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Marketing has been practiced since ancient times and has been thought about almost as long. Yet, it is only during the 20th century that marketing ideas evolved into an academic discipline in its own right. Most concepts, issues and problems of marketing thought have coalesced into one of several schools or approaches to understanding marketing. In this article we trace the evolution of 10 schools of marketing thought. At the turn of the 20th century, early in the discipline's history, the study of functions, commodities, and institutions emerged as complementary modes of thinking about subject matter and became known collectively as the 'traditional approaches' to studying marketing; shortly thereafter the interregional trade approach emerged. About mid-century, there was a 'paradigm shift' in marketing thought eclipsing the traditional approaches as a number of newer schools developed: marketing management, marketing systems, consumer behavior, macromarketing, exchange, and marketing history. During the mid 1970s, three of the modern schools - marketing management, consumer behavior, and exchange - underwent a 'paradigm broadening'. The broadened paradigm has bifurcated marketing thought from the conventional domain of business behavior to the much broader domain of all human social behavior. Thus, at the beginning of the 21st century marketing thought is at a crossroads.

For more than 100 years the public school system has been the foundation of our society. Millions of our nation's citizens have moved through the primary, middle and secondary schools which, although they vary slightly from region to region, provided a shared experience and are a part of Americana. History tells us the reasons that school systems used only a 10 month calendar were due to agrarian needs, but in recent years this rationale does not seem as applicable. In light of global competition and America's consistently poor international rankings, it would seem logical conclusion to extend the school year to increase instructional time. But the move to year-round schooling isn't so easy, nor is it unanimously embraced by parents, community members, businesses or politicians.

This study undertakes to present the history of the cadet movement in the schools of the city of Winnipeg from its inception as a phase of school training in 1888 until the present time. It will endeavour to present its importance within the school system under differing ideologies and attitudes of the public and the governing bodies of the school system. Tentative findings pertaining to causes of increasing or waning influences and, therefore, changing emphasis will be sought and possibilities for the future examined. During the period in question Canada made her contribution to three wars - the Boer War, 1899-1902, involving the British Empire only; World War I, 1914-1918, and World War II, 1939-1945 which were of immediate concern to Canada; as to all peoples enjoying the privileges of democratic institutions. Each of these conflicts had an influence upon the establishment of the cadet movement in city schools, not only of the city of Winnipeg but of Canada as a whole, more especially those, the population of which was largely of Anglo-Saxon origin.

Few people have been more involved in shaping postwar U.S. education reforms--or dissented from some of them more effectively--than Chester Finn. Assistant secretary of education under Ronald Reagan, and an aide to politicians as different as Richard Nixon and Daniel Moynihan, Finn has also been a high school teacher, an education professor, a prolific and best-selling writer, a think-tank analyst, a nonprofit foundation president, and both a Democrat and Republican. This remarkably varied career has given him an extraordinary insider's view of every significant school-reform movement of the p

Black education as a response to Jim Crow -- Struggling for equal education -- A neighboring county arises -- Defending white schools -- Living there and then -- Struggling to learn -- Struggling to desegregate -- Struggling to survive -- Keeping up a struggle -- Conclusion: Moving to the future -- Life as epilogue.

Black education as a response to Jim Crow -- Struggling for equal education -- A neighboring county arises -- Defending white schools -- Living there and then -- Struggling to learn -- Struggling to desegregate -- Struggling to survive -- Keeping up a struggle -- Conclusion: Moving to the future -- Life as epilogue.

Americans choose from a dizzying array of schools, loosely categorized as "public" and "private." How did these distinctions emerge, and what do they tell us about the relationship in the United States between public authority and private enterprise? Challenged by the rise of Catholic and other parochial schools in the nineteenth century, states sought to protect the public school monopoly through regulation. Ultimately, however, Robert N. Gross shows how the public policies that resulted produced a stable educational marketplace, where choice flourished.

