The police rely heavily on paid and unpaid informers: without them clear-up rates would plummet, and many crimes would remain undetected. Yet little is known about the informer system and how it works, for example: who are these informers? how are they recruited? how are they handled? who handles them? what sort of information do they provide? Recent high profile cases have drawn attention to the use of informers, there has been a growing debate about the subject, and many feel that stricter controls are needed - but how is this to be achieved without undermining the effectiveness of the system? This is the first book of its kind on informers in Britain, providing an invaluable source of information and analysis from key authorities in the field.

J.K. Evans' pioneering work explores the profound changes in the social, economic and legal condition of Roman women, which, it is argued, were necessary consequences of two centuries of near-continuous warfare as Rome expanded from city-state to empire. Bridging the gap that has isolated the specialised studies of Roman women and children from the more traditional political and social concerns of historians, J.K. Evans' investigation ranges from Cicero's wife Terentia to the anonymous spouse of the peasant-soldier Ligustinus, charting the severe erosion of the very institutions that kept women and children in thrall. War, Women and Children in Ancient Rome will be interest not only to classicists and historians of antiquity but also to sociologists and anthropologists, while it will similarly prove an indispensable reference work for historians of women and the family.

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.

In this book, first published in 1993, John Evans presents a guideline for challenging sexism, racism and elitism in programmes of physical education. Physical education in relation to social class, gender, race and disability is also discussed. The results arising show problems in the teaching of physical education, and examines the importance of physical education in the development of the child in today's educational system. It is the intention of the contributors to help practitioners clarify their thinking on concepts and issues involved in effecting equal opportunities in physical education. In turn, it is hoped that this will lead to better formation of physical education programmes which demonstrate both equality and equity. This title will be of interest not only to teachers but to students of sociology and education.

First published in 1988. It is now well over fifty years since the publication in Britain of the Board of Education's (1933) Syllabus of Physical Training for Schools. It is still a remarkable document, not only for the amount of detail it provides on the teaching of PE but also for the status and position it accorded Physical Education (then called Training) in the elementary school curriculum. The contributors to this reader together begin to provide descriptive and illustrative insights into the lives of teachers on the contemporary educational scene, into the problems and the possibilities which many face when trying to realize their hopes and ambitions for themselves and their children.

J.K. Evans' pioneering work explores the profound changes in the social, economic and legal condition of Roman women, which, it is argued, were necessary consequences of two centuries of near-continuous warfare as Rome expanded from city-state to empire. Bridging the gap that has isolated the specialised studies of Roman women and children from the more traditional political and social concerns of historians, J.K. Evans' investigation ranges from Cicero's wife Terentia to the anonymous spouse of the peasant-soldier Ligustinus, charting the severe erosion of the very institutions that kept women and children in thrall. War, Women and Children in Ancient Rome will be of interest not only to classicists and historians of antiquity but also to sociologists and anthropologists, while it will similarly prove an indispensable reference work for historians of women and the family.

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 book presents a theory of the politics of irony and tests this theory through readings of political theory texts and through an analysis of the politics of the contemporary anti-nuclear movement, and argues that political writing must be ironic.

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.

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.

The police rely heavily on paid and unpaid informers: without them clear-up rates would plummet, and many crimes would remain undetected. Yet little is known about the informer system and how it works, for example: who are these informers? how are they recruited? how are they handled? who handles them? what sort of information do they provide? Recent high profile cases have drawn attention to the use of informers, there has been a growing debate about the subject, and many feel that stricter controls are needed - but how is this to be achieved without undermining the effectiveness of the system? This is the first book of its kind on informers in Britain, providing an invaluable source of information and analysis from key authorities in the field.

Using the example and context of Physical Education, a particularly vivid and comprehensive illustration is provided of the processes involved in the development of the National Curriculum for Physical Education in England and Wales between 1988-1995.
The authors draw upon the extensive research to provide an analysis, description and critique of the direct and indirect influences of central government, local education authorities, schools, departments and teachers in the development of policy and practice in Physical Education. The highly political nature of policy developments in education, and Physical Education in particular, is demonstrated clearly throughout.
A valuable contribution to existing literature, this book helps students and researchers piece together the last ten years of policy-making in education and offers a new perspective on the future of Physical Education in the United Kingdom.

eBook available with sample pages: EB:020347693X

Using the example and context of Physical Education, a particularly vivid and comprehensive illustration is provided of the processes involved in the development of the National Curriculum for Physical Education in England and Wales between 1988-1995. The authors draw upon the extensive research to provide an analysis, description and critique of the direct and indirect influences of central government, local education authorities, schools, departments and teachers in the development of policy and practice in Physical Education. The highly political nature of policy developments in education, and Physical Education in particular, is demonstrated clearly throughout. A valuable contribution to existing literature, this book helps students and researchers piece together the last ten years of policy-making in education and offers a new perspective on the future of Physical Education in the United Kingdom.

