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This volume is part of a larger work, The Unauthorised Bible: A
Universal Scripture. It contains transliterated and modernised
versions of the scriptures of Hinduism, Judaism, Buddhism, Taoism,
and Christianity, conflated with the intent of showing their
essential unity. In addition, they have been, to a varying extent,
redacted to fit a libertarian, liberal, and anti-misogynist
political agenda, and adjusted to ensure they are not in conflict
with modern scientific understanding. The purpose of the work is to
separate the essential core of religion from outmoded tradition and
establishment, and hopefully show that religion has far more to
give humanity than the sterility offered by atheism.
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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