In "Training for the New Alpinism," Steve House, world-class climber and Patagonia ambassador, and Scott Johnston, coach of U.S. National Champions and World Cup Nordic Skiers, translate training theory into practice to allow you to coach yourself to any mountaineering goal. Applying training practices from other endurance sports, House and Johnston demonstrate that following a carefully designed regimen is as effective for alpinism as it is for any other endurance sport and leads to better performance. They deliver detailed instruction on how to plan and execute training tailored to your individual circumstances. Whether you work as a banker or a mountain guide, live in the city or the country, are an ice climber, a mountaineer heading to Denali, or a veteran of 8,000-meter peaks, your understanding of how to achieve your goals grows exponentially as you work with this book. Chapters cover endurance and strength training theory and methodology, application and planning, nutrition, altitude, mental fitness, and assessing your goals and your strengths. Chapters are augmented with inspiring essays by world-renowned climbers, including Ueli Steck, Mark Twight, Peter Habeler, Voytek Kurtyka, and Will Gadd. Filled with photos, graphs, and illustrations.

This book offers a meaningful and practicable guide to better management of arsenic problems in the groundwater of the Gangetic Plain. It gathers contributions from distinguished researchers who have been actively working in the area for over a decade. The arsenic contamination of groundwater is a growing concern in the central Gangetic Plain, where the local population's main sources of fresh water are surface water, groundwater and rain water; of these sources, only the last two generally meet the most important criteria for drinking water in their natural state. Natural geological changes are presumed to be the primary reason for arsenic contamination in this region. Further, most of the people living in this area have developed the habit of drinking water (groundwater) from the arsenic-contaminated tubewells in many parts of the region. As a result, many are suffering from arsenicosis and many more are at risk. Since the cause of arsenic contamination in groundwater still remains unclear, this book seeks to address the arsenic issue in this region by pursuing a holistic and systematic scientific approach. Accordingly, it delineates various sources, processes, hypotheses and remedial approaches that are needed to manage the arsenic contamination in the Central Gangetic Plain.

The Corbetts & Other Scottish Hills was first published in 1990 as a companion volume to the Scottish Mountaineering Club's comprehensive guide to The Munros. This new edition has been fully updated by both previous and new authors and is complemented throughout by new mapping and a large number of new photographs. The guidebook details routes up all 222 Corbetts (Scottish hills between 2,500 ft. and 3,000 ft.) and many other popular lower hills. Other hills include popular classics such as Criffel, Tinto, The Pentlands, The Eildons, The Ochils, Ben Venue, Mount Blair, Bennachie, Stac Pollaidh, Suilven and a wide range of hills throughout the islands, from Lewis to Arran. The book has been edited by Rob Milne and Hamish Brown.

Problems in Philosophy of Education canvasses several of the leading issues in philosophy of education. These include the disconnect between the disciplines of philosophy and philosophy of education, the strained relationship between educational practice and philosophy of education, the role of educational research in philosophy of education, and the lack of an independent scholarship for philosophy of education. James Scott Johnson argues for a philosophy of education separate and distinct from both the disciplines of philosophy and education and claims that philosophy of education should raise and address its own questions and concerns. Supporting this is a model of how philosophy of education should originate basic questions, together with a set of philosophic presuppositions regarding the model's logic, ethics, politics, and relationship to science and social science.

Additional Authors Include Gerald V. Stamm, Paul C. Greene, And Dan D. Howe.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

This book examines the interconnections between self-consciousness and self-cultivation (Bildung). Drawing on resources both philosophical and historical, it probes the various ways in which self-cultivation stands or falls on a theory of self-consciousness. Heavily indebted to Classical German Philosophy, this book examines the twists and turns self-cultivation has taken through 200 years of philosophical and educational thought. Self-cultivation in one form or another has always been prevalent in Germany specifically, and Europe generally- even in those cases where varieties of self-cultivation are themselves in opposition to earlier projects and programs. Self-cultivation, however, never became a focus of North American educational theory and this book examines why this is, and what would need to be in place for a theory of self-cultivation to prosper. In the final section, this book examines the requirements for a new theory of self-consciousness in the context of self-cultivation.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

After losing his father, Scott, a previously driven and emotionally strong young man, falls into a deep depression and takes every wrong turn that a person can trying to find a way to deal with the pain, anger, and confusion that suddenly consumed his very being. "Losing Superman" is an account of his experiences. Told from both his point of view and his sister Danica's, "Losing Superman" takes the reader through heartbreak, drug abuse, jail time, violent outburst, and every step Scott took to hit bottom and finally pull himself back up and learn to live life again.

