This chapter examines the bi-directional relationship that exists between the menopause and society. It reflects on how a woman’s perception of the menopause is influenced by societal and cultural ideas about menopause, ageing and gender. It reviews how Western societal attitudes towards the menopause have developed over time, in response to scientific developments and medical trends. It also considers the viewpoint that this natural life transition has been over medicalised, and looks at how this life stage is viewed in other cultures. The chapter looks at how an individual woman’s experience of the menopause has an impact on her wider society. It considers the impact that menopausal symptoms can have in the workplace, and in personal relationships including partners, children and other family members. It also speculates about how health economics are affected by women in this life stage.

This book offers a selection of key texts mostly written by leading figures in the history of Spanish American political thought during the first century of independence. Political thinkers in the region had to grapple with rather unique and extraordinary circumstances after three centuries of Spanish colonial rule. The emergence of a significant number of new independent polities that adopted representative institutions in an era when absolutism still prevailed in Western Europe, their general adoption of republicanism (except for Mexico during the brief rule of Agustín de Iturbide in 1822–1823, and Maximilian in 1864–1867), and their complex demographic composition, all posed serious challenges for the formation and consolidation of national states in Spanish America. In dialogue with the major currents of thought in Western Europe and North America, Spanish American thinkers often reflected upon these and other related problems while being politically engaged, either in government or in opposition.

It is argued here that the modern school isn’t just about ‘education’ in some abstract, humanist sort of way; rather, schools have an essential role to play in how we govern our society. It is tempting to think that the process of teaching children has always been pretty much the same, and that mass schooling emerged as a result of greater concern for the wellbeing of the young. The evidence paints a somewhat different picture, wherein mass schooling formed a crucial component of a new form of social regulation based upon an increasing focus on individuality, where the school subtly conforms to the requirements of the state and where the disciplinary management of the population is made possible through continual surveillance and the close regulation of space, time and conduct.

This chapter makes the case for the importance of philosophy as a discipline in its own right, as a subject area vital to the better understanding of education and as a set of self-reflective practices that can make us better teachers. Philosophy is concerned largely with those areas of study and speculation beyond the reach of empirical analysis, addressing problems about how we construct knowledge, how we produce a just society and how we determine ‘right’ from ‘wrong’. Its central research methodology is simply to think with clarity. The significance of this discipline has not been limited to answering abstract questions about the human condition; philosophy has been instrumental in both making us into rational and reflective citizens and framing the ideas behind our entire system of mass schooling.

A little over a month after the storming of the Bastille, the royal theatre censor was keen to highlight that the Declaration of the Rights of Man and Citizen may have seemingly abolished censorship, but like a phoenix from the ashes, it would rise again at the hands of his fellow citizens. He was proved right. This study explores why that was the case, opening with an examination of contemporaneous definitions of censorship, an overview of the theatrical world at the time in France, and an analysis, using archival material from the regimes from 1788 to 1818, of how theatre could shape the public consciousness. The central argument here is that theatre censorship allowed contemporaries to influence what thousands of people saw (or not), and thus the internalized effects of these plays to shape the world around them.

This opening chapter sets out the framework for a more systematic discussion of ancient Greek personal religion in the subsequent chapters. It starts from a working definition of personal religion by clarifying its relationship to the much better documented civic dimension of ancient Greek religion. Its core consists of a substantial historiographic section that grounds the study of personal religion in the larger trends that have shaped and continue to shape the study of the religions of the ancient world – including parallel developments in the study of Roman religion. Taking stock of where we stand helps us to sketch out what is at stake in foregrounding individual religious beliefs and practices and how they fit into our understanding of ancient Greek religion more broadly conceived.

Roman legal texts open a view onto the life and society of the empire at its height, its management, its peoples, their activities, interrelations, and problems, and their experiences when facing the juristic power of the state and its officials. Now, the first step in the study of these texts is the identification of the sources of the law. Sources are defined first as the mechanisms by which the law was introduced and regarded as authoritative by the Romans, and second the legal works transmitted to us by writers and compilers in the ancient world, which have been translated and analysed by modern scholars. This introduction offers a brief overview of these topics and some of the issues associated with the use of legal texts in the study of Roman social, economic, and political history.

Volume I offers a broad perspective on urban culture in the ancient European world. It begins with chronological overviews which paint in broad brushstrokes a picture that serves as a frame for the thematic chapters in the rest of the volume. Positioning ancient Europe within its wider context, it touches on Asia and Africa as regions that informed and were later influenced by urban development in Europe, with particular emphasis on the Mediterranean basin. Topics range from formal characteristics (including public space), water provision, waste disposal, urban maintenance, spaces for the dead, and border spaces; to ways of thinking about, visualising, and remembering cities in antiquity; to conflict within and between cities, economics, mobility and globalisation, intersectional urban experiences, slavery, political participation, and religion.

The last chapter is the Conclusion. After a brief overview of the book’s key themes, topics, and arguments, the chapter places India in a comparative perspective and asks the following questions. How analogous are political and economic trends in India when compared to similar countries? How do India’s achievements and shortcomings discussed in the book stand up against some other comparable countries?

Chapter 4 first examines two societal groups – labor and women – and asks two questions. How have these groups fared since the 1980s? And how have they responded to top-down changes in India’s political economy? The final part of the chapter also discusses civil society activism and social movements more generally. As with Chapter 3, Chapter 4 highlights that the story of India since the 1980s is not wholly top-down. While the state and business remain dominant actors, societal groups have challenged and continue to challenge that domination.

Chapter 4 analyzes several common features in New Religious Movements that turn violent – a millennial and apocalyptic worldview, totalistic organizational rules, isolation, and real or perceived persecution – and how these features can help make sense of the infusion of violent expectations in the sectarian movement of the Dead Sea Scrolls as represented especially in the Rule of the Community.

Chapter one is the introduction to the book. It outlines the main goals of the book, previous scholarship, and a new methodological framework for understanding violence in the Dead Sea Scrolls. It presents an overview of the sociological approaches to the people behind the Dead Sea Scrolls and scholarship on the meaning of violence.

This chapter provides general concluding thoughts on the book and insights into larger contributions to the scholarly fields in which it interacts.

Bridget Nichols shows how important the bodily dimension of the liturgy is, especially because it is steadily associated with mental and cognitive activities. In this context, she pays particular attention to the role of the senses, which impacts greatly how not only big celebrations and ceremonies but also small gestures are experienced.

Education changes lives. It opens doors and provides us with the skills and dispositions to achieve what we believe in. But not all students flourish in their educational settings. The ways students experience their education are shaped by the differences among them. Despite many years of equity-based reform in schools, the children most at risk of educational alienation, failure or withdrawal in the third decade of the twenty-first century are, for the most part, the same children who were most at risk 50 and 100 years ago. Children from low socioeconomic backgrounds, rural and isolated areas, non-dominant cultural, language, or religious groups, students with disabilities, and many who don’t fit the stereotypes associated with a particular subject area, gender or culture have been shown to experience schools as places of alienation, not as places of growth, opportunity and learning. Issues of sexual and gender identity, mental health, and instability of citizenship, housing, and employment combine to make the situation even more complex.