This much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the volume examines the development of dual-language programs for immigrants, colonized Mexicans, and Native Americans during the nineteenth century. Part II considers the attacks on bilingual education during the Progressive-era drive for an English-only curriculum and during the First World War. Part III explores the resurgence of bilingual activities, particularly among Spanish speakers and Native Americans, during the interwar period and details the rise of the federal government's involvement in bilingual instruction during the post-WWII decades. Part IV of the volume examines the recent campaigns against bilingual education and explores dual-language practices in today's classrooms. A compilation of school reports, letters, government documents, and other primary sources, this volume provides rich insights into the history of this very contentious educational policy and practice and will be of great interest to historians and language scholars, as well as to educational practitioners and policymakers.

The Hartford Whalers began their existence in Boston as the New England Whalers of the World Hockey Association (WHA). The Whalers played in every season of the WHA's seven-year existence and were the league's first champions. Although their games were well attended in Boston, the upstart league was never serious competition for the powerhouse Bruins. In 1975, they moved to Hartford to play in the new Hartford Civic Center, and in 1979, along with Winnipeg, Edmonton, and Quebec, joined the National Hockey League. They moved to North Carolina following the 1997 season and won a Stanley Cup as the Carolina Hurricanes in 2006. The Hartford Whalers is a pictorial tribute to this beloved and much-missed Hartford institution.

There was little fanfare when Art "Mickey" McBride flew into Chicago in 1945 to purchase a professional football team for Cleveland. But that act set in motion a tradition that has brought the city of Cleveland together on Sunday afternoons for (most of) the sixty years to follow. Cleveland Browns History is the story of championship seasons, legendary coaches, and Hall of Fame players. Coach Paul Brown led his teams to seven league title games in their first 17 seasons. Running backs Marion Motley, Jim Brown, and Leroy Kelley each rushed over opposing defenses and
straight into Canton, Ohio, along with fellow Browns like Otto Graham, Ozzie Newsome, and Len Ford. The "Kardiac Kids" in 1980 had too many nail-biters for some fans, but won the AFC Central in typical fashion -- by three points in the final game of the season. All these stories, plus those of the many unsung heroes to don the NFL's only logo-less helmet, fill the pages of this book, sure to delight any Cleveland Browns fan.

In Educating the Catholic People, David Salomoni reconstructs the complex educational landscape that arose in sixteenth-century Italy and lasted until the French Revolution. Over three centuries, various religious orders, both male and female, took on the educational needs of cities and states on the Italian peninsula, renewing the traditional humanist pedagogy. Historians, however, have not attempted to produce a synthesis on this topic, focusing mainly on the pedagogical activities of the Jesuits and neglecting the contributions and innovations of other groups. This book addresses this historiographical gap, providing a new chapter in the comparative study of pre-modern education.

Innovation in the Pharmaceutical Industry traces the discovery and development of drugs in Japan and the UK both historically and sociologically. It includes sixteen case studies of major pharmaceutical developments in the twentieth century, encompassing, amongst others, beta-blockers, beta-stimulants, inhaled steroids and histamine H2-antagonists. The book illustrates that the four stages of drug development - namely compound, application, organisational authorisation and market - are interactively shaped by heterogeneous actors and institutions. The book also identifies three different types of pharmaceutical development - paradigmatic innovation, application innovation and modification-based innovation, all with distinguishable features in the drug development process. Finally, several historical, structural and cultural factors influencing the shaping of medicines are revealed by the comparison between British and Japanese drug innovation. Addressing a number of practical implications for the promotion of the pharmaceutical industry, this book will be of enormous interest to students, researchers and academics specialising in science and technology, and the management of technology and innovation. Practitioners, managers, and policy planners within the pharmaceutical industry will also deem this book invaluable.

The media is full of reference to failing schools, troublesome pupils, underperforming boys, disappearing childhood and a teaching profession in crisis as more and more teachers contemplate abandoning their careers. Key Questions in Education looks at the current and historical debates of each of these issues, examining how a multitude of stakeholders have viewed, and still view, childhood and schooling. In highlighting how these same or similar issues have persistently been debated throughout time, John T. Smith shows something of their complexity and the need to break apart these key enduring questions in education. Each chapter covers a key question such as: How far should the state interfere in education? Should schools feed their pupils? and Why do children misbehave? Analysing each key question, chapters discuss how such issues were viewed or defined in the past, what solutions and outcomes were envisaged and compare and contrast how this relates to where we are now. Clear links are made throughout between historical sources and current ideology, policy, practice and research. In opening up these debates through case studies and vignettes, students are encouraged to reflect on how these contentious issues might be resolved and how this affects them as future educators.