Mighty minds digimap download

Ah, the nerds have arrived! But again, these are all spaces you can develop your practice in. The web used to involve having your birth year in your username e. So, you need to get into the sandbox of learning, get your hands dirty, make some stuff and learn from trying new things alldayeveryday. Q1 What audience do you have in mind… Educators or those who support educators?

How do I take this message back? A1 You need to think about how you support educators, how you do sneaky teaching… How you do that education… So.. You use the channels, you incorporate the learning materials in those channels… You disseminate in Medium, say… And hopefully they take that with them….

Q2 I meet a strand of students who reject social media and some technology in a straight edge way… They are in the big outdoors, they are out there learning… Will they not be successful? A2 Of course they will. He published that over ten years ago — — and people grasped onto that. And we do ourselves a disservice to grasp onto that. A4 In the professional world email is the communications currency.

You have to be good at communicating… You set norms and expectations about discourse and dialogue, you build that in from induction — and that can be email, discussion boards and social media. These are skills for life. Q5 You mentioned that some academics feel there is too much blend between personal and professional.

Liverpool University has a brilliant Twitter account, Warwick too, they tweet with real personality…. Q6 What do you think about private social communities? A6 Communities form where they form. Maybe ask them where they want to be communicated with. Q7 I wanted to flag up a YikYak study at Edinburgh on how students talk about teaching, learning and assessment on YikYak, that started before the handles were introduced, and has continued as anonymity has returned.

Q8 Our findings in a recent study was about where the students are, and how they want to communicate. Liam Earney is introducing us to the day, with the hope that we all take some away from the event — some inspiration, an idea, the potential to do new things.

This year we focus on technology expanding, enabling learning and teaching. LE: So we will be talking about questions we asked through Twitter and through our conference app with our panel:.

Q1: Do you think that greater use of data and analytics will improve teaching, learning and the student experience? But that is backed up by evidence emerging in the US and Australia around data analytics use in retention and attainment. There is a much bigger debate around AI and robots, and around Learning Analytics there is that debate about human and data, and human and machine can work together.

We have several sessions in that space. PM: Where we see education technology adopted we do often see that organisational culture can drive technology adoption.

SD: It can also be about what is recognised and rewarded. Q3: How important is good quality content in delivering an effective blended learning experience? But also about good online texts and how they can change things. And the need for good quality support to enable that. There are sessions here, talking through interesting things people are doing.

AM: There is a lot of room for innovation around the content. Q4: Billions of dollars are being invested in edtech startups. What impact do you think this will have on teaching and learning in universities and colleges? There are some great companies coming out and working with them increases the chance that this investment will benefit the sector. Startups are keen to work with universities, to collaborate. They are really keen to work with us. LE: It is difficult for universities to take that punt, to take that risk on new ideas.

Procurement, governance, are all essential to facilitating that engagement. AM: I think so. AM: And in fact that potentially means saving money on tools we currently use by adopting new, and investing that into staff.. But we are also seeing that, when used effectively, technology can really enhance the learning experience.

We have a few sessions here around that. Key here is digital capabilities of staff and students. Whether awareness, confidence, understanding fit with disciplinary practice. Lots here at Digifest around digital skills. PM: There is something here around the Apprentice Levy which is about to come into place.

Technology has a really important role here for teaching, learning and assessment, but also tracking and monitoring around apprenticeships. This afternoon I am delighted to be at the Inaugeral Lecture of Prof. Imagine an entire city turned into an interactive learning environment. Where you can learn about the birds in the trees, the rock beneath your feet.

And not just learn about them, but contribute back to citizen science, to research taking place in and about the city. I refer to A City of Learning… As it happens Robert Louis Stevenson used to do something similar, carrying two books in their pocket: one for reading, one for writing.

Why do this in Edinburgh? We have the most fantastic history, culture and place. Edinburgh has an increadible history of enlightenment, and The Enlightenment. Indeed it was said that you could, at one point, stand on the High Street and shake the hands of 50 men of genius.