Dovetailing on the success of Training for the New Alpinism and Patagonia's own emphasis on all mountain use, Training for the Uphill Athlete translates theory into methodology to allow you to write your own training plans and coach yourself to endurance goals. Steve House, one of the best mountaineers, and his coach Scott Johnston, an Olympic-level cross country ski coach, along with Kilian Jornet, hands-down best endurance athlete at this time, present training principles for the multisport mountain athlete who regularly participates in a mix of distance running, ski mountaineering, and other endurance sports that require optimum fitness and customized strength. This is an authoritative but accessible training manual for athletes and coaches who feel most alive in the mountains or pushing the uphill ascent. Distance running, ski mountaineering, skimo, and skyrunning are becoming increasingly popular all over the world, and are often undertaken by the same person during a single year. This book collects the scientifically backed and athlete-tested wisdom and experience of three of the best uphill athletes and coaches and extrapolates both to educate outdoor athletes of all stripes to perform their best. The book includes the same mix of theory, application, and experiential essays from experts in the field, as well as instructional illustrations as in Training for the New Alpinism. Contributions by Kilian Jornet increase the worldwide appeal of the book.

Problems in Philosophy of Education canvasses several of the leading issues in philosophy of education. These include the disconnect between the disciplines of philosophy and philosophy of education, the strained relationship between educational practice and philosophy of education, the role of educational research in philosophy of education, and the lack of an independent scholarship for philosophy of education. James Scott Johnson argues for a philosophy of education separate and distinct from both the disciplines of philosophy and education and claims that philosophy of education should raise and address its own questions and concerns. Supporting this is a model of how philosophy of education should originate basic questions, together with a set of philosophic presuppositions regarding the model's logic, ethics, politics, and relationship to science and social science.

Most statements today about higher education begin with the assumption that it should be relevant. That it should be relevant, however, does not settle the matter. The significance of relevance depends on the power of something else that is more fundamental. Relevance may be a true standard of judgment, but it does not stand by itself. Assuming higher education should be relevant, the question emerges, relevant to what? Why? How? At what costs? And, relevant in what sense? These are some of the central questions animating this study. The Relevance of Higher Education: Exploring a Contested Notion, edited by Timothy L. Simpson examines the relevance of higher education by bringing together the work of historians, political scientists, and educational philosophers. The contributors probe the meaning of relevance in its many guises, providing an historical and philosophical account of the roots of this concept and its impact on the institution of higher education. Furthermore, The Relevance of Higher Education provides a critical evaluation of the impact of relevance on our understanding of the political and economic relationship between higher education and society. This study suggests views of relevance that could guide the future of higher education. By providing penetrating analysis, this text thoroughly explores relevance and its underlying assumptions, potential implications and long-lasting effects on higher education and society. The Relevance of Higher Education provides the tools necessary to develop a rich framework for understanding relevance and its impact on higher education and society.

Meant to go hand-in-hand with Steve House and Scott Johnston's groundbreaking, bestselling Training for the New Alpinism, The New Alpinism Training Log is a goal-setting planner and a workout journal in one. With pages to plot your program based on your aspirations, and others to break it down and record your monthly, weekly, daily workouts, this book will be your in-the-gym or on-the-mountain companion to training for any mountain ascent. Includes inspirational and motivational tips throughout.

James Scott Johnston's incisive study draws on a holistic reading of Kant: one that views him as developing and testing a complete system (theoretical, practical, historical and anthropological) with education as a vital component. As such, the book begins with an extensive overview of Kant's chief theoretical work (the "Critique of Pure Reason"), and from that overview distils crucial discussions (the role of practical reason; the claims of the third antinomy) for his moral theory. An extended discussion of Kant's moral and political theories and the place of pedagogy in it follow, with attention to all of Kant's important moral works as well as his chief religious work, "Religion within the Bounds of Mere Reason." A discussion of culture and character follows, chiefly through a discussion of Kant's "Critique of the Power of Judgment" and "Anthropology from a Pragmatic Standpoint," together with certain lectures and published essays on history and politics. Finally, an extensive discussion of Kant's published works on education, together with only recently published letters and announcements (in English), is provided. This culminates in Johnston's estimation of what a Kantian education, systematically conceived, might look like: an education that is attentive to theoretical, moral, cultural-historical, and pedagogic domains of Kant's thinking.

