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Robert R. McCormick strongly supported military service in the defense of one's country. He exemplified the concept of the citizen-soldier. Before his military career, McCormick studied military history and followed military affairs. As a Chicago Tribune war correspondent, he visited the Eastern Front in 1915. There, he visited various combat units of the tsarist Russian Army and observed several battles between the Russian and German armies. The 1918 Battle of Cantigny was the first combat members of the American Expeditionary Forces saw in Europe; it was also their first victory. In the midst of the First Division fought Col. Robert R. McCormick, commander of the First Battalion, 5th Field Artillery -- but this wasn't the first action he'd seen in the war. McCormick, he had already been to the Russian Front. When McCormick arrived on the frozen front in 1915, a half-dead German soldier surrendered to him from a snowbank. The Russian commander told McCormick to "take him as your servant." Struck by the anomalies he'd seen, on the way home McCormick penned a book, "With the Russian Army," that remains a classic of its kind, for he was the first Allied emissary to actually see the Russian Front's conditions. The original text and artwork have been used in this publication; occasionally there may be instances of imperfections with these old texts (i.e., blurred or missing pages, poor image quality).

Originally published in 1983 and as a second edition in 1988. An attempt is made in this book to disentangle some of the professional, ethical, political, theoretical and practical issues involved in curriculum evaluation. This book present evidence concerning a number of evaluation strategies and techniques, drawing on experience in several countries, including the UK, Australia and the US, to debate the potential of insider and outsider approaches to evaluation, and combinations of the two. It also offers a practical source book for those wishing to plan and conduct curriculum evaluations. Finally, it considers the crucial question of how evaluation can influence curriculum action and, thereby, teaching and learning.

In the twenty-first century, what could be more important than networks? Such is the power of their influence and attendant technologies that it is unsurprising that our thinking about networks is permeated with images and metaphors from electronic networks. This orientation may equally influence thinking about education, whether that is of students or teachers. Researching and Understanding Educational Networks extends the discussion of educational networks in a unique and novel way by relating it to teacher learning. Following an investigation of teacher and school networks in the UK, the authors found that theoretical perspectives taken from existing work on such networks were not adequate to provide an understanding of their potential, nor to provide the basis for researching them in ways that reflected the variety of teacher experience. This book presents analyses of the problems with existing theories of teacher learning, which for example draw on ideas of 'communities of practice', and explores what network theories can be brought to the problem of how teachers and schools create and share new knowledge about practice. Innovative networking theories discussed include: social network analysis social capital theories actor-network theory investigations of electronic networks including computer-meditated conferencing how people learn at events such as conferences. Researching and Understanding Educational Networks explores a new application of networks theories derived from quite different fields of work, and extends it both by being concerned about networks beyond organisations and specifically about educational networks. Their application to educational networks, and to teacher learning in particular, is a unique contribution of the book. This enables it to be of interest to both researchers and those studying for higher degrees, including students who are professionals working in schools.

This single-volume treatise is largely free of citations to authority, but retains the most notable footnotes. Topics covered include preparing and presenting evidence, cross-examination, and the procedure for admitting and excluding evidence. Discusses privilege against self-incrimination, privilege concerning improperly obtained evidence, scientific evidence, and demonstrative evidence. Reviews authentication, the hearsay rule, burdens of proof, and presumptions. Text also identifies current issues.