He interpreted this as showing that rocks accumulate by ongoing processes that can be observed now. You can work out what happened in the past by understanding what is happening now. And from that he concluded that the earth was more than years old, as Bishop Usher had calculated. And that supported the emerging idea of evolutionary biology which requires a long history to work.

That all happened in Edinburgh. Edinburgh also has a wealth of culture. And you can explore this heritage yourself through the LitLong Website and App. He took thousands of books with textmining and a gazeteer of Edinburgh Places, extracting 40, snippets of text associated with pinpoints on the map.

And you can do this on an app on your phone. Edinburgh is an extraordinary place for all sorts of reasons…. And a place has to be mapped. When you think of maps these days, you tend to think of Google. Not all cities are so blessed… Geographic misconceptions are legion, if you look at one of th emaps in the British Library you will see the Cable and Wireless Great Circle Map — a map that is both out of date and prescient.

And Edinburgh is international. It is of course also the process of scientific discovery. So, lets apply that cycle of learning to iSpot, to show how that experiential learning and discovery and what extraordinary things that can do. Are they nesting elsewhere? You can learn more from that. So you observe an orgnism, you reflect, you start to get comment from others. So, we have over 60, registered users of iSpot, k observations, 1.

There are many many stories contained within that. But I will share one of these. So this observation came in from South Africa. And the next day the doctor who posted the image replied to say that the children were ok, but that it happens a lot and knowing what plant they were from helps them to do something.

So, I take forward to this city of learning, the lessons of a borderless community; the virtuous circle of learning which empowers and engages people to find out more; and encourage repurposing — use the space as they want and need we have added extra functions to support that over time in iSpot. Learning and discovery lends itself to research… So I will show you two projects demonstrating this which gives us lessons to take forward into Edinburgh City of Learning. Evolution Megalab.

We know what conditions favour which snails. So, we asked the public to help us test the hypothesis about the snails. So we had about 10, populations of snails captured, half of which was there already, half of which was contributed by citizens over a single year. We had seen, over the last 50 years, an increase in yellow shelled snails which do not warm up too quickly.

We would expect brown snails further north, yellow snails further south. So was that correct? Yes and No. There was an increase in sanddunes, but not elsewhere.

Lessons from Megalab included that all can contribute, that it must be about real science and real questions, and that data quality matters. If you are ingenious about how you design your project, then all people can engage and contribute. Third project, briefly, this is Treezilla, the monster map of trees — which we started in just before I came here — and the idea is that we have a map of the identity, size and location of trees and, with that, we can start to look at ecosystem impact of these trees, they capture carbon, they can ameliorate floods… And luckily my colleague Mike Dodd spotted some software that could be used to make this happen.

So one of the lessons here is that you should build on existing systems, building projects on top of projects, rather than having to happen at the same time. So, this is the Edinburgh Living Lab, and this is a collaboration between schools and the kinds of projects they do include bike counters and traffic — visualised and analysed — which gives the Council information on traffic in a really immediate way that can allow them to take action.

This set of projects around the Living Lab really highlighted the importance of students being let loose on data, on ideas around the city. And so to Edinburgh Cityscope, a project with synergy across learning, research and engagement. Edinburgh Cityscope is NOT an app, it is an infrastructure. It is the stuff out of which other apps and projects will be built. The Golden Thumb: living and milling through five generations of the Snodgrass family.

A family presence was maintained at Portnauld, and the neighbouring farm of Old Mains, while the family expanded into Dunbartonshire, at the farms of Mollandhu in Cardross and Milligs, Helensburgh. Peter Lennox Snodgrass was raised at Milligs but, in common with two of his brothers, took a farm in the south east of Scotland. It would appear that family members kept in touch. The Census found P. Snodgrass suggests that her parents had her educated neither for dependence nor for a farming life.

