2.4 Act 5, Scene 2: Faustus's last soliloquy The play draws to a close with Faustus's final soliloquy, which is supposed to mark the last hour of his life. Please reread this speech now, thinking as you read about how Marlowe uses sound effects to heighten the emotiona 6 Hospital care In most aspects of medical care, the rich generally enjoyed better access to medical services and better-quality services than the poor. The only exception to this rule was hospital care. In the nineteenth century the ‘deserving’ poor – whose respectability was guaranteed by the need for them to have a letter of admission from a subscriber or employer – could receive medical and surgical treatment in charitable hospitals. The very poor could obtain care through Poor Law hospitals, whi 5.4 Clinics and outpatient services In addition to acquiring greater access to general practitioners in the late nineteenth and early twentieth centuries, poor patients also received more medical help from the outpatient departments of charitable hospitals and dispensaries. Hospital outpatient departments were an increasingly popular source of care: between 1860 and 1900, the number of patients attending the outpatient department of the London Hospital increased from 25,000 to 220,000. By 1910, there were 1.75 million attendanc 4 Domestic care Despite their best efforts, everyone fell ill at some point in their lives. Although historians of medicine write a great deal about how the sick were cared for by doctors and in hospitals, in the past (as nowadays) minor complaints were diagnosed and treated at home, almost entirely without the help of medical professionals, using special diets and home-made or bought-in remedies. As with preserving health, poor families had relatively few resources for treatment. They might seek advice from 12 Glossary Millenialism (or Millenarianism): the belief and practices, religious and/or political, which seek a comprehensive, salvationary solution for social, political, economic and personal issues. Although originally pre-Christian, the term became identified with the myth of Christ's return after a thousand years. Millenialism, which appealed to some Dissenting sects and other non-religious groups in Britain and the US, played a part in Owen's thinking after 1816. From time to time he announ 4.5 Owen at New Lanark 1800–c.1812 At New Lanark Owen quickly initiated changes, some of which he describes in the Second Essay. As in Manchester he placed much emphasis on environmental improvements such as street cleansing, better domestic hygiene, sanitation and water supply. Those designed to enhance efficiency and productivity included new rules and regulations about factory discipline and in 1803–4 installing new machinery. By 1806, and partly on the grounds of cost, he was abandoning the system of pauper apprentices ( 1 A New View of Society Some of Robert Owen's ideas were confirmed by personal experience as a philanthropic employer who strongly emphasised the importance of environment, education and, ultimately, cooperation in improving social conditions. Owen was closely involved with the factory movement (for the improvement of working conditions), Poor Law reform, public education, economic regeneration in post-Napoleonic War Britain, the relief of distress in Ireland, creating what he called ‘communities of equality’ in 2.4 Bannockburn and Culloden as heritage sites Although the National Trust for Scotland (NTS) website offers similar descriptions of each site, there are notable differences in the treatment of each one. On the pages of the website devoted to Bannockburn, the NTS identifies the battle as ‘one of the greatest and most important pitched battles ever fought in the British Isles’ that could ‘rightly be claimed as the most famous battle to be fought and won by the Scots’. Furthermore, Bannockburn, says the NTS, has ‘long been at the Introduction The case studies in this unit introduce various typologies of heritage and the methods used to study them. The case studies help to draw attention to the fact that the heritage traditions in England, Scotland and Wales are not the same and are enshrined in slightly different legislation. Every study of heritage requires an understanding of the legal context and the traditions and history governing the object of heritage. This material is from our archive and is an adapted extract from < Acknowledgements ‘Science in the Scottish Enlightenment’ (by Michael Bartholomew and Peter Morris) is Chapter 11 in The Rise of Scientific Europe 1500–1800 (eds David Goodman and Colin A Russell) © 1991, 2003 The Open University. This chapter has been adapted for OpenLearn. The text The Rise of Scientific Europe 1500–1800 forms part of OU course AS208 The rise of scientific Europe. 6.4 The Edinburgh professorship Whytt, the Edinburgh professor of medicine, died in 1766 and Cullen was chosen to succeed him, largely with the aim of freeing the chemistry chair for Black. Black's transfer to Edinburgh was well received, and he fulfilled these expectations by being an excellent and popular lecturer. However, the Edinburgh chair also marked the end of his active research. One looks in vain for any sequel to his research on magnesia or his work on heat. With hindsight, foreshadowings of this change can be se 6.3.2 Heat of vaporisation Black read a paper on these experiments to the Glasgow Literary Society in April 1762, and then turned to the investigation of vaporisation. For reasons he himself found difficult to explain, Black was initially reluctant to accept that there was a similar heat of vaporisation. This was in spite of the fact that he (and presumably many cooks) had observed that it takes far longer to boil off water than it takes to raise water to boiling point. In October 1762, he devised a very simple experim 5.3 Hutton's geology: ‘No vestige of a beginning – no prospect of an end’ Geologists are engaged on the business of reconstructing the earth's past and determining the agents of geological change. The only documentary evidence of the earth's origins and ancient past, and of the agents that had caused change, available to Hutton was the book of Genesis, and he had sceptically put it aside, along with miracles. But what if the processes that are presently observable were to be taken as the key to the past? How far might geological enquiry go with the assumptio 4 The leading figures of the Scottish Enlightenment At this point, before we move on to look in greater detail at the work of a couple of characteristic and influential Scottish scientists, it will be useful to stand back and take a survey of the leading members of the scientific and medical community. One of its most eminent members, Adam Smith, pioneered the discipline of economics, which is not customarily included within science today. But to exclude him from our survey would be to misrepresent the unfenced, boundary-free territory a 3.4 The role of the Edinburgh Town Council This route incidentally leads us to another important feature of the movement, namely the role of the Edinburgh Town Council and its provosts. (The English equivalent would be a lord mayor.) Throughout the eighteenth century, the Town Council, with a policy of enlightened self-interest, promoted the city by sponsoring or patronising its academic, medical and scientific life. The Council regarded the city's university, infirmary and medical school as institutions which, if given enough prestig 3.3 Architecture Printing and publishing, then, had their connections with the Enlightenment programme. Architecture too was related. The Adam family of architects (the father and his two sons) moved in the Edinburgh circle of the intellectuals. The young Robert Adam, for example, attended both McLaurin's mathematics lectures and Monro's anatomy lectures at the university, and his home life was enlivened by regular visits from the leading lights of the city. As one contemporary described the household, in a r 2.1 The Act of Union, 1707 Before examining Scottish science in detail, we need a sketch of the particular Scottish historical background from which an astonishing cluster of intellectuals and ideas emerged. It needs to be said at the outset, however, that there is no scholarly consensus as to why a small, poor country in Northern Europe should have made such a disproportionately large contribution to the thought of the age. The event in Scottish history which tends to polarise opinion among scholars is the Act o 3.5 What can we learn? The next activity poses a question that should encourage you to bring together the various observations you made above. What can we learn from who is trained and the way people train to make kente and adinkr 2.4 The manufacture of kente Once you’ve watched the video, describe the materials used in the manufacturing of kente. 2.4.3 Literature This doesn't have the kind of physical presence that material evidence does, but it has a different strength: it gives us, more literally, voices from the past. We can, as it were, hear the ancient Greeks and Romans speak, about what happened, about how they felt, about what they thought, and experience how they expressed themselves. This gives us a rather different access to their world, complementary to the one we get from material culture. Like the word ‘arts’, literature can sug
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