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The Routledge Handbook of Environmental History presents a
cutting-edge overview of the dynamic and ever-expanding field of
environmental history. It addresses recent transformations in the
field and responses to shifting scholarly, political, and
environmental landscapes. The handbook fully and critically engages
with recent exciting changes, contextualizes them within
longer-term shifts in the field, and charts potential new
directions for study. It focuses on five key areas: Theories and
concepts related to changing considerations of social justice,
including postcolonial, antiracist, and feminist approaches, and
the field’s growing emphasis on multiple human voices and
agencies. The roles of non-humans and the more-than-human in the
telling of environmental histories, from animals and plants to
insects as vectors of disease and the influences of water and ice,
the changing theoretical approaches and the influence of concepts
in related areas such as animal and discard studies. How changes in
theories and concepts are shaping methods in environmental history
and shifting approaches to traditional sources like archives and
oral histories as well as experiments by practitioners with new
methods and sources. Responses to a range of current complex
problems, such as climate change, and how environmental historians
can best help mitigate and resolve these problems. Diverse ways in
which environmental historians disseminate their research within
and beyond academia, including new modes of research dissemination,
teaching, and engagements with stakeholders and the policy arena.
This is an important resource for environmental historians,
researchers and students in the related fields of political
ecology, environmental studies, natural resources management and
environmental planning.
Are socioeconomic inequalities in education declining? Is
socioeconomic background becoming less important for people's
occupational class or status? How important is cognitive ability
for education and later occupational outcomes? How do countries
differ in the importance of socioeconomic background for education
and work? Gary N. Marks argues that in western industrialized
countries, pervasive views that socioeconomic background (or class
background) has strong and unchanging relationships with education
and later socioeconomic outcomes, resistant to policy and social
change, are unfounded. Marks provides a large amount of evidence
from many countries showing that the influence of socioeconomic
background for education is moderate and most often declining, and
socioeconomic background has only very weak impacts on adults'
occupation and earnings after taking into account education and
cognitive ability. Furthermore, Marks shows that cognitive ability
is a more powerful influence than socioeconomic background for
educational outcomes, and that in addition to its indirect effects
through education has a direct effect on occupation and earnings.
Its effects cannot be dismissed as simply another aspect of
socioeconomic background, nor do the usual criticisms of 'cognitive
ability' apply. The declining effects for socioeconomic background
and the importance of cognitive ability support several of the
contentions of modernization theory. The book contributes to a
variety of debates within sociology: quantitative and qualitative
approaches, explanatory and non-explanatory theory, the
relationship between theory and empirical research, the role of
political ideology in research, sociology as a social science, and
sociology's contribution to knowledge about contemporary societies.
It will appeal to professionals in the fields of education and
sociology as well as postgraduate students and academics involved
in the debate.
Volume V deals with the problems of turnover in the nervous system.
"Turnover" is defined in different ways, and the term is used in
different contexts. It is used rather broadly in the present
volume, and intentionally so. The turnover of macromolecules is
only one aspect; here "turnover" in dicates the simultaneous and
coordinated formation and breakdown of macromolecular species. The
complexities of cerebral protein turnover are shown in a separate
chapter dealing with the synthesis of proteins, in another on
breakdown, and in still another on the relationship of these two
(showing how the two halves of turnover are controlled). The fact
that most likely the two halves of protein turnover, synthesis and
breakdown, are separated spatially and the mechanisms involved are
different further emphasizes the complexity of macromolecular
turnover. "Turnover" is used in a different context when the
turnover of a cycle is discussed; but here again a number of
complex metabolic reactions have to be interrelated and controlled;
some such cycles are discussed briefly in this volume, additional
cycles have been discussed with metabolism, and some cycles still
await elucidation or discovery.
Volume V deals with the problems of turnover in the nervous system.