Snodgrass was also educated at Eskbank 5 Maddrell, A. Chichester, Wiley-Blackwell. They were leading campaigners for the admission of women to Scottish universities and for a full curriculum for girls of school age … The founders were inspired by the ideas of the German philosopher, Friedrich Froebel. They were determined to create a school where girls developed all their talents and worked to the best of their ability, but did not have to compete against each other or feel any sense of failure.

The school had moved to a new site in , so the sisters were able to benefit from improved facilities, such as much better science laboratories. Happily, the school survived the visit of a German airship, which dropped a bomb on the edge of the playing field in Having entered St. Catherine Snodgrass helped fulfil the ambitions of the founders of St.

Afterwards she undertook a course in teacher training and attended a short course in geographical method. At this time, geography courses and departments were still quite new in British universities and class numbers small. Withers in Ewan, E. Innes, et al. The Biographical Dictionary of Scottish Women from the earliest times to Edinburgh, Edinburgh University Press. She went on to gain a diploma in Geography in , and a Ph. According to MacGregor; Not only did Dr.

Her concerns with the university administration come across in a draft letter, probably written the year following her retirement. The university at present shares in some ways in a major malaise of our society, that is the few pushing around the many — the latter category including many who do very essential and valuable work … The results are frustration and conformism with the psychologies and spiritual concomitants, the wound to the individual spirit being very much stronger when this occurs in a society where carefully fostered delusions about the existence of freedom and democracy are assiduously propagated … 14 10 Macgregor, D.

Snodgrass Papers. In her work as editor, as it had been all through her life, she put cause before self and was pleased with success only if it contributed to the advancement of learning or increased the sum of human happiness. In the late s and early s, she concentrated upon land use planning. This culminated in an involvement with L. She also drew attention to the lack of recognition give to unpaid home workers.

Biographical Dictionary of Scottish Women. County Reports of the Land Utilisation Survey, various authors, various dates in the s. Part 30, Fife, Edinburgh, Oliver and Boyd. Scotland in the Modern World: A plea for freedom, self-government and full participation. Edinburgh, n. The Influence of Environment on the Agriculture of Scotland Snodgrass submitted her thesis The Influence of Physical Environment on the Agriculture of Scotland 23 right at the end of the period under consideration in this thesis.

She includes not only climate and topography, and environmental pollutants, 24 but also economic and historical factors. She concludes her thesis by writing; … there exists a considerable degree of correlation between the agriculture of these three regions of Scotland and the physical environment in which it is carried on. Wigtown Ploughman, part of his life.

Wigtown, G. Books Ltd. Edinburgh, University of Edinburgh. Dudley Stamp. Snodgrass for information on the south west region and the Lothians respectively. Snodgrass is likely to have been her father and Catherine Snodgrass had no lack of relatives to consult on agricultural matters whether physical, financial, emotional or social.

It is clear that she placed a high importance on both human and spiritual values and, had she set out to write of the influence of social environment on the agriculture of Scotland, she would have been well placed to carry out the research. However, there were reasons for her not to write about the influence of the social environment of the practice of agriculture in Scotland.

In the s this would not have been seen as a serious work of geographical scholarship, while her relatives might well have resented their private lives being made public. Catherine Snodgrass was constantly concerned for the welfare of her country and its people, which was probably the chief reason for her move from the field of Mathematics to that of Geography … In the tradition of the department and with a firm regard for the essentials of her discipline, she lectured chiefly on regional geography, and here she blended a strict insistence on a sound factual basis with a clear recognition of the need for social problems to be tackled with care, sympathy and understanding … All students must have realised that she was at heart a humble and very human person sincerely concerned to find solutions to the social and economic problems she encountered.

Snodgrass and others have already covered the physical environment relative to Scottish agriculture, while her work has arguably hinted at social dimensions as well. The present study will attempt to get into the social grain of this region, the routine and rhythms of agricultural lives and rural practices — of families and neighbours; of husbands, wives, children, and employees working alongside one another across the different spaces of a farm and its locality — and in so doing paint a picture which Snodgrass might have known.

