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A comedy based around the battle of wills between Hobson, a hard-headed and domineering cobbler and his daughter Maggie, who defies him by marrying his most talented but timid and downtrodden worker, Will. \n\n She helps Will to develop his potential and together they turn the tables on Hobson himself.

Brighouse Through Time provides a unique opportunity to look, not only at the present day town centre that many readers will be familiar with, but also how many parts appeared particularly during the nineteenth and twentieth centuries. The contrasting images of historical sepia images with those full colour images of the twentieth century is an exciting innovation from books of a similar style of the 1970s and 1980s. This book is not meant to be purely historical, but also an insight and an opportunity to see 'snapshots' in time, which for older readers will evoke many memories from their own childhood days. Whereas younger readers have the opportunity of seeing Brighouse's many changes, and how the town centre has evolved over the last century, a process that is forever ongoing.

Brighouse Through Time provides a unique opportunity to look, not only at the present day town centre that many readers will be familiar with, but also how many parts appeared particularly during the nineteenth and twentieth centuries. The contrasting images of historical sepia images with those full colour images of the twentieth century is an exciting innovation from books of a similar style of the 1970s and 1980s. This book is not meant to be purely historical, but also an insight and an opportunity to see 'snapshots' in time, which for older readers will evoke many memories from their own childhood days. Whereas younger readers have the opportunity of seeing Brighouse's many changes, and how the town centre has evolved over the last century, a process that is forever ongoing.

A comedy based around the battle of wills between Hobson, a hard-headed and domineering cobbler and his daughter Maggie, who defies him by marrying his most talented but timid and downtrodden worker, Will. \n\n She helps Will to develop his potential and together they turn the tables on Hobson himself.

Brighouse grew as a mill town in what is now part of Calderdale within West Yorkshire. The building of the Calder and Hebble Navigation canal in the eighteenth century spurred development in a rich, diverse industrial base which included cotton, silk, woollen and worsted mills. There were also flourishing stone, wire, iron and flour industries, which helped the town gain its incorporation in 1893. The 1960s to recent decades saw further major changes in Brighouse, with many of the older industries going into decline. These have been replaced during the last sixty years with new businesses. With the opening of the M62 motorway during the 1970s and the reopening of the town’s railway station in 2000, Brighouse is now a thriving, busy, modern industrial and social community. Also, during this period, the town centre has been reconfigured and is continually evolving.\n\nLost Brighouse & District presents a portrait of this corner of West Yorkshire over the decades that has radically changed or disappeared today, showing not only industries and buildings that have gone but also people and street scenes, many popular places of entertainment and much more. This fascinating photographic history of lost Brighouse and the surrounding district will appeal to all those who live in the area or know it well, as well as those who remember it from previous decades.

Brighouse grew as a mill town in what is now part of Calderdale within West Yorkshire. The building of the Calder and Hebble Navigation canal in the eighteenth century spurred development in a rich, diverse industrial base which included cotton, silk, woollen and worsted mills. There were also flourishing stone, wire, iron and flour industries, which helped the town gain its incorporation in 1893. The 1960s to recent decades saw further major changes in Brighouse, with many of the older industries going into decline. These have been replaced during the last sixty years with new businesses. With the opening of the M62 motorway during the 1970s and the reopening of the town’s railway station in 2000, Brighouse is now a thriving, busy, modern industrial and social community. Also, during this period, the town centre has been reconfigured and is continually evolving.\n\nLost Brighouse & District presents a portrait of this corner of West Yorkshire over the decades that has radically changed or disappeared today, showing not only industries and buildings that have gone but also people and street scenes, many popular places of entertainment and much more. This fascinating photographic history of lost Brighouse and the surrounding district will appeal to all those who live in the area or know it well, as well as those who remember it from previous decades.