First published in 1988. It is now well over fifty years since the publication in Britain of the Board of Education's (1933) Syllabus of Physical Training for Schools. It is still a remarkable document, not only for the amount of detail it provides on the teaching of PE but also for the status and position it accorded Physical Education (then called Training) in the elementary school curriculum. The contributors to this reader together begin to provide descriptive and illustrative insights into the lives of teachers on the contemporary educational scene, into the problems and the possibilities which many face when trying to realize their hopes and ambitions for themselves and their children.

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.

In Britain the physical education curriculum has been experiencing a period of unrest. For many teachers the practices of decades have become problematic features of their curriculum and teaching. This book, first published in 1986, explores the experiences of teachers and pupils in programmes of physical education from a sociological perspective. In explores a range of issues relating to the organisation and management of physical education departments, deviancy and dissent in sport, gender inequalities and the concepts of community education and leisure education. This title will be of interest to students of sociology and education.

In this book, first published in 1993, John Evans presents a guideline for challenging sexism, racism and elitism in programmes of physical education. Physical education in relation to social class, gender, race and disability is also discussed. The results arising show problems in the teaching of physical education, and examines the importance of physical education in the development of the child in today's educational system. It is the intention of the contributors to help practitioners clarify their thinking on concepts and issues involved in effecting equal opportunities in physical education. In turn, it is hoped that this will lead to better formation of physical education programmes which demonstrate both equality and equity. This title will be of interest not only to teachers but to students of sociology and education.

The academic literature on pension governance is sparse and this book will fill some important gaps by bringing together original contributions from around the world on subjects related to the area. The book initially lays out the main frameworks for pension fund governance and then goes on to examine global governance practice and experience and country studies on pension funds in the United States and Australia. The final section of this in-depth study discusses the role of government guarantees. The editors and contributors to this book have struck a balance between the various dimensions of the governance problem. Whilst ensuring that the theoretical frameworks are represented, at the same time, they have also recognized that it is vital to report on empirical work. Private pensions are examined closely, while also acknowledging that public pension funds are extremely important actors. Pension Fund Governance will appeal to academics and researchers of financial economics and financial management, as well as those in the fields of public finance and public sector economics. Furthermore the book will also find an audience among those in commercial and policy roles which involve pensions, including pension actuaries.

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.

Today's society is obsessed with the body, its size, shape and healthiness. 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 current 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 * Analysis of the influence of nurtured body image in racism, sexism, homophobia and body elitism in schools.

In Britain the physical education curriculum has been experiencing a period of unrest. For many teachers the practices of decades have become problematic features of their curriculum and teaching. This book, first published in 1986, explores the experiences of teachers and pupils in programmes of physical education from a sociological perspective. In explores a range of issues relating to the organisation and management of physical education departments, deviancy and dissent in sport, gender inequalities and the concepts of community education and leisure education. This title will be of interest to students of sociology and education.

The gripping stories of RAF escapes and evasions as detailed in Escape and Liberation, 1940-45 illustrate some of the difficulties and problems facing the prisoners of war. In the first chapter, an attempt was made to compare the conditions and problems experienced by prisoners in the 1940 war with those met by prisoners in the First World War. With the exception of Von Werra's adventure, these stories were told to the author by the men themselves and prior to this book no other record existed of their experiences. Included are descriptions of the escapes of F./Lt. H. N. Fowler, Captain A. D. Taylor, Private Gordon Instone, Wing-Commander Basil Embry, F./Lt. W. P. F. Treacy and Pilot Officer B. J. A. Rennie. The second part of the book looks at 'The Liberation of Westertimke and Barth', 'Neu Brandenburg' and 'Neu Brandenburg Re-visited'. Escape and Liberation, 1940-45 chronicles these brave men who attempted the 'Home Run', the escape from German prisoner of war camps. The author, Alfred John Evans, fled from a German camp in the First World War after being shot down over the trenches. In turn, Evans inspired many prisoners, and he, in turn, took up his pen to narrate many of the famous escapes of the Second World War, including prisoners from the notorious Colditz Castle. Escape was the first problem, the second was to succeed in evasion.

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