More formally, the study will also explore the interaction of improved transport, technological advance, gender relations, and social development around Glasgow. Snodgrass has demonstrated the physical suitability of this part of Scotland for dairying. What remains to be examined is the social impact of agricultural developments such as the widening of the liquid milk zone, technological innovation and the setting up of commercial creameries upon the family farms of this region.

Snodgrass in the s, and is concerned with the development of farming in a specific region of Scotland over a specific time period. All of these blend to make the elusive concept of national identity, the feeling of being Scottish. Both the related disciplines of history and geography have a tradition of region centred research. In simple terms, history can be considered as the study of temporal relationships, and geography as the study of spatial relationships.

It is impossible to engage adequately in one of these disciplines without, to some extent, impinging upon the other. Human geography, involving, as it does, the study of people and their activities and structures, has close links to history, while historical geography, being concerned with the development of human structures and activities over time, could hardly be closer.

The antiquarian tradition within the discipline of history concentrated upon local studies and the accumulation of facts, with little consideration of organisation or 30 Fenton, A.

Edinburgh, John Donald. While this approach seems to have been favoured by eighteenth and nineteenth century gentlemen, to follow a similar course today is to lay oneself open to the charge of parochialism.

Within the discipline of geography, eighteenth century European explorers and travellers disseminated their experiences through books and exhibitions. In common with the works of the antiquarians, these narratives tended to be descriptive rather than analytical.

Also, by the nineteenth century, they were strongly associated with territorial expansion and colonialism. With urbanisation, industrialisation and a more mobile population, it was argued that regions could no longer be considered separate from the national and international processes of economic development. In Britain and America, regional geography gave way to systematic geographies. Where regional geography focuses on distinct areas for purposes of comparison, systematic geography is concerned with the search for general laws and universal systems.

One of the developments in human geography came to be known as locational analysis. In this approach, models were constructed to simplify the complexities of real life and to allow underlying processes to be analysed and 31 Johnston, R. Gregory, et al. The Dictionary of Human Geography. Oxford, Blackwell Publishing. Jaipur, Rawat Publications. London, Chapman. Abler, R. Spatial Organization: the Geographer's View of the World. Hemel Hempstead, Prentice-Hall. These approaches have continued to evolve, and others have arisen, including feminist geographies.

There is a wide variety of feminist geographers, but a key task is to make women visible. Indeed there is a clear mapping across from regional geography to the root concerns here for identifiable, Scottish agricultural regions: from locational analysis into the attention paid to spatial relations between Glasgow and localities within this region at differing distances from that city; from humanism to a wish to recover the experiences, practices, hopes and fears of everyday lives in the region; from Marxism into an awareness of how a small family farms, mesh with an emerging agricultural capitalism; and from feminism into a focus on gender relations within the routine workings of such farms in the West Central region.

In the subsections that now follow in this chapter an attempt is made to lay out something more of four of these five frames, 37 alighting on a range of materials and arguments, which play through, more or less explicitly, in the empirical chapters further on. The remainder of the chapter then provides a broader historical context 35 Hall, P.

Oxford, Pergamon Press. However, Whittington is not asking for a return to descriptive geography, and nor is Campbell looking for a compendium approach to history. Campbell 38 has pointed out that the physical diversity and climatic variations of Scotland make any generalisations hazardous.

Whittington says: In the flight from the study of the unique to a concern with the generality of events, there has been a tendency to make unsupportable statements about Scotland as a whole which the varied social and natural environmental conditions within the country render most improbable. Campbell acknowledges a greater concern among present day historians for social and economic affairs than those of a century ago.

Any new regional based study of Scotland, whether of history or human geography, should examine the interaction between local physical conditions, and cultural, social and economic development, using whatever sources and methodology are available. Local cultural and social conditions frequently give expression to a sense of local identity, and Russell and Ogilvie touched on the subject of national identity in the s.

Aberdeen, Aberdeen University press. Agriculture and Society in Lowland Scotland, An Historical Geography of Scotland. Whittington and I.

