Let $\bf\Gamma$ be a Borel class, or a Wadge class of Borel sets, and $2\!\leq\! d\!\leq\!\omega$ be a cardinal. A Borel subset $B$ of ${\mathbb R}^d$ is potentially in $\bf\Gamma$ if there is a finer Polish topology on $\mathbb R$ such that $B$ is in $\bf\Gamma$ when ${\mathbb R}^d$ is equipped with the new product topology. The author provides a way to recognize the sets potentially in $\bf\Gamma$ and applies this to the classes of graphs (oriented or not), quasi-orders and partial orders.

This volume is the product of the Proceedings of the 9th International Congress of Logic, Methodology and Philosophy of Science and contains the text of most of the invited lectures. Divided into 15 sections, the book covers a wide range of different issues. The reader is given the opportunity to learn about the latest thinking in relevant areas other than those in which they themselves may normally specialise.

This volume is the product of the Proceedings of the 9th International Congress of Logic, Methodology and Philosophy of Science and contains the text of most of the invited lectures. Divided into 15 sections, the book covers a wide range of different issues. The reader is given the opportunity to learn about the latest thinking in relevant areas other than those in which they themselves may normally specialise.

While recent studies have highlighted the phenomenon and risks of increased inequalities between the top and the bottom of society, little research has so far been carried out on trends relating to the median income range that generally represents the middle class. This volume examines the following questions: what are the main transformations in the world of work over the last 20 years in terms of the labour market, social dialogue, and conditions of work, wages and incomes that may have affected the middle class? How has the middle class been altered by the financial and economic crisis? What are the long-term trends for the middle class in Europe?

These proceedings present an overview of approaches for assessing subsidies and associated taxes and look at country experiences in reforming subsidies in agriculture, fisheries, industry and transport.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Professor Sally Tomlinson brings together 12 of her key writings in one place, including chapters from her best-selling books and articles from leading journals. In this landmark publication she reviews and recounts the history and development of her research and writing over 30 years that is concerned with the politics of education systems, especially special education, and the place of social classes and ethnic and racial minorities in the systems. Social class, race and gender have historically always been essential markers in deciding who would receive a minimum or inferior education and thus fail to obtain whatever were currently acceptable qualifications. Definitions of the ‘less able’ or ineducable were based on beliefs in the biological and cultural inferiority of lower social classes, racial and immigrant groups. Professor Tomlinson’s aim in her work has always been to introduce sociological, historical and political perspectives into an area dominated by psychological, administrative and technical views and to explain how the individual ‘problems’ were connected to wider social structures and policies. This unique collection illustrates the development of Professor Tomlinson’s thinking over the course of her long and esteemed career.

This book explores how class-based resources and interests embedded in large organizations are linked to powerful structures and processes which in turn are rapidly polarizing the U.S. into a highly unequal, 'double diamond' class structure. The authors show how and why American class membership in the 21st century is based on an organizationally-based distribution of critical resources including income, investment capital, credentialed skills verified by elite schools, and social connections to organizational leaders.