Tackling the intellectual histories of the first twenty women to earn a PhD in philosophy in the United States, this book traces their career development and influence on American intellectual life. The case studies include Eliza Ritchie, Marietta Kies, Julia Gulliver, Anna Alice Cutler, Eliza Sunderland, and many more. Editor Dorothy Rogers looks at the factors that led these women to pursue careers in academic philosophy, examines the ideas they developed, and evaluates the impact they had on the academic and social worlds they inhabited. Many of these women were active in professional academic circles, published in academic journals, and contributed to important philosophical discussions of the day: the question of free will, the nature of God in relation to self, and how to establish a just society. The most successful women earned their degrees at women-friendly institutions, yet a handful of them achieved professional distinction at institutions that refused to recognize their achievements at the time; John Hopkins and Harvard are notable examples. The women who did not develop careers in academic philosophy often moved to careers in social welfare or education. Thus, whilst looking at the academic success of some, this book also examines the policies and practices that made it difficult or impossible for others to succeed.

Pyotr Ilyich Tchaikovsky remains to this day one of the most-performed Russian composers. Based on recent studies and source editions, this book demonstrates the close interrelationship between Tchaikovsky's life and his work. The author portrays the versatility of the musician who died at the mere age of 53 under controversial circumstances in St. Petersburg. About the German edition of this book: "[...] Constantin Floros devotes himself initially to the biography and then to the compositional oeuvre, divided according to genre and supplemented by concrete illustrations, thus giving greater significance to the music." (Forum Musikbibliothek 27, 2006) "[...] the music gets more weight of its own in the more detailed analyses - illustrated with revealing note citations - which yet always remain readily accessible." (Steffen A. Schmidt, Das Orchester 02/2007)

A detailed, exhaustively researched examination of the justice of the peace in one frontier area, the Pacific Northwest.

England, summer 1975. The Australian cricket team, visiting for an Ashes series, fields players who will become legends of the game: Ian Chappell, Rodney Marsh, Dennis Lillee, Jeff Thomson. But cricket is about to undergo a revolution, and the Establishment about to get hit for six. This book is the story of World Series Cricket and the Australian media mogul Kerry Packer.

Black Rodeo in the Texas Gulf Coast Region: Charcoal in the Ashes provides an in depth sociocultural and historical analysis of the genesis and contemporary state of affairs regarding African American rodeo cowboys in southeast Texas, whose ancestors were instrumental in the development of the most celebrated livestock management industry in the world. The author painstakingly chronicles the origin of the Texas cattle industry from its Mexican roots to Austin's Colony, better known as the George Plantation/Ranch, where African Americans were intimately involved in the livestock management industry since its inception. Although enslaved before, during, and after the Republic of Texas was established, they were early stakeholders in the expansion of the western frontier, and an indispensable source of labor that facilitated the burgeoning cattle industry. Yet, as the author maintains, American history wantonly trivialized, marginalized, and blatantly omitted their contributions. This book sheds light on these early cowboys and their descendants who have participated in America's most prominent prole sport with little to no media exposure. The author dubbed them "Shadow Riders of the Subterranean Circuit," and even though American sports are integrated African American rodeo cowboys may be metaphorically seen as bits of charcoal spread among ashes.

Manchester City On This Day revisits all the most magical and memorable moments from the club's rollercoaster past, mixing in a maelstrom of quirky anecdotes and legendary characters to produce an irresistibly dippable diary of Blues history - with an entry for every day of the year. From the club's Victorian roots as a church side right up to the Etihad era, City fans have witnessed Edwardian scandal, league and cup triumphs and embarrassments, hard-fought derbies and unforgettable European nights - all featured here. Timeless greats such as Francis Lee and Georgi Kinkladze, Colin Bell, Frank Swift and Billy Meredith all loom larger than life. Revisit 11th May 1968, when City clinched the league title with a 4-3 win at Newcastle. 7th November 1987, when the Blues hit double figures beating Huddersfield Town 10-1 at Maine Road. And 5th May 1956, when Bert Trautmann broke his neck in the Cup Final.

