Chasing Villa is a record of events in Western history, military history, the Mexican Revolution, and the last of the horse cavalry. Following its first publication in 1934, U.S. Army Colonel Frank Tompkins’ account of the Punitive Expedition by a participant became widely considered to be one of the most comprehensive. The book tells the story of the Columbus Raid and Pershing’s Expedition into Mexico. On March 9, 1916 the border town of Columbus, New Mexico was attacked by forces under the command of the Mexican revolutionary, Pancho Villa. Eighteen Americans were killed and a number of buildings were burned to the ground before the U.S. Cavalry, inflicting heavy losses, drove Villa and his mounted band back into Mexico. Frank Tompkins, a Major in the U.S. Cavalry at the time, led the counterattack against Villa’s mounted men on March 9th, and was with General John “Black Jack” Pershing during the subsequent year-long “Punitive Expedition” that sought to capture the elusive Villa in Mexico. The Columbus Raid and Punitive Expedition proved to be the last major campaign of the U.S. Cavalry. At the same time it presaged the more modern military techniques that would soon be employed by American forces in World War I. First published in 1934 and long out of print, “Chasing Villa” is a sound and literate record of milestone events in Western history, military history, the Mexican revolution, and the last of the horse cavalry.
In Schools of Fiction, Morgan Day Frank considers a bizarre but integral feature of the modern educational experience: that teachers enthusiastically teach literary works that have terrible things to say about school. From Ishmael's insistence in Herman Melville's Moby-Dick that a whale-ship was my Yale College and my Harvard, to the unnamed narrator's expulsion from his southern college in Ralph Ellison's Invisible Man, the most frequently taught books in the English curriculum tend to be those that cast the school as a stultifying and inhumane social institution. Why have educators preferred the anti-scholasticism of the American romance tradition to the didacticism of sentimentalists? Why have they organized African American literature as a discursive category around texts that despaired of the post-Reconstruction institutional system? Why did they start teaching novels, that literary form whose very nature, in Mikhail Bakhtin's words, is not canonic? Reading literature in class is a paradoxical undertaking that, according to Day Frank, has proved foundational to the development of American formal education over the last two centuries, allowing the school to claim access to a social world external to itself. By drawing attention to the transformative effect literature has had on the school, Schools of Fiction challenges some of our core assumptions about the nature of cultural administration and the place of English in the curriculum. The educational system, Day Frank argues, has depended historically on the cultural objects whose existence it is ordinarily thought to govern and the academic subject it is ordinarily thought to have marginalized.
A double dose of Western action from one of the genre’s acknowledged masters The first story, “The Rodeo Killer,” is a smoldering tale of the violent intersecting conflict between New Mexico cattle ranchers, cattle buyers, and men breeding horses for the rodeo circuit. Greed, deceit, trickery, and murder mix with romance and gripping examples of human and animal courage in this thrilling and dramatic tale. The title story, “Mission Creek,” references a waterway in the Red River region of Texas that serves as the background for the fiery tale of Ruel Starrett, a man that worked against the odds his whole life to establish his own ranch. He finally gets his chance when he’s offered a half interest in the Spade Ranch from a woman named Susanna Dahlhart. But she isn’t all she appears. By the time Starrett learns what he’s gotten into, it may be too late to get himself out without a fight.
Jargon buster: convergent journalism: ?Media convergence is the most significant development in the news industry in the last century. The ability to interchange text, audio, and visual communication over the Internet has fundamentally transformed the way news organizations operate. Convergence has enabled media companies to gather, disseminate, and share information over a variety of platforms. Throughout the history of journalism, it has been common for journalists to study one medium, such as traditional print or broadcast, and to anticipate a career working only in their chosen field. However, the 21st century journalist has fluidity to write and deliver news content in a variety of formats. (source: http://www.convergencejournalism.com/) Broadcast News Writing, Reporting, and Producing presents a solid foundation for any student learning how to become a broadcast journalist ? in today's world of convergent journalism, it is more important than ever that broadcast textbooks cover the most current trends in media. Convergent journalism (the coverage of news across multiple delivery platforms such as the internet, television, podcasts, ipods, blogs, etc) is here to stay ? broadcast journalism continues to morph as newer and more advanced content platforms are hatched and developed, and broadcast journalists must understand how to write, report, and produce for multiple platforms simultaneously. Just one crucial fact remains: students will need training on how to perform successfully in a world in which current events aren't just shown on the ten o'clock evening news. Broadcast News Writing, Reporting, and Producing will be completely overhauled to reflect the trends of convergent journalism on every page. New co-author Frank Barnas brings a multi-faceted perspective of writing, reporting, and producing that allows for multi-platform delivery systems, and shows students with real-world examples the functions and practices of today's media. The new edition will be rewritten and restructured to accommodate common 16-week course modules, and will be divided into four major sections of the news: gathering, writing, reporting, and producing. Sidebars featuring how examples used in the text relate to convergence in journalism help students to draw connections easily between current stories and trends in the industry. The comprehensive approach of this text brings a multi-faceted perspective of writing, reporting, and producing that is needed more than ever in today's world of convergent journalism. This newest edition is being completely overhauled by the experienced journalist Frank Barnas. New photos and illustrations, a restructuring of the text, expanded end-of-chapter exercises, newer and more relevant examples, and more information on producing all contribute to giving readers what they need most: a nuanced understanding of how the media of today function in a world without news boundaries.
