Dedicated to the Sailors and Marines who lost their lives on the final voyage of USS Indianapolis and to those who survived the torment at sea following its sinking. plus the crews that risked their lives in rescue ships. The USS Indianapolis (CA-35) was a decorated World War II warship that is primarily remembered for her worst 15 minutes. . This ship earned ten (10) battle stars for her service in World War II and was credited for shooting down nine (9) enemy planes. However, this fame was overshadowed by the first 15 minutes July 30, 1945, when she was struck by two (2) torpedoes from Japanese submarine I-58 and sent to the bottom of the Philippine Sea. The sinking of Indianapolis and the loss of 880 crew out of 1,196 --most deaths occurring in the 4-5 day wait for a rescue delayed --is a tragedy in U.S. naval history. This historical reference showcases primary source documents to tell the story of Indianapolis, the history of this tragedy from the U.S. Navy perspective. It recounts the sinking, rescue efforts, follow-up investigations, aftermath and continuing communications efforts. Included are deck logs to better understand the ship location when she sunk and testimony of survivors and participants. For additional historical publications produced by the U.S. Naval History and Heritage Command, please check out these resources here: https://bookstore.gpo.gov/agency/naval-history-heritage-command Year 2016 marked the 71st anniversary of the sinking and another spike in public attention on the loss -- including a big screen adaptation of the story, talk of future films, documentaries, and planned expeditions to locate the wreckage of the warship.

What kind of leadership makes learning possible for all students? How can school leaders help teachers increase their knowledge and improve their instructional abilities? What actions should leaders take to ensure that learning occurs? In Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action, Michael A. Copland and Michael S. Knapp give educational leaders a new way to answer these questions and find solutions perfect for their particular school environment. Copland and Knapp assert that far too many educational leaders are struggling with outdated curricula, demands that don't align with their school or district goals, and professional meetings that are high on complaints but low on solutions. Instead of prescribing a linear or rigid approach, the authors encourage educators to be attentive and tune into their leadership actions by using the Leading for Learning Framework. The framework provides different vantage points to help leaders reflect on their strengths and weaknesses, plan for improvement, and take actions to foster learning for students, teachers and professionals, and school and district leaders. The Leading for Learning Framework will empower leaders to *Establish a focus on equitable learning *Build professional communities *Engage communities and external partnerships *Act strategically and share leadership *Create coherence in their leadership actions The book includes extended case studies, descriptions of 23 different leadership "pathways," and many examples from schools and districts that show the Leading for Learning Framework in action. There is no magic formula for great school leadership, but Copland and Knapp conclude that magic can happen when leaders reframe their efforts to focus more clearly on learning.

This volume offers one of the first systematic analyses of the rise of modern social science. Contrary to the standard accounts of various social science disciplines, the essays in this volume demonstrate that modern social science actually emerged during the critical period between 1750 and 1850. It is shown that the social sciences were a crucial element in the conceptual and epistemic revolution, which parallelled and partly underpinned the political and economic transformations of the modern world. From a consistently comparative perspective, a group of internationally leading scholars takes up fundamental issues such as the role of the Enlightenment and the French Revolution in the shaping of the social sciences, the changing relationships between political theory and moral discourse, the profound transformation of philosophy, and the constitution of political economy and statistics.

Jamboree! To many country music fans the word conjures up memories of Saturday nights around the family radio listening to live broadcasts from that haven of hillbilly music, West Virginia. From 1926 through the 1950s, as Ivan Tribe shows in his lively history, country music radio programming made the Mountain State a mecca for country singers and instrumentalists from all over America. Wilma Lee and Stoney Cooper, Little Jimmy Dickens, Hawkshaw Hawkins, Red Sovine, Blaine Smith, Curly Ray Cline, Grandpa Jones, Cowboy Loye, Rex and Eleanor Parker, Lee Moore, Buddy Starcher, Doc and Chickie Williams, and Molly O'Day were among the many who came to prominence via West Virginia radio. Wheeling's "WWVA jamboree," first broadcast in 1933, attracted a wide audience, especially after 1942, when the station increased its power. The show's success spawned numerous competitors, as new stations all over West Virginia followed WWVA's lead in headlining country music. The state also played an important role in the early recording industry. The Tweedy Brothers, Frank Hutchison, Roy Harvey, Blind Alfred Reed, Frank Welling and John McGhee, Cap and Andy, and the Kessinger Brothers were among West Virginians whose waxings contributed to the state's reputation for fine native musicianship. So too did those who sought out and recorded the Mountaineer folksong heritage. As Nashville's dominance has grown since the 1960s, West Virginia's leadership in country music has lessened. Young performers must now seek fame outside their native state. But, as Ivan Tribe demonstrates, the state's numerous outdoor festivals continue to keep alive the heritage of country music's "mountain mama."

An in-depth history of the ecclesiastical background in the Netherlands of the Dutch Protestants who settled in the American Midwest. Foreword by Martin E. Marty.

Many critics of American education see technology as an important tool in bringing about the kind of revolutionary changes called for in new reform efforts. Consequently, support for the use of technology to promote fundamental reform appears to be reaching a new high. Following an introduction describing elements of school reform, Chapter 2 describes how technology can support the kinds of student learning described in a model of reform presented in Chapter 1. Chapter 3 describes the ways that technology can support student learning as defined by education reformers, and Chapter 4 describes ways in which technology can support teacher efforts to promote student learning. Chapter 5 reviews the literature on the effects of technology on student learning outcomes. The final chapter deals with issues of implementation for projects attempting education reform supported by technology. Three tables and two figures summarize information about technology and reform. (Contains 192 references.) (SLD)

Using previously unreleased documents, the author reveals new evidence that FDR knew the attack on Pearl Harbor was coming and did nothing to prevent it.

U.S. citizens fought and died in WW II long before the Japanese attacked Pearl Harbor. Among them were the pilots of the Eagle Squadrons, three fighter squadrons of Britain's Royal Air Force manned by young U.S. flyers. This book tells how the Eagle squadrons were formed and summarizes the history of the units and evaluates their deeds, motivations, and contributions. Draws on interviews from more than 35 surviving Eagles, their letters and memoirs, and official records. Depicts their daily lives along with special heroes and amazing sacrifices. "An important contribution to the study of American involvement in WWII. Highly recommended."