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Health education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and challenging taken for granted assumptions, including the socially critical approach which investigates the impact of social and economic inequalities on, for example, health status and cultural understandings. The purpose of this paper is to explore the conditions of possibility for a socially critical approach to health education in schools. It examines the ways in which preservice health and physical education (HPE) teachers talked about their experiences of health education during their school-based practicum.

In total, 13 preservice HPE teachers who were about to graduate with a Bachelor of Health and Physical Education from a university in New South Wales, Australia were interviewed for the study. Five group interviews and one individual interview were conducted. The interviews were coded for themes and interpreted drawing on a biopedagogical theoretical framework as a way of understanding the salience of particular forms of knowledge in health education, how these are promoted and with what effects for how living healthily is understood.

The HPETE students talked with some certainty about the purpose of health education as a means to improve the health of young people – a certainty afforded by a medico-scientific view of health imbued with individualised, risk discourses. This purpose was seen as being achieved through using pedagogies, particularly those involving technology, that produced learning activities that were “engaging” and “relevant” for young people. Largely absent from their talk was evidence that they valued or practiced a socially critical approach to health education.

This paper has practical implications for designing health education teacher programmes that are responsive to expectations that contemporary school health education curricula employ a critical inquiry approach.

This paper addresses an empirical gap in the literature on the conditions of possibility for a socially critical approach to health education. It is proposed that rather than challenging HPE preservice teachers’ desires to improve the lives of young people, teacher educators need to work more explicitly within an educative approach that considers social contexts, health inequalities and the limitations of a behaviour change model.

Reviews “The Obesity Epidemic: Science, Morality and Ideology” by Michael Gard and Jan Wright, finding that it challenges currently established thinking on obesity which finds expression in cliche phrases like “couch potato” and “ticking time‐bomb”. Shows how, according to this book, the common assumptions made about the decline of modern society into obesity are actually importing moralistic judgments into a scientific question, that the energy in – energy out balance does not appear to apply to real life, that there is actual evidence of a positive association between TV viewing and physical activity levels, and that there is no clear relationship between school exercise and physical activity in later life.

The purpose of this paper is to explore the attitude and understanding of research among people with Huntington's disease (HD) and their carers, as well as their experiences of research participation.

Semi-structured interviews were conducted with 12 participants with HD (ranging from pre-symptomatic to moderately severe HD) and ten carers. Data were analysed using interpretative phenomenological analysis.

The emerging themes indicated that carers played a more active part in the research process while the service users adopted a more passive role. These differences gave rise to differences in their attitudes and perceptions of research. Carers described in detail their information processing and decision-making role when participation was offered and then throughout the subsequent study. They facilitated attendance, provided support, enabled the collection of correct data for the study, as well as ensuring the wellbeing of the service user throughout the research process. Service users, however, focused upon the behavioural and physical changes they experienced during the trial. Nevertheless a great level of enthusiasm for research was reported by both service users and carers.

Research on the attitudes and experiences of people with HD and their carers is inadequate. Further research is therefore needed into the carers’ potentially considerable burden and significant role in HD research. This could then conceivably impact on the enhancement of the clinical trial experience and recruitment and retention in studies could be improved.

This chapter adopts a reflective approach exploring and setting out the contrasting factors that led to the establishment of the subdiscipline in both countries. The factors included the role of key individuals and their respective academic backgrounds and specialisations within each country’s higher education system. Furthermore, attention is given to the particular circumstances in a case analysis comparison of the oldest programs in Aotearoa/New Zealand and Australia. This sheds light upon the factors linked to the disproportionate success profile for the sociology of sport in Aotearoa/New Zealand. An analysis of scholars and programs within each country reveals important differences aligned with the politics of funding and the variety and extent of systematic structures. Additionally, scholars’ specialisations and preferences reveal a broad offering but are primarily linked to globalisation, gender relations, indigeneity and race relations, social policy, and media studies. This work has been undertaken variously via the critical tradition including Birmingham School cultural studies, ethnographic and qualitative approaches and, more recently by some, a postmodern poststructuralist trend. Lastly, along with a brief discussion of current issues, future challenges are set out.

Considers the terms ‘exempt’ and ‘non‐exempt’ status in relation to an employee or an area as defined in the Fair Labour Standards Act 1938, California. Looks at the minimum wages, overtime, white‐collar exemption and industry exemption. Cites some common violations and misconceptions. Outlines the penalties for non‐compliance and provides brief recommendations.

THIS scheme of exact classification has now been long enough upon trial to justify the publication of a few explanatory notes, adjustments, and revisions which may be useful to present and future users of the system. For an entirely new scheme, which to some extent broke fresh ground, its reception has been extremely kind and flattering, and although it has not escaped criticism, nothing has appeared which has been anything but reasonable and helpful. A surprising circumstance has been that, notwithstanding the very controversial nature of much of the subject, so few points of difference have appeared. These are all more or less directed against the mere placing of certain topics and do not to any extent reflect upon the theory or structure of the system as a whole. One mistake has been made, however, of a more important nature, but this must have arisen either through misapprehension or carelessness. It has been assumed that the Subject Classification claims to be thoroughly scientific, and that each class is arranged in a logical and evolutionary order, so as to modulate or merge naturally into its successor. Any modest claim which may have been made to an attempted logical order is invariably qualified by a statement in the “Introduction” to the effect that such perfect order is only to be expected to a very limited extent. On page eight it is stated that—“The departments of human knowledge are so numerous, their intersections so great, their changes so frequent, and their variety so confusing, that it is impossible to show that they proceed from one source or germ, or that they can be arranged so that each enquirer will find the complete literature of his special subject at one fixed place.” All through the tables and the introduction the same kind of limitation is insisted upon, and it can only be due to misunderstanding to say that I have made such a preposterous claim to sequential perfection. No librarian who has attempted to compile a system of exact classification would ever dream of claiming that he did more than get as near as possible to an ideal arrangement in accordance with his basal plan.

Resurgent interest in the life and work of the Italian Cambridge economist Piero Sraffa is leading to New Directions in Sraffa Scholarship. This chapter introduces readers to some of these developments. First and perhaps foremost is the fact that as of September 2016 Sraffa’s archival material has been uploaded onto the website of the Wren Library, Trinity College, Cambridge University, as digital colour images; this chapter introduces readers to the history of these events. This history provides sharp relief on the extant debates over the role of the archival material in leading to the final publication of Production of Commodities by Means of Commodities, and readers are provided a brief sketch of these matters. The varied nature of Sraffa scholarship is demonstrated by the different aspects of Sraffa’s intellectual legacy which are developed and discussed in the various entries of our Symposium. The conclusion is reached that we are on the cusp of an exciting phase change of tremendous potential in Sraffa scholarship.

TO operate effectively in his environment a man should seek to appreciate the sources which created it. There are few better ways for the work study man, or others concerned with the efficient running of the industrial machine, to do so than by digesting Management Thinkers, published at 40p in the Pelican Library of Business and Management.