London; New York, Academic Press. Great Britain; essays in regional geography by twenty-six authors; with an introduction by Sir E. Cambridge, Cambridge University Press. Relief map of Scotland. Variations within these broad regions are less remarked, although, to Brown, such were manifest in the population: 41 Russell, E. Great Britain; essays in regional geography by twenty-six authors. Cambridge, Cambridge Univeristy Press.

An Agricultural Atlas of Scotland. The East throws a narrower and nippier breed. In the West they take Burns for their exemplar, and affect the jovial and robustious — in some cases it is affectation only, and a mighty poor one at that.

They claim to be bigger men and bigger fools than the Eastern billies. And the Eastern billies are very willing to yield one half of the contention. Average rainfall. Information on 44 Brown, G. The House with the Green Shutters. London, Andrew Melrose Ltd. London, George Gill. Ogilvie declares: Everyone who knows Central Scotland is aware in a general way that in the use of land there is a marked contrast between east and west, that in the east arable farming prevails while pastoral farming predominates in the west, with cattle as the chief stock; and that the region is flanked north and south by sheepwalks.

As mentioned in Chapter One, Snodgrass examined Scottish farming by identifying and focusing on three regions to demonstrate the main types of Scottish farming. The Historical Geography of Scotland since Geographical aspects of modernisation. Central Scotland. Unpublished Ph. D Thesis. Snodgrass 51 says that the rotations were usually some variant of the following: grain, roots, grain, and then grass for one, two, or three or more years.

There was a tendency to lengthen the rotation with increasing altitude. The shortest rotations were to be found on the east coast, and some of the longest rotations were to be found in the higher parishes of Ayrshire and Renfrewshire, the Machars of Wigtownshire, and some of the lower parishes of Ayrshire. Proximity to the sea also has the effect of shortening rotations, owing to the availability of seaweed as a fertiliser.

Rotations tended to be shorter next to centres of population because, says Snodgrass: 1. They provide a market for some of the crops grown, especially for bulky or perishable products such as potatoes, vegetables and straw 2. They supply plenty of casual labour… 3. They supply… fertiliser for the soil, thus enabling it to be cropped more intensively, and enabling the farms to be run without keeping large numbers of livestock … in order to keep up the fertility and more especially the humus content of the soil.

Most of the population centres in question, especially the large ones have one or more ports in their vicinity, thus enabling the farmers to obtain imported artificial fertilisers more cheaply owing to the lower transport charges.

Highlands and Western Isles 2. North Eastern region 3. East central region 4. West central region 5. Tweed basin 6. Southern Upland region 7. The largest agglomeration of population in the region, in Scotland, and one of the largest in Great Britain was the city of Glasgow population 1,, when Snodgrass was writing.

Snodgrass does not consider any of the towns to the north of Glasgow, these being outside her defined region, but she does note the large industrial population centres of Renfrewshire, and the holiday resorts and industrial, 55 Wood, H.

Access to the main market of Glasgow was more difficult from the sparsely populated parts of her region, which also had fewer local markets. The population of Wigtownshire, she says, was small, with few centres of population. Stranraer, ninety miles distant from Glasgow by rail, was important as the eastern terminus of the shortest sea route from Ireland. South Ayrshire, like Wigtownshire, was lightly populated.

The more populous districts of north and central Ayrshire were less than thirty miles from Glasgow by road and less than forty by rail. Snodgrass selected and defined her regions with specific aims in mind but, as districts naturally blend into one another, regional division is debatable. Both scholars were faced with the same physical and political features, but divisions vary with the interests and criteria of researchers, and there have been other defined regions.

Thus the influence of Glasgow on agricultural practice to the North, as well as to the South of the city can be studied. An attempt has been made to give some geographical rationale to the area under consideration and, although boundaries should be considered as flexible and approximate, a further delineation is appropriate. Indicated approximately on the map below, the West Central Region is bounded on the West by the coast.

The Region is more fully defined and described in Appendix One, and a detailed map can be found in a pocket at the back of the thesis.