This study, part of growing interest in the study of nineteenth-century medievalism and Anglo-Saxonism, closely examines the intersections of race, class, and gender in the teaching of Anglo-Saxon in the American women's colleges before World War I, interrogating the ways that the positioning of Anglo-Saxon as the historical core of the collegiate English curriculum also silently perpetuated mythologies about Manifest Destiny, male superiority, and the primacy of northern European ancestry in United States culture at large. Analysis of college curricula and biographies of female professors demonstrates the ways that women used Anglo-Saxon as a means to professional opportunity and political expression, especially in the suffrage movement, even as that legitimacy and respectability was freighted with largely unarticulated assumptions of racist and sexist privilege. The study concludes by connecting this historical analysis with current charged discussions about the intersections of race, class, and gender on college campuses and throughout US culture.

The World Today Series: The Middle East and South Asia. More than a quarter of the world's population live in the Middle East and South Asia, yet our knowledge and understanding of the region is often limited to news updates about the latest conflicts and crises. This edition of the annually updated volume of the World Today Series provides important insights that take the reader beyond the headlines. It offers detailed and up-to-date information about the politics, economies and societies of the twenty-four states that make up the region. Contemporary events are placed in their historical context, through an examination of major civilizations and key historical events. This volume introduces major themes that have shaped the region, including the struggles of ordinary people to achieve democratic rights; the role of oil in shaping society; burgeoning environmental threats; and the rise and fall of the Islamic State caliphate. While there is reason for optimism in regards to the Middle East and South Asia, this is tempered by the very real challenges that confront the region. The general reader will gain an understanding of these challenges and opportunities through an exploration of current and past developments.

This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities. The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.

The New York Times bestselling coauthor of Sex at Dawn explores the ways in which "progress" has perverted the way we live--how we eat, learn, feel, mate, parent, communicate, work, and die--in this "engaging, extensively documented, well-organized, and thought-provoking" (Booklist) book. Most of us have instinctive evidence the world is ending--balmy December days, face-to-face conversation replaced with heads-to-screens zomboidism, a world at constant war, a political system in disarray. We hear some myths and lies so frequently that they feel like truths: Civilization is humankind's greatest accomplishment. Progress is undeniable. Count your blessings. You're lucky to be alive here and now. Well, maybe we are and maybe we aren't. Civilized to Death counters the idea that progress is inherently good, arguing that the "progress" defining our age is analogous to an advancing disease. Prehistoric life, of course, was not without serious dangers and disadvantages. Many babies died in infancy. A broken bone, infected wound, snakebite, or difficult pregnancy could be life-threatening. But ultimately, Christopher Ryan questions, were these pre-civilized dangers more murderous than modern scourges, such as car accidents, cancers, cardiovascular disease, and a technologically prolonged dying process? Civilized to Death "will make you see our so-called progress in a whole new light" (Book Riot) and adds to the timely conversation that "the way we have been living is no longer sustainable, at least as long as we want to the earth to outlive us" (Psychology Today). Ryan makes the claim that we should start looking backwards to find our way into a better future.

During 75 seasons of baseball (1946-2020), 71 teams in 21 minor leagues represented 35 Canadian cities, playing either under the aegis of the National Association of Professional Baseball Leagues (called Minor League Baseball since 1999) or independently. Sixteen teams operated for less than a year, including the eight teams of the Canadian Baseball League of 2003. Another 14 lasted three seasons or less. Seven have played continuously for 20 years or more, among them the Winnipeg Goldeyes of the independent Northern League and American Association, with 27 consecutive seasons since 1994. Chronicling their year-by-year fortunes, this history includes accounts of individual award winners, former Negro League players and future Hall-of-Famers, and traces of the rise and fall of independent league teams and the exodus of Canadian teams to the U.S.

This book provides a user-friendly guide to constitutional law in the context of public colleges and universities that is easily accessible to students, faculty members, and administrators. While this book will be helpful to lawyers, our primary audience is the educated layperson. Each of the book's chapters discusses the basic constitutional principles and how they apply in the context of public higher education.

