Prodigy Books is committed to providing publisher-quality, low-cost, outstanding educational content to teachers, students, and parents around the world. This book is the second of two volumes in Sociology, containing lessons 46 - 90. Volume I: Lessons 1 - 45 Volume II: Lessons 46 - 90 This title is part of the Prodigy Books Textbook Series.

Prodigy Books is committed to providing publisher-quality, low-cost, outstanding educational content to teachers, students, and parents around the world. This book is the first of two volumes in Sociology, containing lessons 1 - 45. Volume I: Lessons 1 - 45 Volume II: Lessons 46 - 90 This title is part of the Prodigy Books Textbook Series.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Handbook of the Sociology of Emotions Volume II presents all new chapters in the ever developing area of the sociology of emotions. The volume is divided into two sections: Theoretical Perspectives and Social Arenas of Emotions. It reviews major sociological theories on emotions, which include evolutionary theory, identity theory, affect control theory, social exchange theory, ritual theory, and cultural theory among others. Social arenas where emotions are examined include, but are not limited to, the economy and the workplace, the family, mental health, crime, sports, technology, social movements and the field of science. All the chapters review the major theories and research in the area and each chapter ends with some discussion of directions for future research. The Sociology of Emotions is a fast growing and vital field in the broad discipline of Sociology. This volume II follows the Handbook of the Sociology of Emotions which was first published in 2006. In 2008, this first handbook received the “Outstanding Recent Contribution” in the Emotions Section of the American Sociological Association. With contributions from leading scholars from different areas in the discipline, such as neurosociology, culture, economics, mental health, gender, social movements, discussing state-of-art theory and research on emotions in sociology this volume will generate wider appeal to the sociological community.

This is the first part of Raymond Aron's landmark two-volume study of the sociological tradition—arguably the definitive work of its kind. More than a work of reconstruction, Aron's study is, at its deepest level, an engagement with the very question of modernity: how did the intellectual currents which emerged in the eighteenth century shape the modern political and philosophical order? With scrupulous fairness, Aron examines the thoughts and arguments of the major social thinkers to discern how they answered this question. Volume One explores three traditions: the French liberal school of political sociology, represented by Montesquieu and Tocqueville; the Comtean tradition, anticipating Durkheim in its elevation of social unity and consensus; and the Marxists, who posited the struggle between classes and placed their faith in historical necessity. In his customary clear and penetrating prose, Aron argues that each of these schools offers its own theory of the diversity of societies and that "each is inspired both by moral convictions and by scientific hypotheses." This Routledge Classics edition includes an introduction by Daniel J. Mahoney and Brian C. Anderson.

The widening of income and wealth inequality has become one of the most important obstacles on the road to China’s common prosperity. In the context of inequality reduction and anti-poverty strategy in China, this book investigates the complex relationship between education and intergenerational mobility in terms of occupation and income. Based on large-scale social survey data, cutting-edge econometric models and statistical methods, the book examines the role of education in breaking the intergenerational transmission of poverty and promoting intergenerational mobility. It analyzes the characteristics of birth cohorts in intergenerational mobility, the long-term trends of educational, occupational, and income mobility among rural and urban residents across generations, and also the different regional patterns of intergenerational mobility against the background of social changes in China. Based on empirical findings, the author advances suggestions on an education policy conducive to poverty alleviation. The book will appeal to scholars and students studying the sociology of education, the economics of education and Chinese education, as well as policy makers interested in the topics of education policy systems and poverty alleviation, as well as education equity and social mobility.