Through revealing interviews with most of the main protagonists in education since the Ruskin speech of Jim Callaghan in 1976, including nearly all Secretaries of State, Sir Tim Brighouse and Mick Waters explore several revolutions in state education.\n\nIn doing so they extract what we can learn from the observations gleaned and assess where we should go from here to enable teachers and schools to raise the competence, learning and horizons of each and every one of their students, whatever their talents,challenges, advantages or problems.\n\nTim and Mick have both spent a lifetime in state-provided education - first as pupils, then as teachers, and finally in various leadership and policymaking positions, both in and out of schools. About Our Schools is born out of their shared love for education and their appreciation of how schooling can be a transformative element in the lives of children and young people.

Through revealing interviews with most of the main protagonists in education since the Ruskin speech of Jim Callaghan in 1976, including nearly all Secretaries of State, Sir Tim Brighouse and Mick Waters explore several revolutions in state education.\n\nIn doing so they extract what we can learn from the observations gleaned and assess where we should go from here to enable teachers and schools to raise the competence, learning and horizons of each and every one of their students, whatever their talents,challenges, advantages or problems.\n\nTim and Mick have both spent a lifetime in state-provided education - first as pupils, then as teachers, and finally in various leadership and policymaking positions, both in and out of schools. About Our Schools is born out of their shared love for education and their appreciation of how schooling can be a transformative element in the lives of children and young people.

From all around the coast, from the remote wildness of Cullykhan in Aberdeenshire to the bustling working harbour at St Ives in Cornwall, from the vast empty sands of North Norfolk to Anthony Gormley's iron men at Crosby beach on Merseyside, the author has asked individuals what the beach means to them. \n\nHe noticed that people are generally happier on the beach and wanted to find out why. Thus began an engrossing venture. Collecting responses, he was surprised on two counts. Firstly, that people were very open and forthcoming; they had never met and none of the interviews were pre-arranged, yet the answers came thick and fast. Secondly, the range of answers was as diverse as the moods of the sea. He discovered that the beach inspires creativity and connections with nature and can be a place of reflection, work or activities and, above all else, the beach has an uplifting effect. \n\nThese reflections and opinions are the basis of this guide which features 130 of Britain's beaches, a cross-section of a larger journey. For each beach, there is a summary, including the author's own impressions, and the answers from people encountered on that beach with photos. As well as being a showcase for the fine words of those who have so generously shared their answers, this is a celebration of us as an island people and an acclamation of the beach itself, this unique place where the land, sky and sea meet.\n\nThe beach interviews showcase its profound effect on people, whether enhancing creativity, decision-making and energy levels, being restorative and settling, as part of a routine or a reference point through generations, perhaps representing freedom, an escape or just fun.

From all around the coast, from the remote wildness of Cullykhan in Aberdeenshire to the bustling working harbour at St Ives in Cornwall, from the vast empty sands of North Norfolk to Anthony Gormley's iron men at Crosby beach on Merseyside, the author has asked individuals what the beach means to them. \n\nHe noticed that people are generally happier on the beach and wanted to find out why. Thus began an engrossing venture. Collecting responses, he was surprised on two counts. Firstly, that people were very open and forthcoming; they had never met and none of the interviews were pre-arranged, yet the answers came thick and fast. Secondly, the range of answers was as diverse as the moods of the sea. He discovered that the beach inspires creativity and connections with nature and can be a place of reflection, work or activities and, above all else, the beach has an uplifting effect. \n\nThese reflections and opinions are the basis of this guide which features 130 of Britain's beaches, a cross-section of a larger journey. For each beach, there is a summary, including the author's own impressions, and the answers from people encountered on that beach with photos. As well as being a showcase for the fine words of those who have so generously shared their answers, this is a celebration of us as an island people and an acclamation of the beach itself, this unique place where the land, sky and sea meet.\n\nThe beach interviews showcase its profound effect on people, whether enhancing creativity, decision-making and energy levels, being restorative and settling, as part of a routine or a reference point through generations, perhaps representing freedom, an escape or just fun.

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: \"educational goods\" are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; \"childhood goods\" are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice.\nThe result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: \"educational goods\" are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; \"childhood goods\" are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice.\nThe result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.