Exercise Personal Training 101 provides a message of empowerment for personal trainers who believe in the holistic development of their clients. The key philosophy of the book is to help personal trainers of exercise to empower their clients with good problem- solving and decision-making skills concerning their health and well-being. Good personal trainers become great personal trainers when they practise HELP with their clients and help them to become better problem-solvers and decision makers rather than telling them what to do, by offering sound and scientifically-based information that is personalised and appropriate. Personal exercise training books that address associated issues of the profession are rare and not easily available. Many personal trainers are self-taught, do not have the required qualifications and are motivated by the amount of money that they can make rather than the health and well-being of clients. Readers will learn what makes a good personal trainer and those who are in the profession can benefit by equipping themselves with the knowledge, skills and attitudes that will make them a great exercise personal trainer. Excellent personal trainers can be lifestyle and wellness coaches who are renowned for their great listening skills and high emotional quotient. They exceed client expectations at every opportunity. Special features in the book include concept statements, strategies for action, technology updates, in the news, key points and technical jargon, web-resources and follow-up references. The book is a must-read whether you are starting out in personal training or you are an experienced personal trainer.

The promise, embraced by governments around the world, is that the knowledge economy will provide knowledge workers with a degree of autonomy and permission to think which enables them to be creative and to attract high incomes. What credence should we give to this promise?

The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy makers rhetoric, the relationship between the two sectors is not straightforward. An unorthodox account of the knowledge economy and economic globalisation suggests that autonomy in the workplace and permission to think will be only given to the elite. In this view many aspirant well-educated middle-class young workers are doomed to disappointment.

In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy?

Educating for the Knowledge Economy? will appeal to academics, policy makers, teachers and students interested in the central role of education in the knowledge economy.

First published in 1957, and reprinted with a new introduction in 1986, Michael Young and Peter Willmott's book on family and kinship in Bethnal Green in the 1950s is a classic in urban studies.

A standard text in planning, housing, family studies and sociology, it predicted the failure in social terms of the great rehousing campaign which was getting under way in the 1950s. The tall flats built to replace the old ?slum? houses were unpopular. Social networks were broken up. The book had an immediate impact when it appeared ? extracts were published in the newspapers, the sales were a record for a report of a sociological study, Government ministers quoted it. But the approach it advocated was not accepted until the late 1960s, and by then it was too late.

This Routledge Revivals reissue includes the authors' introduction from the 1986 reissue, reviewing the impact of the book and its ideas thirty years on. They argue that if the lessons implicit in the book had been learned in the 1950s, London and other British cities might not have suffered the 'anomie' and violence manifested in the urban riots of the 1980s.

This reissue, first published in 1980, is based on the experiences of the International Extension College in developing distance teaching. The volume begins by reviewing the world problems of educational quality and quantity, and then examines the ways in which print, broadcasts and group study have been used to train teachers, to improve classroom education, to teach by correspondence out of school, and to support rural development. It then considers how that experience can be used, perhaps by creating a network of radio colleges, to supplement and extend existing schools and colleges. Finally, the book includes a descriptive and annotated bibliography of over 100 distance teaching projects in 65 third world countries.

Originally published in 1960, the authors of Family and Kinship in East London then made an intensive study of a middle-class dormitory suburb. Here families were more often on their own than in the East End, but, despite the differences between the districts, there were some similarities. The bond between mother and married daughter was almost as strong in the suburb as in the city. Most old people, too, were cared for in both places by their children and other relatives, though the authors show how serious were the special problems of the aged in this suburban setting. The enquiry examined the influence of social class upon community life. This is reviewed in relation to club and church membership and to friendship patterns, and the behaviour of middle and working-class people to each other is discussed. Class tensions, and their effect on the otherwise friendly and neighbourly atmosphere that the authors found in the suburb, provide the main theme of the final chapters.

Originally published in 1965, this title looks at programmed learning, language laboratories, curricular reform, educational television, team teaching – these are just some of the fashions that were going to change education in the following decade quite as much as the introduction of comprehensive schools. Would anyone ever know what their effects are? Not unless there was a great expansion of research. The author of this book states the need for a marriage of innovation and research. The social sciences could gain as much as education. Today it can be read in its historical context.

First published in 1968, Learning Begins at Home records an attempt by two researchers to initiate and assess an innovation in a school in a working-class neighbourhood. The influence of parents upon children’s achievement is a platitude of education. The vital question is whether schools can become centres for education for adults as well as children, influencing the parents directly, and the children indirectly through the parents. The research reported in this book suggests that it would be worthwhile for teachers to give more of their time to cooperation with parents. This book will be of interest to students of education and sociology.

