A graduate of West Point, General Hugh Lenox Scott (1853–1934) belonged to the same regiment as George Armstrong Custer. As a member of the Seventh Cavalry, Scott actually began his career at the Little Big Horn when in 1877 he helped rebury Custer’s fallen soldiers. Yet Scott was no Custer. His lifelong aversion to violence in resolving disputes and abiding respect for American Indians earned him the reputation as one of the most adept peacemakers ever to serve in the U.S. Army. Sign Talker, an annotated edition of Scott’s memoirs, gives new insight into this soldier-diplomat’s experiences and accomplishments. Scott’s original autobiography, first published in 1928, has remained out of print for decades. In that memoir, he recounted the many phases of his distinguished military career, beginning with his education at West Point and ending with World War I, when, as army chief of staff, he gathered the U.S. forces that saw ultimate victory in Europe. Sign Talker reproduces the first—and arguably most compelling—portion of the memoir, including Scott’s involvement with Plains Indians and his service at western forts. In his in-depth introduction to this volume, editor R. Eli Paul places Scott’s autobiography in a larger historical context. According to Paul, Scott stood apart from his fellow officers because of his enlightened views and forward-looking actions. Through Scott’s own words, we learn how he became an expert in Plains Indian Sign Language so that he could communicate directly with Indians and bypass intermediaries. Possessing deep empathy for the plight of Native peoples and concern for the wrongs they had suffered, he played an important role in helping them achieve small, yet significant victories in the aftermath of the brutal Indian wars. As historians continue to debate the details of the Indian wars, and as we critically examine our nation’s current foreign policy, the unique legacy of General Scott provides a model of military leadership. Sign Talker restores an undervalued diplomat to well-deserved prominence in the story of U.S.-Indian relations.
This volume presents the results of the Flourishing Children Project. The study addressed gaps in the research on indicators of positive development of adolescents. Such indicators are essential for the balanced and scientifically sound study of adolescents. Yet measures of many aspects of flourishing are not available, and when they do exist, they are rarely measured in a developmentally appropriate manner for adolescents. In addition, they are often too long for program evaluations and surveys, have not been tested on diverse populations, nor carefully validated as predictors of positive outcomes. The Flourishing Children Project undertook the development of scales for adolescents ages 12-17 for 19 aspects of flourishing covering six domains: flourishing in school and work, personal flourishing, flourishing in relationships, relationship skills, helping others to flourish, and environmental stewardship. This volume describes the four-stage process of developing the scales, including: Reviewing the literature for extant measures for items to test and synthesizing the existing research into consensus definitions for each construct; conducting cognitive testing of items with adolescents and their parents; pilot testing the items; and conducting psychometric analyses.
In this classic account of the Revolutionary War experiences of the North Carolina Continentals, Hugh F. Rankin traces the events leading to war in North Carolina and follows all the campaigns and battles in which the North Carolina Continentals took part--Brandywine, Germantown, Charleston, Savannah, Camden, Eutaw Springs, and others. He also provides descriptions of almost all of the significant personalities in the Continental Army. Originally published in 1971, this new edition contains a foreword by Lawrence Babits, introducing the book to a new generation of scholars and general readers interested in the Revolutionary War.
This brand new text examines power and inequalities and how these are central to our understanding of how policies are made and implemented. It introduces the concepts and theoretical approaches that underpin the study of the policy process, reflects upon key developments and applies these the practice of policy formulation and implementation.
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