Frank Musgrove Livres

This is the first hand account of a young man's entry into World War II in 1941, culminating in his role in the bombing of Dresden in February 1945 by RAF Bomber Command. This is not a gung-ho account of flying with Bomber Command, instead Musgrove takes the form of a basic narrative in his memoir, paying particular attention to fear, morale and, as the author explains, the myth of leadership felt by those involved first hand.Several raids are described in detail and illustrate the variety of experiences, problems and dangers involved in such hazardous warfare. First published nearly 60 years after his experiences, Musgrove delves in to his recollections of the bombing of factories and cities to reflect on the grave moral issues brought on by this particular raid.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

The book presents a compelling argument that the counterculture movement stems from opportunity rather than alienation, emerging from a new generational consciousness in Western societies since the 1950s. It explores the connections between economic expansion, population shifts, and the decline of religiousness, offering insights into the societal changes that shaped this cultural phenomenon. Through its analysis, it challenges conventional views on the motivations behind the counterculture, providing a fresh perspective on its origins and implications.

Exploring the theme of personal transformation, the book delves into whether adults can truly change. Through interviews and case studies, it highlights seven marginalized groups in 1970s Britain, examining how their experiences shape consciousness and facilitate change. Musgrove's analysis offers insights into societal dynamics and the potential for growth among those on the fringes.

First published in 1971, this book argues that schools at the time were underpowered, due partly to circumstances within contemporary educational institutions, but chiefly to their relationships with the wider social environment. It suggests that schools lacked bargaining power and that their position deteriorated because they had marketed an ever more standardized product. The book focuses particularly on the bureaucratization of education and the growing conflict between teachers and academic administrators. It also examines the dangers of cyber-culture but rejects its hopes of an anarchistic order as illusory. It concludes that power in educational institutions was not effectively mobilized to meet its goals. It also contributes to the analysis of social relations in English education.

This study describes research into teachers' role conceptions and uncertainties in different types of school and neighbourhood. The authors examine in particular pupils' and parents' conceptions of the teacher's role, and the conflicts which teachers experience when they are exposed to different expectations and demands in a rapidly changing educational and social scene.