This insightful volume explores examples of the use of technology to teach social work knowledge, values, and skills across the curriculum. The chapters cover a wide range of perspectives, including international views of the role of information technology in Great Britain and Malaysia, training approaches for faculty development, and computer-based software that has the potential to transform the manner in which curriculum objectives are met. Prepare for technology-based instruction in social work education for the 21st century!Information Technologies: Teaching to Use--Using to Teach Information Technologies: Teaching to Use--Using to Teach, addresses your need to fully prepare today?s social work graduates to work and live in this rapidly changing, technology-enhanced environment. Based on the 1997 Information Technologies Conference: Using to Teach--Teaching to Use, held in Charleston, South Carolina, this book covers the multitude of topics that were presented on technology-based instruction as we head into the 21st century. Articles in Information Technologies range from the use of the Internet and computer applications to research projects that address the effectiveness of technology-based teaching and learning activities. It also dicusses international views on the role of information technology in Britian and Malaysia. Information Technologies gives particular attention to distance education, and it is the most thorough treatment to date of the use and teaching of technology in social work education. Specific areas you?ll gain valuable information from include: establishing a faculty development lab starting intensive faculty training sessions computer-based software that has the potential to transform the manner in which curriculum objectives are met international perspectives on information technology the use of Geographic Information Systems technology in social work practice as a tool for improved visualization of social and economic inequalities models for teaching social work curriculum with technologyWith Information Technologies, you will gain a competetive edge in preparing your faculty and students with the latest world-wide information on studies pretaining to technology use in a social work setting. A conglomeration of diverse and well-researched articles on the use of technology to enhance social work education await you in this special volume.
Among the great misconceptions of modern times is the assumption that Benito Mussolini was Hitler's junior partner, who made no significant contributions to the Second World War. That conclusion originated with Allied propagandists determined to boost Anglo-American morale, while undermining Axis cooperation. The Duce's failings, real or imagined, were inflated and ridiculed; his successes, pointedly demeaned or ignored. Italy's bungling navy, ineffectual army - as cowardly as it was ill-equipped - and air force of antiquated biplanes were handily dealt with by the Western Allies. So effective was this disinformation campaign that it became post-war history, and is still generally taken for granted even by otherwise well-informed scholars and students of World War Two. But a closer examination of recently disclosed, and often neglected, original source materials presents an entirely different picture. They shine new light, for example, on Italy's submarine service, the world's greatest in terms of tonnage, its boats sinking nearly three-quarters of a million tons of Allied shipping in three years' time. During a single operation, Italian 'human torpedoes' sank the battleships HMS Valiant and Queen Elizabeth, plus an eight-thousand-ton tanker, at their home anchorage in Alexandria, Egypt. By mid-1942, Mussolini's navy had fought its way back from crushing defeats to become the dominant power in the Mediterranean Sea. Contrary to popular belief, his Fiat biplanes gave as good as they got in the Battle of Britain, and their monoplane replacements, such as the Macchi Greyhound, were state-of-the-art interceptors superior to the American Mustang. Savoia-Marchetti Sparrowhawk bombers accounted for seventy-two Allied warships and one hundred-ninety-six freighters before the Bagdolio armistice in 1943. On 7 June 1942, infantry of the Italian X Corps saved Rommel's XV Brigade near Gazala, in North Africa, from otherwise certain annihilation, while horse-soldiers of the Third Cavalry Division Amedeo Duca d'Aosta defeated Soviet forces on the Don River before Stalingrad the following August in history's last cavalry charge. As influential as these operations were on the course of World War Two, more potentially decisive was Mussolini's planned aggression against the United States' mainland. Postponed only at the last moment when its conventional explosives were slated for substitution by a nuclear device, New York City escaped an atomic attack by margins more narrow than previously understood. It is now known that Italian scientists led the world in nuclear research in 1939, and a four-engine Piaggio heavy bomber was modified to carry an atomic bomb five years later. These and numerous other disclosures combine to debunk lingering propaganda stereotypes of an inept, ineffectual Italian armed forces. That dated portrayal is rendered obsolete by a true-to-life account of the men and weapons of Mussolini's War.
