From their founding, the Massachusetts communities of Leominster and Fitchburg have shared the same river. More than that, they have long shared a special football competition that has sometimes spilled beyond the field. In A Game That Forged Rivals, author and historian Mark Bodanza captures the human drama of one of the nation's oldest football rivalries; the high schools of Leominster and Fitchburg have met on the gridiron for 114 years.

This long-standing competition has weathered many challenges, including major developments in the sport, wars, economic turmoil, an epidemic, and technological and social change not imagined when the teams first met in 1894. Through all the years and contests, thousands of athletes have competed for pride and a belief that this game was the pinnacle of their football days. A Game That Forged Rivals shares the stories, dramatic clashes, and challenges that tested these young men both on and off the field.

Compiled from newspaper articles, school yearbooks, game programs, eyewitness accounts, letters, photos, and archival records, A Game That Forged Rivals not only chronicles the development of football from its earliest days, but also tells the story of two communities that saw, in football, a way to grasp civic pride.

This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book's initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections - "Student Background", "Outcomes of Education Beyond Achievement", and "Learning in Schools" - each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments.

Education has always been a key instrument of nation-building in new states. National education systems have typically been used to assimilate immigrants; to promote established religious doctrines; to spread the standard form of national languages; and to forge national identities and national cultures. They helped construct the very subjectivities of citizenship, justifying the ways of the state to the people and the duties of the people to the state. In this second edition of his seminal and widely-acclaimed book on the origins of public education in England, France, Prussia, and the USA, Andy Green shows how education has also been used as a tool of successful state formation in the developmental states of East Asia. While human capital theories have focused on how schools and colleges supply the skills for economic growth, Green shows how the forming of citizens and national identities through education has often provided the necessary condition for both economic and social development.

The Kariba Dam, stretching across the Zambezi River between today's Zambia and Zimbabwe, was one of the most famous development projects in Africa in the late 1950s. As a producer of abundant and cheap power, Kariba was to boost the economy of the newly established Central African Federation. The book shows how the dam project crystallised both the hopes and the flaws of the Federation, a highly controversial experiment of 'multiracial' nation-building by which the British colonial power meant to appease both settler and African aspirations for independence. The author sketches the perspectives of a great variety of people involved in the Kariba project, including World Bank experts, colonial administrators, the local population, nationalist politicians, and the workers building the dam. By drawing out what these different groups imagined a 'developed nation' to be like and how they tried to put their visions into practice, the study provides a nuanced understanding of one of the most pervasive ideologies of the twentieth century. Refraining from both uncritical praise and blanket condemnations, the author draws out the fundamental ambivalence at the heart of modernisation, oscillating between empowerment and domination.

This book explores some of the major forces and changes in higher education across the world between 1945 and 2015. This includes the explosions of higher education institutions and enrollments, a development captured by the notion of massification. There were also profound shifts in the financing and economic role of higher education reflected in the processes of privatization of universities and curricula realignments to meet the shifting demands of the economy. Moreover, the systems of knowledge production, organization, dissemination, and consumption, as well as the disciplinary architecture of knowledge underwent significant changes. Internationalization emerged as one of the defining features of higher education, which engendered new modes, rationales, and practices of collaboration, competition, comparison, and commercialization. External and internal pressures for accountability and higher education's value proposition intensified, which fuelled struggles over access, affordability, relevance, and outcomes that found expression in the quality assurance movement.

Britain and the Olympic Games, 1908-1920 focuses upon the presentation and descriptions of identity that are presented through the depictions of the Olympics in the national press. This book breaks Britain down into its four nations and presents the debates that were present within their national press.

Derivatives trading is now the world's biggest business, with an estimated daily turnover of over US$2.5 trillion and an annual growth rate of around 14 per cent. Derivatives markets have ancient origins, and a long and complex history of trading and regulation. This work examines the history of derivative contracts, their assignability and the regulation of derivatives markets from ancient Mesopotamia to the present day. The author concludes with an analysis of future regulatory prospects and of the implications of the historical data for derivatives trade and regulation.

Based upon exhaustive research in numerous archival sources, including the personal papers of the major British military and political leaders of the day, this is a comprehensive study of British military planning during a period in which long-successful defense and military strategies had to be reappraised in light of new technological advances. As Michael Partridge notes, Britain emerged victorious in 1814 after twenty-two years of war with revolutionary and Napoleonic France; however various technical and international developments--particularly the invention of the steam engine--gravely undermined Britain's security between 1814 and 1870. Because steam power enabled ships to maneuver independently of wind and tide, Britain was now vulnerable to attack from all sides, forcing her to devise new defensive strategies to repel invasion. Partridge thoroughly examines Britain's response to the advent of steam power as well as the special military defense problems faced by the country as a result of its geographical position and contemporary political realities. Following a brief introduction, Partridge offers an overview of Britain's strategic position in the years following the war with France. Subsequent chapters examine each aspect of the country's military planning in detail, beginning with an exploration of the decline of the Royal Navy--at one time the unchallenged mistress of the seas and far larger than any rival's naval force. Partridge then addresses the internal machinery of defense planning, the political constraints placed upon defense planners, the effects of popular aversion to a standing army, and the new awareness of Britain's strategic vulnerability. Individual chapters are devoted to the three major prongs of Britain's land defenses: the regular army, fortifications, and the militia, yeomanry, and volunteers. A bibliography is included for those who wish to pursue further research in this area. Indispensable for students of military history, this study offers important new insights into Britain's ability to adapt to the new military and technological realities of the early Nineteenth-Century.