- Explores architecture's entanglement with contemporary image culture - Focuses on the relationship between representational conventions and technologies of mediation with both historical and contemporary examples - Discusses both historical and theoretical issues to show how architecture is impacted by shifts in image culture - Illustrated with 70 images

First published in 1973, The Symmetrical Family combines evidence about the family of the past with information from a sociological survey in the London region and uses both as the basis for a speculative discussion about the future. The argument is that a new style of family life has emerged. Its basis is not equality between husbands and wives but at least something approaching symmetry: increasingly wives work outside the home and husbands inside it. The new family is itself under increasing pressure. Contrary to the popular view, there is yet no sign of a general increase in leisure. In some occupations work is dominant and becoming more so; at the same time the proportions of people in such jobs, though still in the minority, are expanding. The growing demand of wives for paid work outside the home means that in place of two jobs, one for the husband and one for the wife, there will often be four, with both working inside as well as outside the home. How long will people be able to bear the consequent strain? In a final chapter the authors discuss what they think will happen unless people decide quite deliberately, to reduce the pressure upon themselves and their children. This book will be of interest to students of sociology, health, social care, anthropology and public policy.

Dorothy and Leonard Elmhirst were the founders of Dartington - she the daughter of an American millionaire who was once Secretary to the US Navy; he the son of a Yorkshire parson and secretary to Rabindranath Tagore in Bengal before he married Dorothy. They were the twentieth century's most substantial private patrons of architecture in England as well as of the arts and education. Dartington School was one of the most famous experimental schools in the world. Bertrand Russell sent his children there, as did Aldous Huxley and the Freuds. Dartington College of Arts and its associated Summer School of Music were equally famous in the world of the arts. Bernard Leach taught pottery, Mark Tobey painting, and Imogen Holst music. The Amadeus Quartet was formed there. Benjamin Britten and Peter Pears were frequent performers. In a setting of great beauty, school and college belonged to a general experiment in rural reconstruction. Dartington Glass was made in the Devonshire countryside and exported world-wide. So were Dartington Textiles, Dartington Furniture and Dartington Pottery. This book, originally published in 1982 (and reissued in 1996), describes how a unique combination of education, arts, industry and agriculture came to be put together. The result was one of the hardiest Utopian communities of modern times. It eventually overcame the strong local opposition to such a daring undertaking. The author finds the origins of modern Dartington in the founders' hopes that mankind would be liberated through education; that a new flowering of the arts would transform a society impoverished by industrialisation and secularisation; and that a society seeking to draw together town and country would combine the best of both worlds. This book is an extraordinary memoir of two people and the place they made.

Let Secret Brooklyn guide you around the unusual and unfamiliar. Step off the beaten track with this fascinating Brooklyn guide book and let our local experts show you the well-hidden treasures of this amazing city. Ideal for local inhabitants and curious visitors alike. One of the weirdest and most glorious museums this weird and glorious city has ever seen", one of only two trees that have been designated as New York City landmarks, the oldest building in New York City, the hobbit doors of Dennet Place, a park with only one tree, learn how to breathe fire, swallow swords, hammer a nail into your skull and charm a snake, the oldest subway tunnel in the world, world's smallest Torah, a secret museum built into the hallway of a Williamsburg apartment, a farm inside Domino Sugar factory site, world's first commercial rooftop vineyard ... Far from the crowds and the usual cliches, Brooklyn offers countless off-beat experiences and is home to any number of well-hidden treasures that are revealed only to residents and travellers who find their way off the beaten track. An indispensable guide for those who thought they knew Brooklyn well or would like to discover the other face of the city.

Written at a time of uncertainty about the implications of the English government's curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young's earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

Agriculture, mining and related rural industries have been central to the development of Australia's economy. This book details the role that the Australian Government has played in the making of rural and regional Australia, particularly since World War II. The book reviews these policies and evaluates them with regards the commitments undertaken by the Government to contribute towards vibrant, rural communities. Policy areas addressed include agriculture, water, education, welfare and population, natural resource management, resource extraction, Indigenous and affairs, localism, rural research and regional innovation, Youth Affairs and the devolution of regional governance. Overall two distinct policy strategies can be observed: one wherein the government saw its role as part of the entrepreneurial state and a sector wherein government has increasingly taken itself out of industry development, leaving this role to the market. Having considered these strategies and their impacts, the book concludes that policy over the past 40 years has not in fact contributed to a more vibrant, prosperous rural and regional Australia. Rural and Regional Futures concludes with several chapters looking to the future. One chapter explores what the role of the state can be within a social market economy while the final chapter gives consideration to the initial steps rural communities will need to take to begin the process of revitalisation. While these materials present as a case study of developments in Australia, the policy shift from the Government as entrepreneur to a focus on markets is an international one and as such, the insights offered by this book will have wide appeal.

