The aim of this book is to explain how Britain's circumstances changed between 1846 - 1964: Britain in 1846 was by far the richest nation in the world. In 1964, Britain was, comparatively, much less rich than the USA and, though amongst the world's richest nations, was losing ground to Japan and to Western Europe. Because of her wealth and her navy, Britain in 1846 was the most powerful nation in the world. Britain in 1964 was dwarfed by the superpowers of the USA and the USSR. The British Empire of the 1840s refelcted Britain's power. By 1964 the Empire was collapsing. Only one in five men (and no women) could vote in the Britain of 1840s. By 1964 Britain was fully democratic, with all adults entitled to vote. In a period of a little over a century, these were some of the changes to which Britain had to adapt. It was a period that marked a substantial fall in Britain's comparative power and prosperity in the world.

A glimpse into how the world views American history is offered in a study that presents a wide range of conflicting takes on events from textbooks in which many are the only authorized source of American history in their respective countries.

Whilst in certain quarters it may be fashionable to suppose that there is no such thing as society historians have had no difficulty in finding their subject. The difficulty, rather, is that the advance has occurred through such an outpouring of research and writing that it is hard for anyone but the specialist to keep up with the literature or grasp the overall picture. In these three volumes, as is the tradition in Cambridge Histories, a team of specialists has assembled the jigsaw of recent monographic research and presented an interpretation of the development of modern British society since 1750, from three complementary perspectives: those of regional communities, of the working and living environment, and of social institutions. Each volume is self-contained, and each contribution, thematically defined, contains its own chronology of the period under review. Taken as a whole they offer an authoritative and comprehensive view of the manner and method of the shaping of society in the two centuries of unprecedented demographic and economic change.

Today, we see more and more clearly that the world is polarizing, grouping into two large blocs. Only now is this process developing clearly in front of us. That's why we want to present what was written thousands of years before these events that are unfolding before our eyes. Who will prevail in coming clash between Anglo-Amerika power and "King of the North"? Who is "King of the North"? The fall of "Babylon the Great", the end of all religions, "Eighth King", Peace and Security on Earth

This book examines fascist ideology in seven leaders of parties and movements in the interwar period. It makes use of the conceptual morphological approach, focused on core and adjacent concepts, as well as on the interlinkages between them. With such an approach, the book seeks to offer an innovative perspective on fascism and arrive at a conceptual configuration of fascist ideology, capable of highlighting its main concepts and combinations. Furthermore, it examines the major texts of seven leaders from Germany, Italy, the UK, Portugal, Spain, France and Romania – Adolf Hitler, Benito Mussolini, Oswald Mosley, Rolão Preto, Primo de Rivera, Marcel Déat, and Corneliu Codreanu. With the conceptual approach, the book reasserts the possibility of finding a definition of generic fascism at the same time as depicting the ideological varieties espoused by each leader. This title will be of interest to students and scholars of fascism, extremism and the far right.

This book explores commemoration practices and preservation efforts in modern Britain, focusing on the years from the end of the First World War until the mid-1960s. The changes wrought by war led Britain to reconsider major historical episodes that made up its national narrative. Part of this process was a reassessment of heritage sites, because such places carry socio-political meaning as do the memorials that mark them. This book engages the four-way intersection of commemoration, preservation, tourism, and urban planning at some of the most notable historic locations in England. The various actors in this process—from the national government and regional councils to private organizations and interested individuals—did nothing less than engineer British national memory. The author presents case studies of six famous British places, namely battlefields (Hastings and Bosworth), political sites (Runnymede and Peterloo), and world’s fairgrounds (the Crystal Palace and Great White City). In all three genres of heritage sites, one location developed through commemorations and tourism, while the other ‘anti-sites’ simultaneously faltered as they were neither memorialized nor visited by the masses. Ultimately, the book concludes that the modern social and political environment resulted in the revival, creation, or erasure of heritage sites in the service of promoting British national identity. A valuable read for British historians as well as scholars of memory, public history, and cultural studies, the book argues that heritage emerged as a discursive arena in which British identity was renegotiated through times of transitions, both into a democratic age and an era of geopolitical decline.

British Further Education: A Critical Textbook provides a coherent account of the system of Further Education in Great Britain, which is defined as the public provision for the education of persons who have left school, other than at universities, colleges of education, or establishments run by the armed services. This book discusses the aims of the national system of Further Education; how Further Education is provided; education for industrial skill; and part-time day education for all under 18 years of age. The topics on youth service; Further Education for the disabled and handicapped; and commonwealth relations of British Further Education are also elaborated in this publication. This textbook is beneficial to students and researchers conducting work on the expansion of education in Great Britain.