The growth of the American high school that occurred in the twentieth century is among the most remarkable educational, social, and cultural phenomena of the twentieth century. The history of education, however, has often reduced the institution to its educational function alone, thus missing its significantly broader importance. As a corrective, this collection of essays serves four ends: as an introduction to the history of the high school; as a reevaluation of the power of narratives that privilege the perspective of school leaders and the curriculum; as a glimpse into the worlds created by students and their communities; and, most critically, as a means of sparking conversations about where we might look next for stories worth telling.

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Born in the northern region of the Sierra Nevada mountains, Marie Mason Potts (1895-1978), a Mountain Maidu woman, became one of the most influential California Indian activists of her generation. In this illuminating book, Terri A. Castaneda explores Potts's rich life story, from her formative years in off-reservation boarding schools, through marriage and motherhood, and into national spheres of Native American politics and cultural revitalization. During the early twentieth century, federal Indian policy imposed narrow restrictions on the dreams and aspirations of young Native girls. Castaneda demonstrates how Marie initially accepted these limitations and how, with determined resolve, she broke free of them. As a young student at Greenville Indian Industrial school, Marie navigated conditions that were perilous, even deadly, for many of her peers. Yet she excelled academically, and her adventurous spirit and intellectual ambition led her to transfer to Pennsylvania's Carlisle Indian Industrial School. After graduating in 1912, Marie Potts returned home, married a former schoolmate, and worked as a domestic laborer. Racism and socioeconomic inequality were inescapable, and Castaneda chronicles Potts's growing political consciousness within the urban milieu of Sacramento. Against this backdrop, the author analyzes Potts's significant work for the Federated Indians of California (FIC) and her thirty-year tenure as editor and publisher of the Smoke Signal newspaper. Potts's voluminous correspondence documents her steadfast conviction that California Indians deserved just compensation for their stolen ancestral lands, a decent standard of living, the right to practice their traditions, and political agency in their own affairs. Drawing extensively from this trove of writings, Castaneda privileges Potts's own voice in the telling of her story and offers a valuable history of California Indians in the twentieth century.

This wide-ranging analysis of the key themes and developments in sports history provides an accessible introduction to the topic. The book examines sports history on a global scale, exploring the relationship between sports history and topics such as modernisation, globalisation, identity, gender and the media.

The nine essays in this volume examine women's public and private lives from sixteenth century England to twentieth-century Chicago, from Queen Elizabeth I to Jane Addams of Hull House. Editor Janet Sharistanian's main purpose in organizing these essays is to offer a response to and a critique of theories of the domestic/public split in Western ideology and history that have emerged from feminist anthropology.

This volume outlines the content of the main treaties that form the 'constitutional' basis of the European Union and analyses changes in these over time. The EU has expanded its policy scope and taken in many more members transferring powers to common supranational institutions in a way seen nowhere else in the world.

An introduction to the critical theory of the Frankfurt School, providing an assessment of thinkers such as Pollock, Marcuse, Horkheimer, Adorno, Neumann, Lowenthal, Fromm, Kirchheimer and Habermas, and the political and intellectual context in which they worked. The account considers the political context of the formative work of the School against the background of the Weimar Republic and of Nazi Germany. It contrasts this with the very different background of 1950s Germany in which Habermas embarked on his academic career, and goes on to discuss the enduring relevance of critical theory to the contemporary political agenda. In particular, Stirk illustrates the continuing validity of the Frankfurt School's criticism of positivist, metaphysical, and, more recently, postmodernist views, and its members' attempts to incorporate psychological perspectives into broader theories of social dynamics. He assesses the School's contribution to key areas of contemporary debate including morality, interest, individual and collective identity and the analysis of authoritarian and democratic states.

The European Union and the Modernization of the Turkish Education System examines the reconstruction of Turkish history/social studies curriculum and assesses how well the program conforms to the established European Union (EU) directions and norms. In this age of globalization, the extent to which the EU can impose its educational norms on Turkish education as the membership process unfolds is in question. Therefore, the problem addressed in this study concerns the relationship between educational and national development in Turkey and the degree of influence the EU can exercise appropriately on that development. The complexity of integrating one nation with another is significantly difficult in itself. The challenge of integrating culturally distinct national entities into a functioning, peaceful community of states increases this difficulty by several orders of magnitude. This book explores the conflicting imperatives and the efforts to establish commonality. In this area, the influence of history/social studies education becomes the focus as it is the vanguard for establishing permanently altered mindsets for the ultimate good of both Turkey and the European community. Finally, of ultimate importance to this study is the status of evolutionary change in Turkish history/social studies education. Based upon the assumption that EU membership for Turkey is a positive step toward avoiding marginalization in the increasing integration motivated by globalization, an evaluation of the current status and the necessary progression of change is not only logical, but also imperative for this study's value. This landmark book examines the role of education as Turkey transits from a nationalistic orientation toward EU membership and its inherent multinational/ multicultural integration. Of particular concern in this regard are the following: 1) the issues of sovereign and supra-nationalism which challenge Turkey's candidacy for membership in the EU in general; 2) the tense relationship between formal education and political power in Turkey; 3) the specific tension and its reflection in the new social studies program; and 4) under these circumstances, the progress, challenges and needed reforms to accomplish history/social studies education reforms for both Turkey and EU candidacy requirements. This study strives to reconcile the issues of Turkish accession, the implementation of EU educational standards and policies, the influence of political change (with regard to the EU) on history/ social studies texts in Turkey, and the differences between traditional pedagogy and curricular reforms for the whole of Turkish Education. This study considers the historical framework of the relationship between Turkey and the EU; Turkey's efforts toward educational modernization; the rationale for such initiatives; and their role as creating complicating factors for both national education reform, and, simultaneously, EU acceptance of Turkey as a nation and, in particular, its history/social studies curriculum. The European Union and the Modernization of the Turkish Education System is an important book for all history/social studies educators and policy makers.