Institutions and Incentives in Regulatory Science explores fundamental problems with regulatory science in the environmental and natural resource law field. Each chapter covers a variety of natural resource and regulatory areas, ranging from climate change to endangered species protection and traditional health-based environmental regulation. Regulatory laws and institutions themselves strongly influence the direction of scientific research by creating a system of rewards and penalties for science. As a consequence, regulatory laws or institutions that are designed naively end up incentivizing scientists to generate and then publish only those results that further the substantive regulatory goals preferred by the scientists. By relying so heavily on science to dictate policy, regulatory laws and institutions encourage scientists to use their assessment of the state of the science to further their own preferred scientific and regulatory policy agendas. Additionally, many environmental and natural resource regulatory agencies have been instructed by legislatures to rely heavily upon science in their rulemaking. In areas of rapidly evolving science, regulatory agencies are inevitably looking for scientific consensus prematurely, before the scientific process has worked through competing hypotheses and evidence. The contributors in this volume address how institutions for regulatory science should be designed in light of the inevitable misfit between the political or legal demand for regulatory action and the actual state of evolving scientific knowledge.

Most statements today about higher education begin with the assumption that it should be relevant. That it should be relevant, however, does not settle the matter. The significance of relevance depends on the power of something else that is more fundamental. Relevance may be a true standard of judgment, but it does not stand by itself. Assuming higher education should be relevant, the question emerges, relevant to what? Why? How? At what costs? And, relevant in what sense? These are some of the central questions animating this study. The Relevance of Higher Education: Exploring a Contested Notion, edited by Timothy L. Simpson examines the relevance of higher education by bringing together the work of historians, political scientists, and educational philosophers. The contributors probe the meaning of relevance in its many guises, providing an historical and philosophical account of the roots of this concept and its impact on the institution of higher education. Furthermore, The Relevance of Higher Education provides a critical evaluation of the impact of relevance on our understanding of the political and economic relationship between higher education and society. This study suggests views of relevance that could guide the future of higher education. By providing penetrating analysis, this text thoroughly explores relevance and its underlying assumptions, potential implications and long-lasting effects on higher education and society. The Relevance of Higher Education provides the tools necessary to develop a rich framework for understanding relevance and its impact on higher education and society.

Institutions and Incentives in Regulatory Science explores fundamental problems with regulatory science in the environmental and natural resource law field. Each chapter covers a variety of natural resource and regulatory areas, ranging from climate change to endangered species protection and traditional health-based environmental regulation. Regulatory laws and institutions themselves strongly influence the direction of scientific research by creating a system of rewards and penalties for science. As a consequence, regulatory laws or institutions that are designed naively end up incentivizing scientists to generate and then publish only those results that further the substantive regulatory goals preferred by the scientists. By relying so heavily on science to dictate policy, regulatory laws and institutions encourage scientists to use their assessment of the state of the science to further their own preferred scientific and regulatory policy agendas. Additionally, many environmental and natural resource regulatory agencies have been instructed by legislatures to rely heavily upon science in their rulemaking. In areas of rapidly evolving science, regulatory agencies are inevitably looking for scientific consensus prematurely, before the scientific process has worked through competing hypotheses and evidence. The contributors in this volume address how institutions for regulatory science should be designed in light of the inevitable misfit between the political or legal demand for regulatory action and the actual state of evolving scientific knowledge.

James Scott Johnston's incisive study draws on a holistic reading of Kant: one that views him as developing and testing a complete system (theoretical, practical, historical and anthropological) with education as a vital component. As such, the book begins with an extensive overview of Kant's chief theoretical work (the Critique of Pure Reason), and from that overview distils crucial discussions (the role of practical reason; the claims of the third antinomy) for his moral theory. An extended discussion of Kant's moral and political theories and the place of pedagogy in it follow, with attention to all of Kant's important moral works as well as his chief religious work, Religion within the Bounds of Mere Reason. A discussion of culture and character follows, chiefly through a discussion of Kant's Critique of the Power of Judgment and Anthropology from a Pragmatic Standpoint, together with certain lectures and published essays on history and politics. Finally, an extensive discussion of Kant's published works on education, together with only recently published letters and announcements (in English), is provided. This culminates in Johnston's estimation of what a Kantian education, systematically conceived, might look like: an education that is attentive to theoretical, moral, cultural-historical, and pedagogic domains of Kant's thinking.

'Inquiry and Education' offers a lucid and challenging interpretation of John Dewey, his critics, and his supporters. Thematically organised, the book focuses on four of Dewey's preeminent concerns - inquiry, growth, community, and democracy - and their close association with formal education.