"Turnover" is defined in different ways, and the term is used in
different contexts. It is used rather broadly in the present
volume, and intentionally so. The turnover of macromolecules is
only one aspect; here "turnover" in dicates the simultaneous and
coordinated formation and breakdown of macromolecular species. The
complexities of cerebral protein turnover are shown in aseparate
chapter dealing with the synthesis ofproteins, in another on
breakdown, and in still another on the relationship ofthese two
(showing how the two halves of turnover are controlled). The fact
that most likely the two halves of protein turnover, synthesis and
breakdown, are separated spatially and the mechanisms involved are
different further emphasizes the complexity of macromolecular
turnover. "Turnover" is used in a different context when the
turnover of a cycle is discussed; but he re again a number of
complex metabolic reactions have to be interrelated and controlled;
some such cycles are discussed briefly in this volume, additional
cycles have been discussed with metabolism, and some cycles still
await elucidation or discovery.
This short, concrete, and to-the-point book guides students through
this vast field of conflicting opinions. The book starts from the
premise that students benefit most from seeing a balanced treatment
of all available views. For instance, it provides coverage of both
"ad hoc" and optimizing models and also explores divisions such as
flexible price versus sticky price models, rationality versus
irrationality, and calibration versus statistical inference. By
giving consideration to each of these 'mini debates, ' this book
shows how each approach has its good and bad points. "
International Macroeconomics and Finance" also excels in its
integration of theoretical and empirical issues: the theory is
introduced by developing the canonical model in a topic area and
then its predictions are evaluated quantitatively. Both the
calibration method and standard econometric methods are
covered.
To avoid the 'black-box' perception that students sometimes
develop, almost all of the results presented here are derived
step-by-step from first principles. A conversational, logical
presentation also makes this a supreme learning tool.
Are socioeconomic inequalities in education declining? Is
socioeconomic background becoming less important for people's
occupational class or status? How important is cognitive ability
for education and later occupational outcomes? How do countries
differ in the importance of socioeconomic background for education
and work? Gary N. Marks argues that in western industrialized
countries, pervasive views that socioeconomic background (or class
background) has strong and unchanging relationships with education
and later socioeconomic outcomes, resistant to policy and social
change, are unfounded. Marks provides a large amount of evidence
from many countries showing that the influence of socioeconomic
background for education is moderate and most often declining, and
socioeconomic background has only very weak impacts on adults'
occupation and earnings after taking into account education and
cognitive ability. Furthermore, Marks shows that cognitive ability
is a more powerful influence than socioeconomic background for
educational outcomes, and that in addition to its indirect effects
through education has a direct effect on occupation and earnings.
Its effects cannot be dismissed as simply another aspect of
socioeconomic background, nor do the usual criticisms of 'cognitive
ability' apply. The declining effects for socioeconomic background
and the importance of cognitive ability support several of the
contentions of modernization theory. The book contributes to a
variety of debates within sociology: quantitative and qualitative
approaches, explanatory and non-explanatory theory, the
relationship between theory and empirical research, the role of
political ideology in research, sociology as a social science, and
sociology's contribution to knowledge about contemporary societies.
It will appeal to professionals in the fields of education and
sociology as well as postgraduate students and academics involved
in the debate.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This is an EXACT reproduction of a book published before 1923. This
IS NOT an OCR'd book with strange characters, introduced
typographical errors, and jumbled words. This book may have
occasional imperfections such as missing or blurred pages, poor
pictures, errant marks, etc. that were either part of the original
artifact, or were introduced by the scanning process. We believe
this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing
commitment to the preservation of printed works worldwide. We
appreciate your understanding of the imperfections in the
preservation process, and hope you enjoy this valuable book.
This is an EXACT reproduction of a book published before 1923. This
IS NOT an OCR'd book with strange characters, introduced
typographical errors, and jumbled words. This book may have
occasional imperfections such as missing or blurred pages, poor
pictures, errant marks, etc. that were either part of the original
artifact, or were introduced by the scanning process. We believe
this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing
commitment to the preservation of printed works worldwide. We
appreciate your understanding of the imperfections in the
preservation process, and hope you enjoy this valuable book.
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