They can walk through fire. They would sacrifice their own lives to save yours. In the tradition of Zen and the Art of Motorcycle Maintenance, Thoughts on Fire is a meditation on how to live a life that matters. Drawing on his dual life as a philosophy professor and firefighter, "Dr. Frank" begins a journey not just into the fire, but inside himself. The lessons of this voyage are not just about axes and hoses but hope, forgiveness and love. "As a professor and a firefighter, Dr. McCluskey shifts gears easily between the metaphysical and the macho, pontificating in a pin striped suit by day and plunging into a smoky, flaming house by night." -The New York Times "It is a book that you will want to read again and again. It is a remarkable story that you will want to share with those you love." -Dr. Robert Schachat, author of The Seven Conditions of Trust "Thoughts on Fire is a book that is at once entertaining and enlightening" -Dr. John Briggs, author of The Seven Life Lessons of Chaos
Volume of the United States Reports containing the final decisions and opinions of the Supreme Court justices regarding cases between October 6, 2005 and March 6, 2009. Also includes notes regarding the members of the Supreme Court, orders, and other relevant materials.
Biography of the man who discovered the prehistoric ruins at Mesa Verde, Colorado, and began the excavation of Pueblo Bonito at Chaco Canyon, New Mexico.
We love ghost stories here at Wildside Press. If you've read the first 3 volumes in the Ghost Story MEGAPACKTM series, plus The Macabre MEGAPACKTM series, you’re pretty well caught up with the classic supernatural fiction we've been reading lately. Don't worry, though -- we'll keep digging for more classic horror tales! Included in this volume are: THE FOUR-FIFTEEN EXPRESS, by Amelia B. Edwards THREE SPANISH LADIES, by Walter E Marconette BRICKETT BOTTOM, by Amyas Northcote ACROSS THE GULF, by Henry S. Whitehead THE NIGHT CALL, by Henry van Dyke HIS UNQUIET GHOST, by Mary Noailles Murfree THE DREAM-GOWN OF THE JAPANESE AMBASSADOR, by Brander Matthews THE MAN IN THE MIRROR, by Lillian B. Hunt HIS DAY BACK, by Jack Brant MY OWN TRUE GHOST STORY, by Rudyard Kipling THE LONG CHAMBER, by Olivia Howard Dunbar THE PAST, by Ellen Glasgow MISS TEMPY'S WATCHERS, by Sarah Orne Jewett THE HAUNTED MAN AND THE GHOST'S BARGAIN, by Charles Dickens THE BULLY OF BROCAS COURT, by Arthur Conan Doyle THE SPIRAL STONE, by Arthur Willis Colton THE GHOST OF THE BLUE CHAMBER, by Jerome K. Jerome THE MINIATURE, by J. Y. Akerman TO LET, by B. M. Croker THE FOREIGNER, by Sarah Orne Jewett THE STONEGROUND GHOST TALES, by E. G. Swain THEY THAT MOURN, by Juliet Wilbor Tompkins GREEN BRANCHES, by Fiona Macleod THE WERE-WOLF, by H. B. Marryatt THE GHOST AT POINT OF ROCKS, by Frank H. Spearman If you enjoy this ebook, search your favorite ebook store for "Wildside Press Megapack" to see the 170+ entries in the MEGAPACKTM series, covering science fiction, fantasy, horror, mysteries, westerns, classics, adventure stories, and much, much more!
Agitator, educator, organizer, J.B. McLachlan led the coal miners of Nova Scotia in their struggles for union recognition, united them around ideas of industrial democracy and social reconstruction, and defended their cause in the labour wars of the 1920s. This authoritative biography tells the story of legendary labour leader James Bryson McLachlan, champion of the Cape Breton Coal Miners in the early decades of the twentieth century. Charged with sedition in 1923, McLachlan's case was one of the most notorious political trials ever held in Nova Scotia. By the 1920s and 1930s, McLachlan was known across the country as a spokesman for the radical left in Canada. He helped change the balance of power in industrial society and advanced the struggle for social and economic justice. J.B. McLachlan: A Biography is a rich portrait of a brilliant early twentieth-century Canadian rebel who helped change the balance of power in industrial society and advance the struggle for social and economic justice.
In the writing of this history the aim has been to give in a simple narrative all facts, both great and seemingly small, that tend to show how the Newark of the present day has been built up, generation by generation. Anything and everything that seemed to add life, light and color to the story, that was to be found and was authentic, has been made use of. A sincere effort has been made, also, to make the history attractive and interesting to those who, although they may care little for the reading of history, may wish to become familiar with the making of their own city from the day of its foundation as a hamlet, to the present. This is volume one out of two.
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