The general-in-chief did not command the million-man Union army that fought in the Civil War, as most historians have assumed; rather, he was a member of a management team that included the president and the secretary of war. The president, as commander-in-chief, created the position by appointing an officer to it, and he could dismiss that officer at any time and choose not to appoint another. The general-in-chief had to cooperate closely with the president and the secretary of war to ensure the team functioned effectively.

In Managing the Union Army, renowned Civil War historian Earl J. Hess upends our understanding of the general-in-chief, his role in the Union military system, and his influence on the conflict's outcome. Hess reinterprets the accomplishments and failures of the four men who held the position, evaluating Winfield Scott, George B. McClellan, Henry W. Halleck, and Ulysses S. Grant in ways that might surprise many students of Civil War military history.
The Union general-in-chief could take on four major responsibilities. The first was to serve as a military advisor to the president and the secretary of war. The second was to develop policies to govern the huge Union army. The third was to recommend officers to command corps, field armies, and military departments. The fourth was to actually command a portion of the army in field operations, a role that Grant alone fulfilled. Hess shows how the performance of the four men varied greatly across the three other tasks. He also details Grant's unique achievement as a field commander-ending the war, which none of the other Union generals-in-chief were able to do.

Hess illuminates how personality traits helped or hindered the generals-in-chief during the war. McClellan's deeply flawed personality contributed to his failure in fulfilling the duties of the position. Grant's strongly positive personality and will-do attitude, by contrast, helped him to succeed more fully in the role than any of his predecessors.

Hess also offers a much more positive evaluation of Halleck than is typical of the scholarly literature on Civil War commanders. Halleck was not only a successful general-in-chief but also fundamentally supported Grant during the last year of the conflict by serving as chief of staff of the U.S. Army, a fourth member of the management team. From an elderly though distinguished officer like Scott, to Grant, the most effective general of the Civil War, the office of general-in-chief evolved into the crucial military position in the Federal war effort. Hess's study, through a close examination of administrative history, offers a dramatically new way of understanding how the Union army worked in the Civil War.

A cultural history of the relationship between music and trance in America, from the early colonial era to the Jazz Age.

Counterpoints of Ecstasy provides an engaging exploration of the relationship between music and self-transcendent experiences in America from the 1620s to the 1920s. It investigates how diverse Americans-from Puritan settlers to vaudeville entertainers-used music to find meaning in ecstasy, trance, and other mystical experiences that drastically altered their senses of subjectivity. These moments of profound transformation unfolded in settings as diverse as revival tents, concert halls, parlors, and movie theaters. The book introduces four distinct modes of self-transcendent experience-supernatural, natural, internal, and equivocal-demonstrating how various interpretations of ecstasy evolved out of and alongside each other. Blending historical analysis with cultural theory, the book integrates traditional narratives of disenchantment and re-enchantment, offering a richly textured account of music's power to dissolve boundaries and foster connection. A vital contribution to the histories of religion, spirituality, music, and American culture, Counterpoints of Ecstasy invites readers to reconsider the profound, sometimes paradoxical, role that music played in the quest for meaning beyond the self.

This is the first volume of the new online-first series Chapters in Education. Chapters in Education is a new, innovative series designed to provide a dedicated outlet for single-chapter submissions across the broad field of education research. Unlike traditional journal articles that focus on primary research and specific research questions, the scope of Chapters in Education is on secondary and reflective scholarship.

Our state-of-the-art self-service portal ensures a streamlined process for submission, peer review, decision-making, and publication. Each accepted chapter is published Online First, assigned a DOI, and fully citable-providing authors with rapid visibility and impact. Chapters are later compiled into volumes on a first-in, first-out basis.

Supported by an international Editorial Board, Chapters in Education upholds the highest editorial and ethical standards. We are committed to delivering responsive service, efficient publication, and a respected platform for advancing educational scholarship.

We welcome both Open Access (OA) and non-OA contributions of up to 40 pages from all areas of education.

Britain's economic stagnation is often blamed for a widespread sense of national crisis. But might the dysfunction of modern British society have a deeper cause?