The chapters in this volume examine a few facets in the drama of how the beleaguered Jewish people, as a phoenix ascending of ancient legend, achieved national self-determination in the reborn State of Israel within three years of the end of World War II and of the Holocaust. They include the pivotal 1946 World Zionist Congress, the contributions of Jacob Robinson and Clark M. Eichelberger to Israel's sovereign renewal, American Jewry's crusade to save a Jewish state, the effort to create a truce and trusteeship for Palestine, and Judah Magnes's final attempt to create a federated state there. Joining extensive archival research and a lucid prose, Professor Monty Noam Penkower again displays a definitive mastery of his craft.

"Martin should be commended for finding a niche in this vast literature and managing to say something original . . . His book is worth reading because it reminds us of an important aspect of Enlightenment thinking, one that questioned the freedom of the will." . H-France ." . . strongly recommended for specialists and advanced scholars of the period." . History: Review of New Books ." . . a valuable contribution to the institutional history of the Jacobin clubs." . Canadian Journal of History What view of man did the French Revolutionaries hold? Anyone who purports to be interested in the "Rights of Man" could be expected to see this question as crucial and yet, surprisingly, it is rarely raised. Through his work as a legal historian, Xavier Martin came to realize that there is no unified view of man and that, alongside the "official" revolutionary discourse, very divergent views can be traced in a variety of sources from the Enlightenment to the Napoleonic Code. Michelet's phrases, "Know men in order to act upon them" sums up the problem that Martin's study constantly seeks to elucidate and illustrate: it reveals the prevailing tendency to see men as passive, giving legislators and medical people alike free rein to manipulate them at will. His analysis impels the reader to revaluate the Enlightenment concept of humanism. By drawing on a variety of sources, the author shows how the anthropology of Enlightenment and revolutionary France often conflicts with concurrent discourses. Xavier Martin is a Historian of Law and Professor at the Faculty of Law, Economics and Social Sciences at Angers University. He has published extensively on the ideology of the French Revolution and on the Code Civil of 1804.

