Wars cannot be fought and sustained without food and this unique collection explores the impact of war on food production, allocation and consumption in Europe in the twentieth century. A comparative perspective which incorporates belligerent, occupied and neutral countries provides new insights into the relationship between food and war. The analysis ranges from military provisioning and systems of food rationing to civilians' survival strategies and the role of war in stimulating innovation and modernization.
The industrialization of food preservation and processing has been a dramatic development across Europe during modern times. This book sets out its story from the beginning of the nineteenth century when preservation of food from one harvest to another was essential to prevent hunger and even famine. Population growth and urbanization depended upon a break out from the ’biological ancien regime’ in which hunger was an ever-present threat. The application of mass production techniques by the food industries was essential to the modernization of Europe. From the mid-nineteenth century the development of food industries followed a marked regional pattern. After an initial growth in north-west Europe, the spread towards south-east Europe was slowed by social, cultural and political constraints. This was notable in the post-Second World War era. The picture of change in this volume is presented by case studies of countries ranging from the United Kingdom in the west to Romania in the east. All illustrate the role of food industries in creating new products that expanded the traditional cereal-based diet of pre-industrial Europe. Industrially preserved and processed foods provided new flavours and appetizing novelties which led to brand names recognized by consumers everywhere. Product marketing and advertising became fundamental to modern food retailing so that Europe’s largest food producers, Danone, Nestlé and Unilever, are numbered amongst the world’s biggest companies.
The industrialization of food preservation and processing has been a dramatic development across Europe during modern times. This book sets out its story from the beginning of the nineteenth century when preservation of food from one harvest to another was essential to prevent hunger and even famine. Population growth and urbanization depended upon a break out from the ’biological ancien regime’ in which hunger was an ever-present threat. The application of mass production techniques by the food industries was essential to the modernization of Europe. From the mid-nineteenth century the development of food industries followed a marked regional pattern. After an initial growth in north-west Europe, the spread towards south-east Europe was slowed by social, cultural and political constraints. This was notable in the post-Second World War era. The picture of change in this volume is presented by case studies of countries ranging from the United Kingdom in the west to Romania in the east. All illustrate the role of food industries in creating new products that expanded the traditional cereal-based diet of pre-industrial Europe. Industrially preserved and processed foods provided new flavours and appetizing novelties which led to brand names recognized by consumers everywhere. Product marketing and advertising became fundamental to modern food retailing so that Europe’s largest food producers, Danone, Nestlé and Unilever, are numbered amongst the world’s biggest companies.
Begins with study of history of statistics, and shows how the evolution of modern statistics has been inextricably bound up with the knowledge and power of governments.
This volume has been prepared in the framework of Project 1: "Educating Man for the 21st Century" of Plan Europe 2000, sponsored by the European Cultural Foundation. While most of the studies launched under this Project deal with specific aspects or levels of education the present volume attempts to provide a more global view of educational futures and their relationships to alternative futures of the overall socio-economic system. It should not be considered as a general integration or synthesis· of the different studies of the Education Project of the European Cultural Foundation - although it draws on them as well as other recently published documents. Rather, it should be regarded as one of several possible approaches, analytical tools, and incentives to the study and open discussion of educational problems seen in a long-term perspective. The volume is the result of a collective effort of a multinational team of researchers. A colloquium of some sixty participants, meeting at the Uni versity of York in October 1972, provided critiques and comments to the first version of the report. But only the authors themselves claim responsibil ity for the methodology of the study, and the opinions and conclusions expressed therein. These do not necessarily reflect those of the sponsors of the volume, the European Cultural Foundation and the Scientific Committee of its Education Project. • Such a synthesis will appear as the concluding report of the Project.
Recent work has focused on the politics of consumption and its manifestation in a number of situations. This volume extends these debates, providing a tighter focus and contributing to a noticeable gap in the field that numerous scholars are beginning to turn towards: that is, organizations of consumers themselves who have chosen to speak for all consumers and similar such bodies of experts which act on behalf of consumers. The volume is fortunate in drawing upon a number of scholars who are about to publish major works on the subject, but who are happy to provide summary versions of their work for the volume. The book pays particular attention to specific moments in consumer mobilization and expertise, capturing the range of types of expert consumers across the twentieth century, from ethical consumer groups at the beginning, to intellectuals, housewives, economists and public officials. It addresses questions on the nature of consumer organizing, which bodies can speak for consumers, whether one consumer voice can ever be identified and the relationship between consumption and citizenship. Overview pieces demonstrate the larger narratives involved in the study of the expert consumer, whilst more comparative essays set out the nature of transatlantic exchanges. Other contributions point to the similarities across seemingly different consumption regimes, while case studies of specific organisations and key historical moments draw out the particularities of consumer expertise.
Although the period of student protests of the 1960s and 1970s has long passed, Alain Touraine argues, in this wide-ranging and vigorous essay, that the period's problems remain with us. Higher degrees have become less and less valuable on the labor market and the demand for academic reform has become more intense. Community colleges still try to provide equal educational opportunities for the poor and the minorities, without much success. And the university has not yet resolved the conflict between being the home of impartial inquiry and research and serving constituent interests. Touraine views American higher education as a system within a definite, though changing, social context. He compares U.S. student movements with those of other countries. He is skeptical about the way Americans view the relationships between the university and what he regards as the ruling forces of the society, between knowledge and power, between production and education. He offers no facile solutions, but he presents an exciting, nontraditional analysis of the social and political forces that have shaped the modern history of higher education. In the new introduction, Clark Kerr contrasts his own views as an American observer to those of Touraine as a French intellectual. He asserts that the family, not higher education, is the most important "school" in the process of reproducing society. Kerr places more emphasis than does Touraine on the labor market, on the production functions (training of skills and advancing technology) of the vast nonelite segments of American higher education, on the long-term impacts of science in changing society, and on scholarly criticism in affecting transformations, and places less emphasis on sporadic political protests by faculty and students. He agrees with Touraine however, in his two great themes: (1) that you cannot understand the academic system unless you first understand society; and (2) that the rise of the university must be understood to understand modern society, where "knowledge is power." This volume will be important to all those interested in higher education, whether as participants or observers.
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