A set of maps in Appendix Eight provide information on transport links, land surface features and population density. The Regions and their Issues: Scotland. The Victorian Countryside. London, Routledge and Kegan Paul. Initially he kept variables to a minimum by postulating an imaginary state, completely level, of uniform quality of land, and with a single city at its centre. All the farmers in the state were imagined to be intelligent, rational and perfectly informed, and transport costs were assumed to increase in direct proportion to distance from the city.

Once the model was established, he introduced additional variables to more accurately reflect reality. He does consider zones around London, but in a timeframe when urban centres were not closely packed. Chisholm quotes Rev. Rural Settlement and Land Use, an essay in location. London, Hutchison. Chisholm, M. Richard Peet.

Around London, the spatial 66 Peet, J. Bryan In addition, Atkins found that milk producers and market gardeners exhibited dissimilar behaviour when displaced from their land. Once a city expanded, the zones would spread outwards. Once the land became more valuable for housing, this was their best option. Dairy farmers had another choice. Beyond the stock fattening area was the area with low land rent and cheap feed where young stock was raised. In principle, what happens is that each supply zone tends to expand, so that any individual product is obtained at a greater remove than formerly from the main areas of urban agglomeration.

In this way, any particular piece of land may be put to a succession of different uses within a relatively short time. The tendency will be for these uses to become progressively more intensive, as the zones of intensive production near the urban concentrations expand, replacing the more extensive forms of cultivation at the greater distances. The margin of cultivation is thereby extended. Consequently, other location factors must assume a larger relative significance, principally conditions of climate, soil and topography … The consequence is that instead of a particular crop being grown near the consuming centres and necessarily under very diverse physical conditions, it is increasingly possible for it to be grown in a limited number of places which physically are well suited to its requirements.

The increased demand for dairy products and meat had a knock on effect on the more distant agricultural zones. Hornby These considerations may bring us closer to reality but, as with the Marxist writings considered by Whatmore, 79 the assumption is that an individual is responsible for decisions concerning the farm. A Marxian Perspective: Capitalism and the Family Farm Family labour farms are defined as farms on which most, if not all, of the labour is supplied by the incumbent family.

By the end of the nineteenth century they were considered, by socialists, to be a remnant of feudalism, which could not survive in the capitalist age. At the congress of the Social Democratic Party of Germany, suggestions for an agrarian programme were considered, but no consensus was reached.

Congress called for a full study of the question and Kautsky responded by producing, in , his famous work The Agrarian Question. Although Kautsky focused on his native Germany, he also considered statistics from the United States and the United Kingdom. Agricultural Geography: a social and economic analysis. Oxford, Oxford University Press. Models of Man. New York, Wiley. Farming Women: Gender, work and family enterprise. London, Macmillan. The Agrarian Question, in two volumes.

London, Zwan Publications. And the advance of large farms is a slow one — sometimes even reversing entirely. In favour of large farms were an efficient division of labour, economies of scale, and technological advance. Kautsky feared that, unable to afford technical innovation, peasant farmers resorted to longer hours and frugality to remain competitive.

However he noted the great care they took in their work, and suggested they took more care than wage labourers. Chisholm agrees with Kautsky that smaller farms tend to be more intensively cultivated. He writes: The smaller the farm, the greater must be the net income per hectare even to achieve a reasonable minimum standard of living: there is, then, a strong tendency to apply more labour and other inputs to each hectare than on larger farms. This movement led to the Smallholding Acts of the early twentieth century, 84 although much of the impetus behind the movement was an emotional response to industrialisation and, latterly, a concern to honour a debt to First World War veterans.

In the late twentieth century, the nature and function of family farms was reassessed by Whatmore. Instead of being sold directly to the consumer or retailer, the bulk of farm produce is sold to food processors. In the nineteenth century the range of fertilisers available to farmers increased, and so did demand. Some of these were traditional, natural fertilisers handled on an industrial scale.

