional health is so important. It is a book about structure and function - and the immensely reassuring fact that there is nothing occult or sinister or hidden about our emotional selves - there is just a whole pile of circuitry that can be adjusted and changed and remodelled. Emotional damage is repairable, painful memories can be unlearned, and debilitating conditions such as post traumatic stress disorder can be placed firmly in the past. There is nothing about ourselves that we can't fundamentally change if we are prepared to do the work required. This means that no matter how deep the damage runs, there is still hope that it can (eventually) be unlearned. The most important message in this book - emotions and our emotional brains - underpin most of what we are and how we express ourselves from how we brush our hair to how we solve complex social and intellectual questions.