The autobiography of one of the great athletes of boxing, James J. Corbett. James J. Corbett (1866-1933) held the title of heavyweight champion from 1892 to 1897. He was the first to win the title under the Marquis of Queensberry rules. College educated, Corbett was also an actor, writer, and boxing coach.In 1892, "Gentleman" James J. Corbett defeated John L. Sullivan to become the heavyweight champion of the world, using his "scientific boxing" techniques.Corbett is considered by many to be the "father of modern boxing" for being the first person to apply scientific principles to the art of pugilism. Here is his story in his own words and chronicles his rise to world champion and all of the successes and defeats along the way.
In 1892, "Gentleman" James J. Corbett defeated John L. Sullivan to become the heavyweight champion of the world, using his "scientific boxing" techniques.Corbett is considered by many to be the "father of modern boxing" for being the first person to apply scientific principles to the art of pugilism. This classic book contains sections on fundamental boxing techniques, proper footwork, fouling techniques, and the various boxing rules of his time.
In 1892, "Gentleman" James J. Corbett defeated John L. Sullivan to become the heavyweight champion of the world. Using his own "scientific boxing" techniques, Corbett delivered a blistering lesson to the previously unbeatable Sullivan, ending the fight with a knockout in the 21st round. With Corbett's win, a new era in boxing began. ***** Corbett is considered by many to be the "father of modern boxing" for being the first person to apply scientific principles to the art of pugilism. In "Scientific Boxing," the creator of such boxing innovations as the "left hook" distills his scientific methodology into an accessible manual of boxing techniques. This classic book contains sections on fundamental boxing techniques, fouling techniques, and the various boxing rules of his time. ***** This deluxe edition of "Scientific Boxing" contains additional photos and an added account of the fight between Corbett and Sullivan. ***** James J. Corbett (1866-1933) held the title of heavyweight champion from 1892 to 1897. He was the first to win the title under the Marquis of Queensberry rules. College educated, Corbett was also an actor, writer, and boxing coach. ***** "Corbett marked the turning point in ring history, replacing mauling sluggers with the new school of faster, scientific boxers." Bob Burrill, "Who's Who in Boxing
Collected from a series of articles in the New York Evening World, this classic reprint is actually four books in one: "How to Box to Win" by bantam- and featherweight champ Terry McGovern; "How to Build Muscle" by heavyweight champ "Gentleman Jim" Corbett; "How to Breathe, Stand, Walk, or Run" by Dr. J. Gardner Smith; and "How to Punch the Bag" by Gus E. and Artie R. Keeley, self-taught "champion bag-punchers of the world." A must for every boxing fan and martial artist.
This book vividly portrays the experiences of five secondary teachers who were involved in a school restructuring initiative that focused on interdisciplinary curriculum development, team teaching, and block scheduling. Though much has been written during the past decade concerning the need for fundamental restructuring of American schools, the track record in accomplishing change is extremely weak. One reason for this is the lack of understanding of what change means from the point of view of teachers, who are both the objects and subjects of change efforts. The year the authors spent with the teachers resulted in a deeper understanding of the phenomenology of change experiences that can be used to develop more fruitful, empowering, and teacher sensitive strategies. The story of the change experience is presented through five interlocking and mutually reinforcing themes that dominated the teachers' experience and understanding: uncertainty; intensification; lack of administrative leadership; subject allegiance versus team loyalty; and craft pride, caring, and moral purpose.
Vaudeville, as it is commonly known today, began as a response to scandalous variety performances appealing mostly to adult, male patrons. When former minstrel performer and balladeer Tony Pastor opened the Fourteenth Street Theatre in New York in 1881, he was guided by a mission to provide family-friendly variety shows in hopes of drawing in that portion of the audience – women and children – otherwise inherently excluded from variety bills prior to 1881. There he perfected a framework for family-oriented amusements of the highest obtainable quality and style. Historical Dictionary of Vaudeville contains a chronology, an introduction, an extensive bibliography, and the dictionary section has more than 1,000 cross-referenced entries on performing artists, managers and agents, theatre facilities, and the terminology central to the history of vaudeville. This book is an excellent resource for students, researchers, and anyone wanting to know more about vaudeville.
Widely regarded as one of America’s great authors, F. Scott Fitzgerald led a life of drama and extravagance that often overshadowed his writing career. This book refocuses attention on how Fitzgerald viewed and approached the business of writing. Fitzgerald scholar James L. W. West III explores the writer’s professional life through personal letters, manuscripts, his business ledger, editions of his novels, and even a “seven-year plan.” In assessing these diverse materials, West reveals fascinating details about what led Fitzgerald to follow authorship as a calling, why he took on certain projects, how he managed his finances, and what influenced his writing style. Connecting Fitzgerald’s career to his literary texts, West also provides new information on the development and publication history of some of Fitzgerald’s most important works, such as The Great Gatsby and Jacob’s Ladder. Throughout, West pays close attention to the delicate balance in Fitzgerald’s career between money and literary respectability, commerce and art. A keen, engaging, and intimate look at Fitzgerald’s day-to-day work of writing for a living, Business Is Good is a must-have for anyone who wants a better understanding of this American literary giant.