Others went through various amounts of manufacture and processing. As has already been mentioned, agricultural machinery was becoming increasingly large and complex in the nineteenth century. As the nineteenth century progressed, farms became increasingly specialised, and less of the product was processed on the farm. Milk was taken to creameries and livestock to abattoirs. Proprietary products came onto the market, and were included in nineteenth century recipe books.

Whatmore 87 says that agriculture was restructured by capitalism and that the restructuring can be argued to have taken two main directions. The first of these is represented by the technological inputs, and the processing and marketing of farm products off the farm. These elements, which are cut off from the land as a means of production, are characterised by monopoly capital relations, and now account for a higher proportion of value added and product price than farming itself.

The second direction involves the transformation of farm production through the replacement of land, or the modification of its role in the labour process, through the development of the technological means of production. Only in very few sectors of agriculture has land been successfully replaced as an essential means of production. Whatmore 88 has sought to define family farming, and to account for the persistence of this form of production within the capitalist structure.

She contends that family farming cannot be explained by its external relations alone. Within Marxism, the family farmer is considered as a petty or simple commodity producer. The idea of a family farmer as a capitalist who exploits his own labour has always been a conundrum for theorists. Whatmore quotes Marx: The simple commodity producer is cut up into two persons. As owner of the means of production he is a capitalist, as labourer he is his own wage labour. As capital … he exploits himself as wage labourer, and pays himself in surplus value.

Whatmore 91 has criticised traditional Marxist analysis for paying scant attention to the family, although Kautsky had noted that small family farms depended upon the labour of the women and children of the household, expressing concern that children were worked so hard by their parents that their health suffered.

Lines of demarcation have often been drawn on a stereotypical basis. Gray 96 says that it was always recognised that, in general, women made better milkers than men. It was considered that quiet, gentle handling of the cows was important to the quality of the milk, and this kind of care was attributed to women. Whatmore 97 found that, on specialist dairy farms, at the end of the twentieth century, women rarely did the milking, and that men generally took care of the technological aspects of farming.

By this time, machinery for milking was in general use, so milking had become 91 Ibid. The Code of Agriculture; including observations on gardens, orchards, woods and plantations with an account of all the recent improvements in the management of arable and grass lands.

Edinburgh, William Tait. White gold? Scotland's dairying in the past with particular reference to the West of Scotland. Book Publishers. Finding nothing within capitalism itself to explain why domestic labour is exclusively female, Whatmore turns to a concept of patriarchy, in which women are seen as passive and subordinate in power relations to men. Family farming gains coherence as an analytical category centred on patriarchal family labour and property relations but covering a range of actual regimes in which kinship, household and enterprise intersect in different ways at different levels of commoditisation in specific local contexts.

Having created a framework for analysis, Whatmore uses it to analyse the internal dynamics of a selection of late twentieth century family farms in the south of England. The experience of farming families in west central Scotland a hundred years earlier may have been quite different. Pinchbeck provides an early analysis of the changing position of women. The Most Free From Objection. Thursday 12 August Friday 13 August Saturday 14 August Sunday 15 August Monday 16 August Tuesday 17 August Wednesday 18 August Thursday 19 August Friday 20 August Saturday 21 August Sunday 22 August Monday 23 August Tuesday 24 August Wednesday 25 August Thursday 26 August Friday 27 August Saturday 28 August Sunday 29 August Monday 30 August Tuesday 31 August Wednesday 1 September Thursday 2 September Friday 3 September Saturday 4 September Sunday 5 September Monday 6 September Tuesday 7 September Wednesday 8 September Thursday 9 September Friday 10 September Saturday 11 September Sunday 12 September Monday 13 September Tuesday 14 September Wednesday 15 September Thursday 16 September Friday 17 September Saturday 18 September Sunday 19 September Monday 20 September Tuesday 21 September Wednesday 22 September Thursday 23 September Friday 24 September Saturday 25 September Sunday 26 September Monday 27 September Tuesday 28 September Wednesday 29 September Thursday 30 September Friday 1 October Saturday 2 October Sunday 3 October The Adobe Digital Editions software will ask you to authorise your computer.

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