James Vitali argues that our economic woes are merely symptoms of an underlying ethical disorder. Our shared prosperity rests upon a common set of moral values: responsibility, duty and stewardship. Yet these values have been fatally undermined by both left and right. Their loss amounts to the destruction of Britain's culture of ownership, a malaise which lies behind so many of Britain's biggest challenges, from our crisis in national self-confidence to the overburdened British state. Only by restoring Britain's ethical bedrock - and building the property-owning democracy it requires - can we prosper again.

The Ownership Society articulates a new conservatism that offers Britons an opportunity to take responsibility for themselves, for their communities, and for their loved ones. No one who cares about the future of Britain should miss it.

This is an Open access book which examines learning-based innovation (LBI) in working life. It presents innovation as a continuous process embedded in the everyday practices of organizations, shaped by the competence, learning, and participation of employees, and made visible through diverse projects, outcomes, and value creation. The book offers four learning-based perspectives on innovation activities, focusing on innovation actors and the roles they construct, the nature of the competence and learning practices required for innovation, LBI projects and their multifaceted value creation, as well as the challenges of innovation and workplace pedagogical approaches to addressing them. The work is based on the EDLI - Employee-Driven Learning and Innovation - research project (2022-2025), drawing on empirical data from two Finnish organizations: the police and a technology-sector organization. The book makes a scientific contribution to research on workplace learning and (employee-driven) innovation, offering rich empirical examples and new theoretical insights for researchers and students. At the same time, it provides accessible perspectives and practical ideas for practitioners in working life, including working-life experts, leaders, and employees.

The Czech Republic (also known as Czechia since 2016) has had a troubled post-communist transition, in particular with the ascent of billionaire oligarch Andrej Babis to the office of prime minister of the Czech Republic in 2017, returning in 2015. The second edition of this book adds chapters on the Catholic Church, sexual minorities, and xenophobia, together with a completely new conclusion and updating to most of the remaining chapters. The authors demonstrate that civic values, such as tolerance, individual rights, respect for the harm principle, the principle of equality, and the rule of law, are key factors in determining whether the Czech Republic will maintain its democracy in the coming years.

In Buenos Aires' garment industry, workers reshape precarious working conditions through collective organization and throughout their trajectories of migration and garment work. Moving beyond victimizing or criminalizing narratives, Karlotta Jule Bahnsen offers an ethnographic view of migrant workers' negotiations of intersectional inequalities across migration, gender, and labor, highlighting processes of transformation, transnational networks, and the hidden structures sustaining Buenos Aires' urban fashion industry. This unique perspective speaks to scholars of Latin America, informal labor in global industries, migration, and gender, while offering a vivid account of agency that resonates beyond academia.

This book is a resource that public relations instructors can use to incorporate artificial intelligence (AI) use into their classes. As public relations professors strive to not only teach the foundations of public relations but help students apply what they learn to actual work in their field, this book contains many exercises and examples of teaching ideas. Every chapter has a focus on a topic that students must learn and understand about working in public relations, and every chapter includes ideas for professors on leading class discussions, creating in-class work and homework, and, finally, incorporating the ever-growing AI use into the classroom.

This open access book presents the findings of a research project conducted through the auspices of the Wisdom in Practice (WiP) programme funded by the Research Council of Finland. The WiP programme involved researchers from a range of academic fields, including education, philosophy, and psychology, internationally, and comprises a multi-year project with three distinct but interrelated programmes of inquiry. The first is a theoretical review of what constitutes wisdom in practice, the second is an empirically driven investigation into what constitutes wisdom in practice in the contemporary era, and the third concerns educational perspectives into wisdom development, informed by previous and current empirical research and aimed at rethinking the purposes and processes of educational practice.

This book comprises four sections structured after the elements of the research programme: i) Wisdom in practice: the contemporary imperative, current conceptions and suggestions for its development; ii) Wisdom in practice: historical perspectives and contemporary conceptions; iii) Empirically driven perspectives of wisdom in practice; and iv) Developing wise practice through tertiary education.

It is commonly understood that teacher educators help develop teachers. It is less commonly understood how teacher educators come to develop as teacher educators themselves. Who and what develops the teacher educator? We know that teacher education does not exist apart from the teacher educator, yet too often teacher educator development becomes an afterthought in our teacher education discourse. This book examines this key group's development through historical and contemporary contexts using conceptual, theoretical, and pedagogical considerations.