Government accountability in the nineteenth century -- Bivens and government accountability in the twentieth century -- Human rights and War on Terror litigation -- Evaluating the effectiveness of Bivens litigation -- Evaluating justifications for judicial silence -- Congressional ratification of the bivens action -- Applying Bivens to conduct outside of the United States -- Overcoming qualified immunity -- Common-law solutions to judge-made problems.
The book provides invaluable information to scientists, engineers, and product managers involved with imaging CCDs, as well as those who need a comprehensive introduction to the subject."--Page 4 de la couverture
This practical guide for social workers presents systematic and streamlined techniques for helping clients resolve their problems. It includes an A-Z set of task planners for more than 100 psychosocial problems encountered by human service professionals.
By the middle of 1918 the British Army had successfully mastered the concept of ’all arms’ warfare on the Western Front. This doctrine, integrating infantry, artillery, armoured vehicles and - crucially - air power, was to prove highly effective and formed the basis of major military operations for the next hundred years. Yet, whilst much has been written on the utilisation of ground forces, the air element still tends to be studied in isolation from the army as a whole. In order to move beyond the usual 'aircraft and aces' approach, this book explores the conceptual origins of the control of the air and the role of the Royal Flying Corps (RFC) within the British army. In so doing it addresses four key themes. First, it explores and defines the most fundamental air power concept - the control of the air - by examining its conceptual origins before and during the First World War. Second, it moves beyond the popular history of air power during the First World War to reveal the complexity of the topic. Third, it reintegrates the study of air power during the First World War, specifically that of the RFC, into the strategic, operational, organisational, and intellectual contexts of the era, as well as embedding the study within the respective scholarly literatures of these contexts. Fourth, the book reinvigorates an entrenched historiography by challenging the usually critical interpretation of the RFC’s approach to the control of the air, providing new perspectives on air power during the First World War. This includes an exploration of the creation of the RAF and its impact on the development of air power concepts.
This book covers the history of theater as well as the literature of America from 1880-1930. The years covered by this volume features the rise of the popular stage in America from the years following the end of the Civil War to the Golden Age of Broadway, with an emphasis on its practitioners, including such diverse figures as William Gillette, Mrs. Fiske, George M. Cohan, Maude Adams, David Belasco, George Abbott, Clyde Fitch, Eugene O’Neill, Texas Guinan, Robert Edmond Jones, Jeanne Eagels, Susan Glaspell, The Adlers and the Barrymores, Tallulah Bankhead, Philip Barry, Maxwell Anderson, Mae West, Elmer Rice, Laurette Taylor, Eva Le Gallienne, and a score of others. Entries abound on plays of all kinds, from melodrama to the newly-embraced realistic style, ethnic works (Irish, Yiddish, etc.), and such diverse forms as vaudeville, circus, minstrel shows, temperance plays, etc. This second edition of Historical Dictionary of American Theater: Modernism covers the history of modernist American Theatre through a chronology, an introductory essay, and an extensive bibliography. The dictionary section has over 2,000 cross-referenced entries on actors and actresses, directors, playwrights, producers, genres, notable plays and theatres. This book is an excellent access point for students, researchers, and anyone wanting to know more about the American Theater in its greatest era.
Throughout the twentieth century, Wisconsin won national visibility and praise for its role as a ?laboratory of democracy? within the American federal system. In Wisconsin Politics and Government James K. Conant traces the development of the state and its Progressive heritage from the early territorial experience to contemporary times. Conant includes a discussion of the four major periods of institutional and policy innovation that occurred in Wisconsin during the twentieth century as well as an examination of the state?s constitution, legislature, office of the governor, courts, political parties and elections, interest groups, social welfare policy, local governments, state-local relations, and current and emerging issues. ø Readers of Wisconsin Politics and Government are likely to find a close correspondence between Wisconsin's social, economic, and political experience during the twentieth century and the essential democratic characteristics Alexis de Tocqueville describes in his classic work Democracy in America. For example, Wisconsin?s twentieth-century civil society was highly developed: its elected and administrative officials continuously sought to improve the state's political and administrative institutions, and they worked to enhance the economic and social conditions of the state's citizens. Other modern characteristics of the state's democratic experience include issue-oriented politics, government institutions operating free of scandal, and citizens turning out to vote in large numbers.
Tato publikace je sborníkem 21 příspěvků, přednesených na 9. ročníku konference „Teaching and Learning Corpora“, která se uskutečnila na Masarykově univerzitě v létě 2010. Statě byly vybrány na základě dvou anonymních posudků, poskytnutých vědeckou radou konané konference. Kniha se zabývá rozmanitými způsoby využití jazykových korpusů při výuce a při studiu cizího jazyka, a je rozdělena do čtyř oddílů. Oddíly 1 a 2 pohlížejí na korpus jako vstupní zdroj, zkoumají nejdříve obecně jak mohou korpusy obohatit výuku jazyka, poté na konkrétních případech ukazují, jak převést poznatky do praxe, a nakonec hodnotí jednotlivé využití korpusů studenty. Oddíly 3 a 4 tematizují korpus jako výstup, což představuje především srovnání s korpusy rodilých mluvčích a následnou identifikaci „chyb“ či problémových oblastí, ale také ukazují, co studenti mohou vědět a skutečně ví v různých úrovních pokročilosti, a pokouší se zodpovědět na otázku, co nám tyto informace říkají o samotném procesu učení.
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