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Continuity, Chance and Change
The Industrial Revolution brought into being a distinct world, a world of greater affluence, longevity and mobility, an urban rather than a rural world. But the great surge of economic growth was balanced against severe constraints on the opportunities for expansion, revealing an intriguing paradox. This book, published to considerable critical acclaim, explores the paradox and attempts to provide a distinct model' of the changes that comprised the industrial revolution.
The Path to Sustained Growth
Charts Britain's transformation from the European periphery to a global economic power from the reign of Elizabeth I to Victoria.
Nineteenth-Century Society
Examines the difficulties and the opportunities which the accumulation of statistical information offers for studying nineteenth-century society in depth.
Energy and the English Industrial Revolution
Retrospective: 9.
Education and Gender Equality
First Published in 1992. This book grew out of a special issue of the journal Sociology of Education. There is no simple relation between education and gender equality. As with social class relations, schools both reinforce subordination and create new possibilities for liberation, and these contradictions occur at every level and in every aspect of education. Schools are sites of pervasive gender socialization, but they offer girls a chance to use their brains and develop their skills. To explore education and gender is to examine the bridge between the public world of occupations and the private world of families. Schools link the families from which young children come and the sex- and ra...
Trust in Medicine
Examines trust, its definition, value, and decline from the perspective of a physician and a medical ethicist.
Energy and the English Industrial Revolution
The industrial revolution transformed the productive power of societies. It did so by vastly increasing the individual productivity, thus delivering whole populations from poverty. In this new account by one of the world's acknowledged authorities the central issue is not simply how the revolution began but still more why it did not quickly end. The answer lay in the use of a new source of energy. Pre-industrial societies had access only to very limited energy supplies. As long as mechanical energy came principally from human or animal muscle and heat energy from wood, the maximum attainable level of productivity was bound to be low. Exploitation of a new source of energy in the form of coal provided an escape route from the constraints of an organic economy but also brought novel dangers. Since this happened first in England, its experience has a special fascination, though other countries rapidly followed suit.
Social Justice Re-Examined
UPDATED AND EXPANDED EDITION Teachers want to do their best for every child, but worry about causing offense and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.
Tony Wrigley
Who is Tony Wrigley Sir Edward Anthony Wrigley was a historical demographer who worked in the United Kingdom. In the year 1964, Wrigley and Peter Laslett were the individuals who initially established the Cambridge Group for the History of Population and Social Structure. How you will benefit (I) Insights about the following: Chapter 1: Tony Wrigley Chapter 2: Adolphus Ward Chapter 3: Steven Connor Chapter 4: Hugh N. Kennedy Chapter 5: Geoffrey Hosking Chapter 6: Barry Supple Chapter 7: Peter Laslett Chapter 8: Peter Kornicki Chapter 9: John Barrell Chapter 10: Peter Jackson (historian) Chapter 11: John Beer Chapter 12: David Edgerton (historian) Chapter 13: David Crouch (historian) Chapter 14: Philip Hardie Chapter 15: Bruce Campbell (historian) Chapter 16: Peter Marshall (historian) Chapter 17: Malcolm Schofield Chapter 18: Roderick Beaton Chapter 19: John K. Davies (historian) Chapter 20: Roger Schofield Chapter 21: James Noel Adams Who will benefit Professionals, undergraduate and graduate students, enthusiasts, hobbyists, and those who want to go beyond basic knowledge or information about Tony Wrigley.
Ethics at the End of Life
The 14 chapters in Ethics at the End of Life: New Issues and Arguments, all published here for the first time, focus on recent thinking in this important area, helping initiate issues and lines of argument that have not been explored previously. At the same time, a reader can use this volume to become oriented to the established questions and positions in end of life ethics, both because new questions are set in their context, and because most of the chapters—written by a team of experts—survey the field as well as add to it. Each chapter includes initial summaries, final conclusions, and a Related Topics section.