The official journal of the Organization of Educational Historians VOLUME 39, NUMBER 1, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. NCLB-The Educational Accountability Paradigm in Historical Perspective, Mark Groen. Using Microbiography to Understand the Occupational Careers of American Teachers, 1900-1950, Robert J. Gough. Flannery O'Conner and Progressive Education: Experiences and Impressions of an American Author, John A. Beineke. The Idea of Infancy and Nineteenth-Century American Education, Joseph Watras. The Great Depression and Elementary School Teachers as Reported in Grade Teacher Magazine, Sherry L. Field and Elizabeth Bellows. Called to Teach: Percy and Anna Pennybacker's Contributions to Education in Texas, 1880-1899, Kelley M. King. A Southern Progressive: M. A. Cassidy and the Lexington Schools, 1886-1928, Richard E. Day and Lindsey N. DeVries. History's Purpose in Antebellum Textbooks, Edward Cromwell McInnis. Texas's Decision to Have Twelve Grades, Kathy Watlington. The Rise and Demise of the SAT: The University of California Generates Change for College Admissions, Susan J. Berger. Imagining Harvard: Changing Visions of Harvard in Fiction, 1890-1940, Christian K. Anderson and Daniel A. Clark. God and Man at Yale and Beyond: The Thoughts of William F. Buckley, Jr. on Higher Education, 1949-1955, James Green. Paul Ricoeur, Memory, and the Historical Gaze: Implications for Education Histories,Sherri Rae Colby. Indefinite Foundings and Awkward Transitions: The Grange's Troubled Formation into an Educational Institution, Glenn P. Lauzon. BOOK REVIEWS. Loss, C. P., Between Citizens and the State: The Politics of American Higher Education in the 20th Century, Princeton, NJ: Princeton University Press, 2011, 344 pp., and Urban, W. J., More Than Science and Sputnik: The National Defense Education Act of 1958. Tuscaloosa, AL: The University of Alabama Press, 2010, 264 pp. Reviewed by T. Gregory Barrett. Hendry, P., Engendering Curriculum History. New York: Routledge. 2011, 258 pp. Reviewed by Daniel M. Ryan. D. E. Mitchell, , R. L. Crowson, and D. Shipps, eds., Shaping Education Policy: Power and Process. New York: Routledge. 2011, 312 pp. Reviewed by Sherri Rae Colby. Gasman, M., The History of U.S. Higher Education: Methods for Understanding the Past. New York: Routledge, 2010, 240 pp. Reviewed by John A. Beineke. VOLUME 39, NUMBER 2, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. ""Whosoever Will, Let Him Come"": Evangelical Millennialism and the Development of American Public Education, John Wakefield. ""Good Fences Make Strange Neighbors"": Released Time Programs and the McCollum v. Board of Education Decision of 1948, David P. Setran. Evolution and South Carolina Schools, 1859-2009, Benjamin J. Bindewald and Mindy Spearman. Reverend John Witherspoon's Pedagogy of Leadership, Christie L. Maloyed and J. Kelton Williams.Transatlantic Dialogue: Pestalozzian Influences on Women's Education in the Early Nineteenth Century America,Maria A. Laubach and Joan K. Smith. Is Liberal Arts Education for Women Liberating?: From Cold War Debate to Modern Gender Gaps, Andrea Walton. Coercion, If Coercion Be Necessary: The Educational Function of the New York House of Refuge, 1824-1874, Josie Madison. Shaping Freedom's Course: Charles Hamilton Houston, Howard University, and Legal Instruction on U.S. Civil Rights, Robert K. Poch. Theodore Sizer and the Development of the Mathematics and Science for Minority Students Program at Phillips Academy Andover,Jerrell K. Beckham. Disproportionate Burden: Consolidation and Educational Equity in the City Schools of Warren, Ohio, 1978-2011, Leah J. Daugherty Schmidt and Thomas G. Welsh. The Power of Boarding Schools: A Historiographical Review, Abigail Gundlach Graham. Challenge and Conflict to Educate: The Brazos Agency Indian School, Brandon Moore, Karon N. LeCompte, and Larry J. Kelly. ""Incommensurable Standards"": Academics' Responses to Classical Arrangements of Native American Songs, Jacob Hardesty. A Century of Using Secondary Education to Extend an American Hegemony over Hawaii, Kalani Beyer. BOOK REVIEWS:Titus, J. O., Brown's Battleground: Students, Segregation, & the Struggle for Justice in Prince Edward County, Virginia, Chapel Hill: University of North Carolina Press, 2011, 279 pp. Reviewed by Dionne Danns. Horsford, S. D., Learning in a Burning House: Educational Inequality, Ideology, and (Dis) integration. New York: Teachers College Press. 2011, 129 pp. Reviewed by Melanie Adams. James, R., Jr., Root and Branch: Charles Hamilton Houston, Thurgood Marshall, and the Struggle to End Segregation. New York: Bloomsbury Press. 2010, 276 pp.Reviewed by Robert K. Poch. Burkholder, Z., Color in the Classroom: How American Schools Taught Race, 1900-1954. New York: Oxford University Press, 2011, 264 pp. Reviewed by Amy A. Hunter and Matthew D. Davis. Rury, J. L. and S. A. Hill., The African American Struggle for Secondary Schooling, 1940-1980: Closing the Graduation Gap. New York: Teachers College Press, 2012, 261 pp. Reviewed by Claude Weathersby.Frankenberg E., and E. DeBay, eds., Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation. Chapel Hill, NC: University of North Carolina Press. 368 pp. Reviewed by Joseph Watras.

The ultimate guide to Real Madrid. The Real Madrid Handbook is an entertaining compendium of fascinating facts, match coverage, stories, personalities and trivia from the biggest club team on the planet. Rab MacWilliam traces the history of Real Madrid from the early 20th century, examining its progress in the domestic cup and league, and analyses the impact that the Republic, the Spanish Civil War and the repressive authoritarian aftermath had on the club. He relates how the stunning success in European football in the mid-1950s to the early 1960s was one of the factors that helped to ease Spain's integration into Europe and explores the club's rise to become one of the most skilful and dominant teams in the global game over the last thirty years. Fascinating, informative, irreverent and insightful, The Real Madrid Handbook is the perfect guide to the history of this extraordinary club.