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(First Paragraph) The first edition of The Great Crusade (1989) was a fine, comprehensive, single-volume history of World War II. The revised edition is even better, though readers should be aware that this is a military history of the war that usually focuses on decision-making and activities at the operational level and above. The author sometimes speaks of individual fighting divisions, but almost never about individual soldiers. This work is thus not the place for the reader to discover the tales and yarns of individual soldiers. Those who hope to grasp what it was like to be a Marine storming the beach at Tarawa, or a German civilian in Dresden in February 1945, should look elsewhere. H. P. Willmott gives considerable attention to the broad political and economic motives of warring countries and ample time to the analysis of the thinking behind major military decisions. Nevertheless, individuals who view history through the lens of the trinity of race, class, and gender will also emerge disappointed. Race is considered as it applies to the Holocaust, German and Japanese expansion, and the occupation policies of those countries. But, class and gender hardly rate a mention. The bottom line: The Great Crusade is not a social history of the war. Similarly, Willmott makes no attempt to replicate the anecdotes and stories that leaven the contributions of historians such as John Keegan, or his one-time student, Antony Beevor. His concern lies with the overall sweep of events and their import, not with individual reactions and stories.

Joseph Schumpeter, the Austrian born economist and social historian who spent a major part of his academic career at Harvard, was a cogent observer of how societies develop. His Capitalism, Socialism, and Democracy is still considered a classic. Schumpeter spoke of "perennial gales of creative destruction" (often technological) that shock societies and force change. The advent of electricity and the coming of the automobile illustrate technologies that created new power arrangements and destroyed or modified existing institutions. Higher education is now in the midst of a Schumpeterian "gale of creative destruction"--a revolution, many say. After almost 150 years of reliance upon a model of higher education that was borrowed substantially from the Germans and the British, a fundamentally new model is developing. The old model has been based upon staples such as courses, credit hours, 50 minute lectures, Monday through Friday course schedules, and semesters. In many of its incarnations, it has been supplemented with fraternities, football teams, and a variety of other social activities that occur on a "home" campus that usually features many youthful students who reside on or near that campus. Traditionally, the colleges and universities operating in this framework have functioned as self-contained small towns in the sense that they provide their own housing, food, entertainment, transportation, and the like. And, the institutions that have become household names for one reason or another such as Harvard, Michigan, Florida State, and the University of Nevada at Las Vegas have largely operated on a non-profit basis such that the attendance of an individual student has been highly subsidized by nonstudents. With respect to academic work per se, the predominant paradigm has been termed the "teaching model" because it has emphasized students "coming to the information" by attending approximately 45 lectures delivered by faculty at an appointed time and place on a home campus during a semester. All of this occurs in virtual lockstep and rare is the student who breaks away from the usual cadence. Examinations are given at the end of the semester; two semesters make one academic year; and, four years of such activity translate into a bachelor's degree.

Joseph Schumpeter, the Austrian born economist and social historian who spent a major part of his academic career at Harvard, was a cogent observer of how societies develop. His Capitalism, Socialism, and Democracy is still considered a classic. Schumpeter spoke of "perennial gales of creative destruction" (often technological) that shock societies and force change. The advent of electricity and the coming of the automobile illustrate technologies that created new power arrangements and destroyed or modified existing institutions. Higher education is now in the midst of a Schumpeterian "gale of creative destruction"--a revolution, many say. After almost 150 years of reliance upon a model of higher education that was borrowed substantially from the Germans and the British, a fundamentally new model is developing. The old model has been based upon staples such as courses, credit hours, 50 minute lectures, Monday through Friday course schedules, and semesters. In many of its incarnations, it has been supplemented with fraternities, football teams, and a variety of other social activities that occur on a "home" campus that usually features many youthful students who reside on or near that campus. Traditionally, the colleges and universities operating in this framework have functioned as self-contained small towns in the sense that they provide their own housing, food, entertainment, transportation, and the like. And, the institutions that have become household names for one reason or another such as Harvard, Michigan, Florida State, and the University of Nevada at Las Vegas have largely operated on a non-profit basis such that the attendance of an individual student has been highly subsidized by nonstudents. With respect to academic work per se, the predominant paradigm has been termed the "teaching model" because it has emphasized students "coming to the information" by attending approximately 45 lectures delivered by faculty at an appointed time and place on a home campus during a semester. All of this occurs in virtual lockstep and rare is the student who breaks away from the usual cadence. Examinations are given at the end of the semester; two semesters make one academic year; and, four years of such activity translate into a bachelor's degree.

Joseph Schumpeter, the Austrian born economist and social historian who spent a major part of his academic career at Harvard, was a cogent observer of how societies develop. His Capitalism, Socialism, and Democracy is still considered a classic. Schumpeter spoke of "perennial gales of creative destruction" (often technological) that shock societies and force change. The advent of electricity and the coming of the automobile illustrate technologies that created new power arrangements and destroyed or modified existing institutions. Higher education is now in the midst of a Schumpeterian "gale of creative destruction"--a revolution, many say. After almost 150 years of reliance upon a model of higher education that was borrowed substantially from the Germans and the British, a fundamentally new model is developing. The old model has been based upon staples such as courses, credit hours, 50 minute lectures, Monday through Friday course schedules, and semesters. In many of its incarnations, it has been supplemented with fraternities, football teams, and a variety of other social activities that occur on a "home" campus that usually features many youthful students who reside on or near that campus. Traditionally, the colleges and universities operating in this framework have functioned as self-contained small towns in the sense that they provide their own housing, food, entertainment, transportation, and the like. And, the institutions that have become household names for one reason or another such as Harvard, Michigan, Florida State, and the University of Nevada at Las Vegas have largely operated on a non-profit basis such that the attendance of an individual student has been highly subsidized by nonstudents. With respect to academic work per se, the predominant paradigm has been termed the "teaching model" because it has emphasized students "coming to the information" by attending approximately 45 lectures delivered by faculty at an appointed time and place on a home campus during a semester. All of this occurs in virtual lockstep and rare is the student who breaks away from the usual cadence. Examinations are given at the end of the semester; two semesters make one academic year; and, four years of such activity translate into a bachelor's degree.

Family income and characteristics of 18 ethnic groups that immigrated to the U.S., 1970-80. Family size and fertility, education levels, labor force participation, geographic location, and facility with the English language.

Family income differentials existing among 18 different ethnic groups that migrated to the US between 1970 & 1980 are examined based on census data. Family size & fertility, education levels, LF participation, geographic location, & facility with the English language are found to be important determinants of immigrant incomes, although it is likely that the cultural inheritance of ethnic groups is also important. 4 Tables, 26 References. Modified HA

ABSTRACTThis paper describes the application of a linear programming model to the process of resource allocation at Illinois State University. The model developed is a general model designed to assist academic administrators in allocating the scarce resources at their disposal. The model, and the assumptions upon which it is based, may be altered to suit the particular decision criteria of any particular academic institution.The linear programming model developed here maximizes an objective function which reflects the total net social profit realized by the university on its outputs to society. This objective function was maximized subject to a myriad of constraints which reflected the limitations of budget, space, and other scarce inputs. Further, the constraints reflect the joint interdependency of many parts of the university and the particular educational delivery system employed by a given department. The outputs of the model include the optimal mixture of academic outputs by the university, the optimal distribution and usage of inputs inside the university, and the shadow price of each input.While the linear programming model developed here is general and may be applied to any university, it was applied to Illinois State University in this paper. In the case of Illinois State University, the model recommended a substantial reduction in emphasis upon teacher education.