History, United States

Miami experienced considerable ethnic and racial tension after the Cuban influx began in 1960. Large numbers of Cuban, and later Haitian immigrants altered the social complexion of the city. During this period of rapid change, the Cuban, Anglo and black communities attempted to improve their standard of living. Economic and political competition created hostility among the ethnic groups. In the twenty-five year period ending in 1985, the groups perceived that the gains of one came at the expense of the others. This attitude spawned ethnic and racial tension that prevented cooperation and adversely affected the social harmony within the city to this day.

This thesis examines United States intervention in the Dominican
Crisis of 1965, against the backdrop of this question: imperialism
or benign intervention? The initial chapters comment upon Dominican
history, imperialism, and attempt to acquaint the reader with the
"land Columbus loved." The remaining chapters are self-explanatory:
Prelude to Crisis, Seven Days in April: April 24-30, 1965, and
Concluding Comments: Why Intervention.

The history of the Boca Pops, so named because it performed popular rather than classical music, began in 1951 with a modest municipal band of 20 volunteer musicians who performed at a Christmas tree lighting ceremony at Boca Raton's Sanborn Square. Yearly, the Pops grew in size and popularity, dominating the local cultural scene, and, as success bred success, the Boca Pops grew into a Titanic. By the late 1980s, the Pops had blossomed into a 95-piece professional orchestra with an annual budget of $2.6 million. Obtaining funds from the state, corporations, ticket sales and wealthy social leaders, the Pops seemed to hum along successfully. However, unbeknownst to anyone outside the board room, financial problems surfaced and were left untreated, growing with each passing year. Huge amounts of debt snowballed out of control and ultimately sank the waterlogged organization in 2001.

Historian William A. Dunning was responsible for the first scholarly treatment of the Reconstruction era. The terms which his contemporaries used to describe him differ strikingly from those historians may choose today. Since the 1930s, American historiography has reflected the new emphasis on sociology and psychology with a radical shift in subject matter away from the traditional political focus. Surely, certain truths are known to the modern historian which were not known to those who lived earlier. However, to discard the insights of one generation of historians is, perhaps, to ignore some of history's most important resources.

For many modern Americans, the passenger train is but a distant memory, an artifact of the past. In the postwar United States, the status of passenger rail service deteriorated significantly. There were many reasons for this decline, but large subsidies enabled by federal highway and air transportation policies greatly favored alternate forms of traffic at the passenger train's expense. Realizing that rail service in this country was either on the verge of extinction or nationalization, Congress and President Richard M. Nixon sought to preserve a modest network of passenger trains through the Rail Passenger Service Act of 1970, which created the publicly subsidized corporation Amtrak. This study looks at changing transportation policies following World War II and ultimately identifies the role that politics played in the decline of the passenger train and the creation of Amtrak.

The purpose of this historical study was to discover (a) if the absence of a common, understandable definition of community education was a primary reason for the field's apparent lack of recognition in the public education arena and (b) if the definition problem was also associated with the concerns of community educators about the future viability of the field. The study was open to the discovery of another or other feasible reasons for the problems confronting the field. Its purpose was achieved through an examination of the media of the community education field and other pertinent media. The researcher surveyed the educational origins of the community education movement in the United States in order to explore the historical context of the movement that has its roots in Flint, Michigan, and to discern its possible relationship to earlier educational movements. Additionally, the researcher (a) examined the development of community education in Flint, from its beginning as a recreational program to its growth into a community school program and its maturation into a community education process, and (b) surveyed several definitions published during the maturation period. The evolution of the movement on a national level was also explored, as were several continuing issues that dealt with the implementation of the community education process on a field-wide basis. Discovered in the strategies offered to resolve the issues was the consensus that the field needed to become committed to its process components, especially community involvement. The community involvement component was considered to be the factor that made community education different from public education. The study revealed that the absence of a common, understandable definition of community education was not a primary reason for the problems confronting the field of community education. The researcher discovered a more tenable reason for the problems: Community educators had not fully implemented the process components of community education on a field-wide basis, especially the community involvement component. Throughout the development of community education, the field's leaders had maintained that community education would not succeed without this implementation. Other conclusions and recommendations for further study were offered.