Michael Young has christened the oligarchy of the future "Meritocracy." Indeed, the word is now part of the English language. It would appear that the formula: IQ+Effort=Merit may well constitute the basic belief of the ruling class in the twenty-first century. Projecting himself into the year 2034, the author of this sociological satire shows how present decisions and practices may remold our society. It is widespread knowledge that it is insufficient to be somebody's nephew to obtain a responsible post in business, government, teaching, or science. Experts in education and selection apply scientific principles to sift out the leaders of tomorrow. You need intelligence rating, qualification, experience, application, and a certain caliber to achieve status. In a word, one must show merit to advance in the new society of tomorrow. In a new opening essay, Young reflects on the reception of his work, and its production, in a candid and lively way. Many of the critical ambiguities surrounding its original publication are now clarified and resolved. What we have is what the Guardian of London called "A brilliant essay." and what Time and Tide described as "a fountain gush of new ideas. Its wit and style make it compulsively enjoyable reading from cover to cover."

The development of literature between 1800 and 1860 in the United States was heavily influenced by two wars. The War of 1812 hastened the development of nineteenth-century ideals, and the Civil War uprooted certain growths of those vigorous years. The half century between these dramatic episodes was a period of extravagant vigor, the final outcome being the emergence of a new middle class. Parrington argues that America was becoming a new world with undreamed potential. This new era was no longer content with the ways of a founding generation. The older America of colonial days had been static, rationalistic, inclined to pessimism, and fearful of innovation. During the years between the Peace of Paris (1763) and the end of the War of 1812, older America was dying. The America that emerged, which is the focal point of this volume, was a shifting, restless world, eager to better itself, bent on finding easier roads to wealth than the plodding path of natural increase. The culture of this period also changed. Formal biographies written in this period often gave way to eulogy; it was believed that a writer was under obligation to speak well of the dead. Consequently, scarcely a single commentary of the times can be trusted, and the critic is reduced to patching together his account out of scanty odds and ends. A new introduction by Bruce Brown highlights the life of Vernon Louis Parrington and explains the importance of this second volume in the Pulitzer Prize-winning study.

This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field. Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.

First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

- Explores architecture's entanglement with contemporary image culture - Focuses on the relationship between representational conventions and technologies of mediation with both historical and contemporary examples - Discusses both historical and theoretical issues to show how architecture is impacted by shifts in image culture - Illustrated with 70 images

This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field. Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.

This reissue, first published in 1980, is based on the experiences of the International Extension College in developing distance teaching. The volume begins by reviewing the world problems of educational quality and quantity, and then examines the ways in which print, broadcasts and group study have been used to train teachers, to improve classroom education, to teach by correspondence out of school, and to support rural development. It then considers how that experience can be used, perhaps by creating a network of radio colleges, to supplement and extend existing schools and colleges. Finally, the book includes a descriptive and annotated bibliography of over 100 distance teaching projects in 65 third world countries.

It has long been recognised that specialised knowledge is at the core of what distinguishes professions from other occupations. The privileged status of professions in most countries, however, together with their claims to autonomy and access to specialised knowledge, is being increasingly challenged both by market pressures and by new instruments of accountability and regulation. Established and emerging professions are increasingly seen as either the solution, or as sources of conservatism and resistance to change in western economies, and recent developments in professional education draw on a competence model which emphasises what newly qualified members of a profession 'can do' rather than what 'they know'. This book applies the disciplines of the sociology of knowledge and epistemology to the question of professional knowledge. What is this knowledge? It goes beyond traditional debates between 'knowing how' and 'knowing that', and 'theory' and 'practice'. The chapters cover a wide range of issues, from discussions of the threats to the knowledge base of established professions including engineers and architects, to the fraught situations faced by occupations whose fragile knowledge base and professional status is increasingly challenged by new forms of control. While recognising that graduates seeking employment as members of a profession need to show their capabilities, the book argues for reversing the trend that blurs or collapses the skill/knowledge distinction. If professions are to have a future then specialised knowledge is going to be more important than ever before. Knowledge, Expertise and the Professions will be key reading for students, researchers and academics in the fields of professional expertise, further education, higher education, the sociology of education, and the sociology of the professions.

An anthropological study that compares a central London neighborhood with a London suburb in terms of family and community life, mobility, social status, and social interaction. The main sources of the authors' information were sample interviews from the two populaces. The main themes of this book are the differences between the London suburb and the East End, and the differences between the middle and working-class residents.