Understanding the complex work associated with the roles and responsibilities of being a teacher educator, the contributors to this text include experts in varying teacher educator development experiences and settings. We use the term guide in the title to connote that there is no prescription for learning how to be a teacher educator. Rather, we hope this text offers a survey for teacher educators as they journey down the path of teacher educator development as a teacher of and with teachers. The text addresses such areas as the history and politics of teacher education, evolving technologies affecting teacher education, teacher educator pedagogies, teacher educator identity re/formation, program design and partnerships, and teacher education leadership. The chapters straddle research and practice by being firmly grounded in the extant literature while also incorporating the authors' experiences in teacher educator development.

This book brings an eclectic mix of contributors from around the world together to share important insights about policy advice and policy making in education- to give readers a better sense of what policy creation can entail, and who might be and how they might be involved. Coming from a range of jurisdictions, the chapters in this book have been authored by people with important insights to share from their experiences of doing and researching policy advice and policy making in education: civil servants, consultants, knowledge mobilizers, school staff, and university-based researchers and teacher educators.

While many chapters focus on policy advice and policy making at national and subnational levels, others challenge the common (mis)perception that policy making is confined to governments. Thus, there are chapters that illustrate that education policy is produced in education institutions such as schools too. Moreover, other chapters highlight how intermediary bodies and higher education academics are shaping education policy at various levels.

Taken together the chapters in Advising on and Making Education Policy: New Perspectives on Past and Present Procedures reveal some of the inner workings of government departments, exemplify educators, students and parents as policy makers, and highlight how there are a wide range of additional groups and individuals having influence and impact in the policy ecosystem.

Stephen Sharot traces the evolution of male stardom from its beginnings in 1909 through the United States' entrance into World War II in 1941, highlighting the influence of a changing American society on masculine identity and ideals.

Drawing on conceptual frameworks from both sociology and film studies including hegemonic masculinity, the civilizing process, and star studies, Sharot analyzes the various masculinities adopted by male stars like Richard Barthelmess, Thomas Meighan, William Powell, among others. In doing so, he demonstrates the integral relationship between trends in masculine personas, shifting gender relations, and changes to the nature of work and the labor force. As constructions and articulations of masculinity among emergent classes were transformed, he contends, so too were their representations.

From marketing research to customer service, understanding the individuals and communities your organization engages with and how to communicate with them is important to success. Almost a century of human studies research from both qualitative humanistic and quantitative science perspectives have helped us to learn what to do -- and what not to do. The last several decades have seen the rise of sensemaking studies to bridge the divide between the qualitative and the quantitative, as well as to improve on what we already know to do while also addressing what not to do when studying humans. The goal of this book is to walk professional and academic researchers from any field or discipline through the process of conducting a sensemaking study. The book is structured to help researchers begin their learning journey from the starting point of the question or questions they have. If a person wonders what sensemaking is, then that question will be specifically address. If they are confused about how to analyze sensemaking data, then that question would bring them to a place later in the book. Thus, the book allows for both beginners and more advanced researchers to learn and improve their use of sensemaking studies in their work. Drawing on different approaches to sensemaking studies, such as Active Sensemaking and Sense-Making Methodology, this book will help anyone who has to understand people to better serve their community. The book is both written for general audience and aligns with online components to help researchers learn in an interactive, experiential process.

Examines feminist strategies of persistence and adaptation in Central America from the 1980s to 2020.

A Praxis of Persistence establishes persistence as a framework for understanding methods of feminist activism in El Salvador, Guatemala, Honduras, and Nicaragua. Blending literary and ethnographic approaches, Kenna Neitch analyzes texts produced by activist movements from the 1980s to 2020-from collective testimonio to institutional publications (encuentros) to social media-and connects them to the movements' cultural impact and organizing practices, such as generative conflict, horizontal cross-border networks, and what she terms strategic adaptability. What these texts and practices have in common, Neitch argues, is feminist persistence-a balance of action, preservation, and creation adaptable across contexts. A Praxis of Persistence provides one of the first scholarly accounts of #MeToo in Central America while remaining grounded in the region's lineage of activism against sexual violence. Through the framework of persistence, this book highlights the vitality of Central American women's activism and offers a repertoire of methods for reckoning with the realities of uneven progress in feminist struggle.