From the late nineteenth century until World War II, competing spheres of professional identity and practice redrew the field of history, establishing fundamental differences between the roles of university historians, archivists, staff at historical societies, history teachers, and others. In History’s Babel, Robert B. Townsend takes us from the beginning of this professional shift—when the work of history included not just original research, but also teaching and the gathering of historical materials—to a state of microprofessionalization that continues to define the field today. Drawing on extensive research among the records of the American Historical Association and a multitude of other sources, Townsend traces the slow fragmentation of the field from 1880 to the divisions of the 1940s manifest today in the diverse professions of academia, teaching, and public history. By revealing how the founders of the contemporary historical enterprise envisioned the future of the discipline, he offers insight into our own historical moment and the way the discipline has adapted and changed over time. Townsend’s work will be of interest not only to historians but to all who care about how the professions of history emerged, how they might go forward, and the public role they still can play.
An account of Delaware's experience of educational modernization led by Pierre S. du Pont, from a local-based collection of school districts to a coherent state system that by the 1930s ranked near the top in the nation.
For more than two hundred years, thousands of giant sailing ships traversed the Great Lakes carrying cargo and passengers. The memory of the romance and elegance of these beautiful ships has almost been forgotten in the search for greater efficiency and speed in our modern world. C.H.J. Snider (1879-1971) chronicled this era in his 1,303 "Schooner Days" columns for Toronto’s The Evening Telegram between 1931 and 1954. A great marine researcher and artist, Snider himself worked aboard schooners in his youth and studied first-hand the development of the Great Lakes region. Coupled with Snider’s writings are those of Robert B. Townsend, who, besides introducing Snider’s stories, adds some of his own.
Reveals Ann Tizia Leitich, American correspondent for Austrian newspapers in the 1920s and 1930s, as an important cultural mediator between the two countries.
This book examines the many ways in which economic concepts, theories and models can be used to examine issues in higher education. The topics explored in the book include how students make college-going decisions, the payoffs to students and society from going to college, markets for higher education services, demand and supply in markets for higher education, why and how state and federal governments intervene in higher education markets, college and university revenues and expenditures, how institutions use net-pricing strategies and non-price product-differentiation strategies to pursue their goals and to compete in higher education markets, as well as issues related to faculty labor markets. The book is written for both economists and non-economists who study higher education issues and provides readers with background information and thorough explanations and illustrations of key economic concepts. In addition to reviewing the contributions economists have made to the study of higher education, it also examines recent research in each of the major topical areas. The book is policy-focused and each chapter analyses how contemporary higher education policies affect the behaviour of students, faculty and/or institutions of higher education. "Toutkoushian and Paulsen attempted a daunting task: to write a book on the economics of higher education for non-economists that is also useful to economists. A book that could be used for reference and as a textbook for higher education classes in economics, finance, and policy. They accomplish this tough balancing act with stunning success in a large volume that will serve as the go-to place for anyone interested in the history and current thinking on the economics of higher education.” William E. Becker, Jr., Professor Emeritus of Economics, Indiana University
Blood for Blood contains short stories based on true incidents which occurred on the western frontier in the late 1780s and early 1800s. They are tales of bitter revenge. In this book, Turpin tells about 1) “Thirteen Who Will Die” - When fifteen year old Mary Cunningham was raped and brutally murdered by a vicious band of Mexican bandits, the family swore at her graveside to find and kill every last one of them. Thirteen of them would die for their despicable deed and their deaths would not be easy ones. 2) “Indian Hater” - The soft-spoken, timid-appearing John B. Townsend was a Cherokee half-breed with an undying hatred for all Indians, especially Apache and Comanche. Frontiersmen, used to seeing death in its gory, gruesome forms, were sickened by Townsend’s vengeful ways. In the dark of the night he prowled the hills and valleys, stalking his victims. The half-breed never discussed his actions with anyone, not even his family. It was claimed Townsend single-handedly killed twenty-seven Arizona Indians before his death.
This book addresses the major problems of leadership in groups, organizations, and societies in the twenty-first century, when rapid change, complex dilemmas, and earth-shattering consequences affect the daily lives of people in the diverse contexts of social institutions, the corporate world, domestic politics, and international terrorism and conflict. The volume convenes a group of distinguished scholars, consultants, and leaders who address significant contemporary dilemmas that test the skills and knowledge of all concerned individuals. Benjamin Disraeli said, 'I am their leader; therefore I must follow them.' This book speaks directly to that intimate connection between leaders and followers.
Famous Old West Murder Mysteries contains some of the most celebrated, dreadful, savage, and brutal killings in history during the early eighteen hundreds. Some cases were solved and justice was rendered at the end of a gun or a vigilante rope. Many cases went unsolved, unreported, and were unknown due to the lack of slow law enforcements, unobtainable information, and inability to carry out a true investigation. Before witnesses could be found, if there were any, the criminals were long gone and never apprehended or arrested.
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