In 1754, Charles de Raymond, chevalier of the Royal and Military Order of Saint Louis and a captain in the Troupes de la Marine wrote a bold, candid, and revealing expose; on the French colonial posts and settlements of New France. On the Eve of the Conquest, more than an annotated translation, includes a discussion on the historical background of the start of the French and Indian War, as well as a concise biography of Raymond and Michel Le Courtois de Surlaville, the army colonel at the French court to whom the report was sent. The events surrounding Raymond's controversial year as commandant of the post (now Fort Wayne, Indiana) in 1749-50, his disputed recall by Governor General Jacques-Pierre de Taffanel de La Jonquier, and the subsequent friction between La Jonquiere's successor, Ange de Menneville Duqesne, and Raymond are presented in detail and illustrated by translations of their correspondence.
The United States Air Force Academy stands as one of the most extensive architectural projects of the cold war era. Key to a full understanding of American modernism, the project was also a volatile battleground involving competing ideas about aesthetics and politics. Arguing that the academy's production was squarely grounded in bureaucratic and political processes, Robert Allen Nauman demonstrates that selection of both the site and the design firm was the result of political maneuverings involving U.S. military leadership.
In the academy’s iconic design, myths and metaphors of flight and the American West were interwoven with those of modernism, both to justify the plan and to free it from any lingering socialist or European associations. Skidmore, Owings, and Merrill’s first public exhibition of plans and models for the project was designed by the former Bauhaus master Herbert Bayer, and it incorporated photographs of the Colorado Springs site by Ansel Adams and William Garnett. Using previously unexplored resources of the U.S. Air Force Academy, SOM, and the Air Force Academy Construction Agency, Nauman uncovered materials such as negatives of Adams’s original photographs of the sites. He also conducted extensive interviews with SOM’s project director for the academy, Walter Netsch, in tracing the complete history of the academy's construction, from its earliest conception to eventual completion.Explores how university governance is restricted by ceremony and what it must do to survive
University shared governance is a microcosm of regulation and thrives particularly on ceremony to communicate its relevance. While many investigations of university governance examine representation, Opening Ceremony offers that, instead, stakeholders’ belief in institutional values can invite revision of stagnant governance practices. Governance tells us what the rules are, but they also tell us how to feel: opening up the ceremonial communication of this system invites new participants to rewrite how universities respond to felt needs.
Kathryn J. Gindlesparger considers how to break the seal of ceremony to invite voices not traditionally heard in governance and, in doing so, protect the ideals of the institution and rebuild trust in higher education.
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning?
The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
In Our New Husbands Are Here, Emily Lynn Osborn investigates a central puzzle of power and politics in West African history: Why do women figure frequently in the political narratives of the precolonial period, and then vanish altogether with colonization? Osborn addresses this question by exploring the relationship of the household to the state. By analyzing the history of statecraft in the interior savannas of West Africa (in present-day Guinea-Conakry), Osborn shows that the household, and women within it, played a critical role in the pacifist Islamic state of Kankan-Baté, enabling it to endure the predations of the transatlantic slave trade and become a major trading center in the nineteenth century. But French colonization introduced a radical new method of statecraft to the region, one that separated the household from the state and depoliticized women’s domestic roles. This book will be of interest to scholars of politics, gender, the household, slavery, and Islam in African history.
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