Born out of expansion in 1962, the New York Mets have more than filled the void left by the departure of the Brooklyn Dodgers and New York Giants. They have provided baseball fans in New York and around the baseball world with close to 40 years of memories including Casey Stengel's loveable losers, the improbable 1969 miracle, another world championship in 1986 and National League pennants in 1973 and 2000 with many unforgettable moments in between. Amazing Mets Trivia tests the memories of Met fans of all ages with hundreds of questions and facts about players including: Tom Seaver, Cleon Jones, Willie Mays, Rusty Staub, Dave Kingman, Lee Mazzili, Darryl Strawberry, Doc Gooden, Keith Hernandez, Gary Carter, Mike Piazza, Edgardo Alfonzo, John Franco and many others.

"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.

Both dramatic and musical theater are part of the tradition that has made Austria - especially Vienna - and the old Habsburg lands synonymous with high culture in Central Europe. Many works, often controversial originally but now considered as classics, are still performed regularly in Vienna, Prague, Budapest, or Krakow. This volume not only offers an excellent overview of the theatrical history of the region, it is also an innovative, cross-disciplinary attempt to analyse the inner workings and dynamics of theater through a discussion of the interplay between society, the audience, and performing artists.

This volume provides an international perspective on educational dependency in considering both theories and actual developments throughout the world. Some less developed countries, in expanding their education systems, have emulated Western academic-style systems and have increased their dependence on Western models in various respects including examination validation. Others have deliberately avoided this path and have experimented with systems more 'relevant' to development, often in a radical way. At a theoretical level, Marxist and neo-Marxist development theorists argue that education systems dependent on the West are evidence of economic dependency and confirmation of Marxist development theories; while others argue that the evidence suggests an interdependent world and that dependency theories do not apply in education.

This volume offers a conceptual justification and methodology for comparative studies of education matching developments in the social sciences and other comparative disciplines. It also relates comparative studies of education to the practical business of policy formulation at all levels. Thus it bridges the widening gap between the purely academic world and the world of decision for development. The author draws illustrations from educational reforms, but goes further in suggesting suitable procedures or institutions which might achieve soundly based policies and secure their implementation. He takes account of the planning techniques and achievements of UNESCO, OECD and other international organizations, and examines the activities and aims of national planning for education in a wider perspective of world re-orientation.

This book examines key theorists in depth in order to give some insight into cultural change as reflected in their curricular recommendations and in the interplay they reveal between the two fundamental educational concepts of artifice and nature . The essays on the various theorists Erasmus, Vives, Castiglione, Elyot, Montaigne, Bacon, Comenius, Locke and Rousseau can be read separately but the book also forms an integrated whole, with a continuity of themes explored from theorist to theorist. The book not only charts a historical development but also reveals much that may deepen our understanding of contemporary educational dilemmas.

This volume completes G H Bantock 's comprehensive study of educational thought, and its relationship to the broad development of European culture, from the time of the Renaissance to the present day. During the period under consideration, the new freedom from dogma and hierarchy allowed for the emergence of a large number of models of education intended to accommodate the autonomous personality and at the same time to meet the demand for educational expansion. The need to educate the masses was increasingly recognized, and the dilemma posed by mass civilisation and minority culture became acute as liberal autonomy was increasingly threatened by new egalitarian and collectivist notions. The author considers the work of key theorists from the period, including such writers as Coleridge, Nietzsche and Tolstoy, all relatively neglected as educationists.

This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.

Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from pre-history to 1919. The author 's proposals were radical at the time of original education, although they embrace concepts which are now taken for granted in schools: that education of the "whole person" is vital; that the arts should enjoy equal prominence with the sciences; that schools are communities and that the educational experience will be richer for individuals if they work as and for a community.

This two-volume study of progressive education covers the period between 1750 and 1967. The work shows educational innovations to be not just a 1990s phenomenon but one with historical roots going back to the 18th century.;The first volume traces the many currents of thought on education during the late 18th and early 19th centuries. Examining the state of education in the aftermath of the Industrial Revolution, the volume takes into account the social and economic changes of the 19th century and looks at the role of the school as agent of historical reform. As well as documenting the writings of theorists, teachers, social reformers, philanthropists and continental educational thinkers, the study deals with the contributions made by a number of British pioneers and innovative educational institutions which hitherto had not received full recognition.;Volume two reviews three waves of progressive schools, from pre-World War I up to the outbreak of World War II, before following the changing position of the progressive schools up to 1967. Although primarily concerned with England, the author discusses some progressive international movements, including key European developments .

The American ideal has exercised a powerful influence over English educational policy over the last two centuries, even as it has itself changed. Today the very size of America enables it to rehearse problems we shall meet tomorrow. This volume answers key questions for education, as relevant now as they were when it was originally published: Is there an optimal size and a maximal use of a school? Are there adequately sophisticated batteries of attainment tests? Or valid methods of vocational guidance?