This historical study examines legislative debates over public school funding in Connecticut in the post-World War II era, focusing on a narrative of shifting urban-rural-suburban political coalitions amid demographic changes.

Since Brown v. Board of Education in 1954, Americans have viewed school integration as a central tenet of the Black civil rights movement. Yet school integration was not the only-or even always the dominant-civil rights strategy. At times, African Americans also fought for separate, Black-controlled schools dedicated to racial uplift, community empowerment, and self-determination. An African American Dilemma offers a social history of debates over school integration within northern Black communities from the 1840s to the present. This broad geographical and temporal focus reveals that northern Black educational activists vacillated between a preference for either school integration or separation during specific eras. However, there was never a consensus, so the dissent, debate, and counter-narratives that pushed families to consider a fuller range of educational reforms are also highlighted here.

Rad prikazuje pregled povijesti školstva Grubišnog Polja od samih početaka koji datiraju u 19. stoljeće, u vrijeme Vojne krajine kada je školu pohađao poznati pjesnik Petar Preradović do današnjih dana. Istraživanje se nastavlja u razdoblju prije Prvog svjetskog rata otvaranjem prve narodne hrvatske škole čiji je prvi učitelj bio N. Kijurina, a zatim Vjekoslav Klemen. Razvoj školstva prati se nakon Prvog svjetskog rata otvaranjem Niže građanske škole koja odgovara današnjim višim razredima osnovne škole. Zbog nedostatka spomeničke građe, 1948. godine nastali su zapisi temeljem sjećanja dvojice Grubišnopoljaca Matije Čubelića i Jakoba Novalića koji obuhvaćaju razdoblje od kraja 19. stoljeća do školske godine 1945./1946. kada nastaje nova Spomenica Niže pučke škole. Nakon čestih promjena prostora i turbulentnih ratnih vremena nova Osnovna škola "Bijela labudica" sagrađena je 1956. godine. Razvoj srednjoškolskog obrazovanja započinje 1961./1962. otvaranjem područnog odjela daruvarske Ekonomske škole u Grubišnom Polju. Samostalna srednja škola – Opća gimnazija utemeljena je 1964. godine te se narednih godina otvaraju brojna nova zanimanja. Povijesni pregled je zaokružen osvrtom na djelovanje Dječjeg vrtića koji je započeo svojim radom 1977. godine. Istraživanje povijesti školstva Grubišnog Polja temelji se na spomeničkim zapisima te arhivskoj građi Osnovne škole Ivana Nepomuka Jemeršića i Srednje škole Bartola Kašića Grubišno Polje, te Dječjeg vrtića Tratinčica. ; This paper offers a review of the history of school system in the town of Grubišno Polje covering the time span from its earliest beginnings, which date back to the 19th century – the time of the Military Border, when the well-known poet Petar Preradović attented school, until the present. The research continues up to the period before World War One, when the first public Croatian school, where the first teacher was N. Kijurina, followed by V. Klemen, was opened. The development of education continued after World War One with the opening of the lower civic school, which corresponds to grades 5 to 8 of today's primary school. Due to lack of historical evidence, from 1948 onwards, we only have records based on a book of memories of two citizens – Matija Čubelić and Jakob Novalić, which covers the period from the end of the 19th century to the schoolyear 1945-46, when a new mention of elementary school was made. After frequent changes of premises and turbulent war times, the new primary school – Bijela Labudica – was built in 1956. The development of secondary-school education in Grubišno Polje began in 1961-62 by the opening of a regional unit of the Daruvar Business School. Independent grammar school was founded in 1964. In the subsequent years, new professional schools were opened. This historical review may be concluded by a survey of the operation of the nursery school, which opened its doors in 1977. The research of the history of education in Grubišno Polje is based on historical evidence and archival materials of the local Ivan Nepomuk Jemeršić Primary School, Bartol Kašić Secondary School, and Tratinčica Nursery School.