Society and Exploitation Through Nature offers an integrated approach to the environment, linking the philosophical, social and physical sciences to environmental problems and issues. The text covers three main themes; exploitation of nature and society; the limits of exploitation through sustainability and managing environmental problems. These themes are illustrated throughout the book with global case studies.

Society and Exploitation Through Nature offers an integrated approach to the environment, linking the philosophical, social and physical sciences to environmental problems and issues. The text covers three main themes; exploitation of nature and society; the limits of exploitation through sustainability and managing environmental problems. These themes are illustrated throughout the book with global case studies.

It is now over 50 years since the term 'gentrification' was first coined by the British urbanist Ruth Glass in 1964, in which time gentrification studies has become a subject in its own right. This Handbook, the first ever in gentrification studies, is a critical and authoritative assessment of the field. Although the Handbook does not seek to rehearse the classic literature on gentrification from the 1970s to the 1990s in detail, it is referred to in the new assessments of the field gathered in this volume. The original chapters offer an important dialogue between existing theory and new conceptualisations of gentrification for new times and new places, in many cases offering novel empirical evidence. Scholarly contributions are drawn from both established and up and coming experts in gentrification studies world-wide, and a deliberate attempt has been made to broaden the geographical scope of study. As such, the Handbook covers processes of gentrification in the global north and the global south. It also looks at different mutations of gentrification and pays proper attention to both resistance to gentrification and the importance of thinking about alternatives. The Handbook challenges readers to look at both the future of gentrification studies as well as the actual process of gentrification itself. Gentrification studies is interdisciplinary and this Handbook will be especially useful to scholars in many fields including geography, sociology, anthropology, planning, law, urban studies, policy studies, rural studies, development studies, and cultural studies. It will also be of value to those activists fighting gentrification worldwide.

It is now over 50 years since the term 'gentrification' was first coined by the British urbanist Ruth Glass in 1964, in which time gentrification studies has become a subject in its own right. This Handbook, the first ever in gentrification studies, is a critical and authoritative assessment of the field. Although the Handbook does not seek to rehearse the classic literature on gentrification from the 1970s to the 1990s in detail, it is referred to in the new assessments of the field gathered in this volume. The original chapters offer an important dialogue between existing theory and new conceptualisations of gentrification for new times and new places, in many cases offering novel empirical evidence. Scholarly contributions are drawn from both established and up and coming experts in gentrification studies world-wide, and a deliberate attempt has been made to broaden the geographical scope of study. As such, the Handbook covers processes of gentrification in the global north and the global south. It also looks at different mutations of gentrification and pays proper attention to both resistance to gentrification and the importance of thinking about alternatives. The Handbook challenges readers to look at both the future of gentrification studies as well as the actual process of gentrification itself. Gentrification studies is interdisciplinary and this Handbook will be especially useful to scholars in many fields including geography, sociology, anthropology, planning, law, urban studies, policy studies, rural studies, development studies, and cultural studies. It will also be of value to those activists fighting gentrification worldwide.

Ignite English aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, the Student Books are structured around thematic units that cover a variety of forms as well as including unique immersive production based-units. Ignite English has a core focus on engaging students by connecting their skill development, through the theme of the unit, with Reading, Writing, Speaking and Listening skills used in a range of relevant and interesting jobs outside school.

Ignite English aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, the Student Books are structured around thematic units that cover a variety of forms as well as including unique immersive production based-units. Ignite English has a core focus on engaging students by connecting their skill development, through the theme of the unit, with Reading, Writing, Speaking and Listening skills used in a range of relevant and interesting jobs outside school.

Ignite English aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, each Teacher Companion provides a range of activities and guidance that enables teachers to customise their teaching to suit individual student needs as well as sharing the thinking behind the resources.

'Ignite English' aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, each teacher companion provides a range of activities and guidance that enables teachers to customise their teaching to suit individual student needs as well as sharing the thinking behind the resources.

This book arises out of an ESRC project devoted to an examination of the economic, social and cultural impacts of the 'service class' on rural areas. The research was an attempt to document these impacts through close empirical work in a set of three rural communities, but something happened on the way. The authors found that the 'rural' became a real sticking point. Respondents used it in different ways - as a bludgeon, as a badge, as a barometer - to signify many different things - security, identity, community, domesticity, gender, sexuality, ethnicity - nearly always by drawing on many different sources - the media, the landscape, friends and kin, animals. It became abundantly clear that the 'rural', whatever chameleon form it took, was a prime and deeply felt determinant of the actions of many respondents. Yet it was also clear that to the authors they possessed no theoretical framework that could allow them to negotiate the 'rural' to deconstruct its diverse nature as a category. Rather each of the extended essays in the book is an attempt by each author to draw out one aspect of the 'rural' by drawing on different traditions in social and cultural theory.