The Nazis burned books and banned much modern art. However, few people know the fascinating story of German modern dance, which was the great exception. Modern expressive dance found favor with the regime and especially with the infamous Dr. Joseph Goebbels, the Minister of Propaganda. How modern artists collaborated with Nazism reveals an important aspect of modernism, uncovers the bizarre bureaucracy which controlled culture and tells the histories of great figures who became enthusiastic Nazis and lied about it later. The book offers three perspectives: the dancer Lilian Karina writes her very vivid personal story of dancing in interwar Germany; the dance historian Marion Kant gives a systematic account of the interaction of modern dance and the totalitarian state, and a documentary appendix provides a glimpse into the twisted reality created by Nazi racism, pedantic bureaucrats and artistic ambition.

Details the major aspect of Brazilian popular music and its relation to the formation of national identity in Brazil including a wealth of in-depth musical history about such sub-genres as choro, bahia, bossa nova, axe music, Brazilian jazz, and a retrospective on leading musicians. There are extensive portraits on great singers, composers like Antonio Carlos Jobim ("Girl from Ipanema"), and Americans such as Lyle Mays, Herbie Mann who have long been associated with Brazil's music.

Memory of the Argentina Disappearances examines the history of the production, public circulation, and the interpretations and reinterpretations of the Nunca Mas report issued by Argentina's National Commission on the Disappearance of Persons (CONADEP). It was established in 1983 by constitutional president Raul Alfonsin to investigate the fate of thousands of people who had been disappeared by the state during the seventies. Upon publication in 1984, Nunca Mas became a bestseller, was translated into several languages and won greater public importance when the military juntas were brought to trial and the court accepted the report as key evidence. The report's importance was further enhanced with the adoption of CONADEP and Nunca Mas as models for truth commissions established in Latin America, and when it was postulated as a means for conveying an awareness of this past to Argentina's younger generations. This book contributes to understanding the political processes that led to Nunca Mas becoming the way in which Argentines remembered the disappearances and the country's political violence, and how its meaning is modified by new interpretations. Given the canonical nature of Nunca Mas, the book sheds light on the most substantial changes and the continuities in Argentina's social memory of its recent past.

This book examines the evolution of motor sport from its creation in central Europe, throughout the rest of the continent and elsewhere, including in both North and South America.

It was published as a special issue of the International Journal of the History of Sport.

This volume describes the Russian tradition in education and in particular the dominant role of Russian nationality. The whole history of Russian education is covered from Peter the Great to Khruschev.

Developments and trends in Communist education are traced in this authoritative survey by specialists. Eight chapters deal with particular aspects: ideology, psychology, the selective process, the roles of teachers and parents, polytechnical education, the universities and professional institutes. Three chapters survey the former East Germany, Poland and China as special case-studies. A concluding chapter examines common ground between Communist and other systems.

With the onset of a more conservative political climate in the 1980s, social and especially labour history saw a decline in the popularity that they had enjoyed throughout the 1960s and 1970s. This led to much debate on its future and function within the historical discipline as a whole. Some critics declared it dead altogether. Others have proposed a change of direction and a more or less exclusive focus on images and texts. The most constructive proposals have suggested that labour history in the past concentrated too much on class and that other identities of working people should be taken into account to a larger extent than they had been previously, such as gender, religion, and ethnicity. Although class as a social category is still as valid as it has been before, the questions now to be asked are to what extent non-class identities shape working people's lives and mentalities and how these are linked with the class system. In this volume some of the leading European historians of labour and the working classes address these questions. Two non-European scholars comment on their findings from an Indian, resp. American, point of view. The volume is rounded off by a most useful bibliography of recent studies in European labour history, class, gender, religion, and ethnicity.

This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.

The first critical analysis of the Titanic as a modern myth, this book focuses on the second of the two Titanics. The first was the physical Titanic, the rusting remains of which can still be found twelve thousand feet below the north Atlantic. The second is the mythical Titanic which emerged just as its tangible predecessor slipped from view on April 15, 1912. It is the second of the two Titanics which remains the more interesting and which continues to carry cultural resonances today. The Myth of the Titanic begins with the launching of the "unsinkable ship" and ends with the outbreak of the "war to end all wars." It provides an insight into the particular culture of late-Edwardian Britain and beyond this draws far greater conclusions about the complex relationship between myth, history, popular culture and society as a whole.

The nineteenth-century's steam railway epitomised modernity's relentlessly onrushing advance. In Railways and culture in Britain Ian Carter delves into the cultural impact of train technology, and how this was represented in British society. Why, for example, did Britain possess no great railway novel? The book's first half tests that assertion by comparing fiction and images by some canonical British figures (Turner, Dickens, Arnold Bennett) with selected French and Russian competitors: Tolstoy, Zola, Monet, Manet. The second half proposes that if high cultural work on the British steam railway is thin, then this does not mean that all British culture ignored this revolutionary artefact. Detailed discussions of comic fiction, crime fiction and cartoons reveal a popular fascination with railways tumbling from vast (and hitherto unexplored) stores of critically overlooked genres. A final chapter contemplates cultural correlations of the steam railway's eclipse. If this was the epitome of modernity, then does the triumph of diesel and electric trains, of cars and planes, signal a decisive shift to postmodernity? -- .

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