th This book is published to commemorate the 50 Anniversary of the S.S. Huebner Foundation for Insurance Education. Administered at the Wharton School of the University of Pennsylvania, the Huebner Foundation was established in 1941 to strengthen insurance education at the collegiate level by increasing the number of professors specializing in insurance and enriching the literature in the field. The financial support of leading life insurance companies has enabled the Foundation to provide post-graduate education for prospective insurance teachers and scholars. Through its fellowship program, the Foundation supports students in the Ph.D. program in Risk and Insurance at the Wharton School. The success of the Foundation is measured by the accomplishments of its alumni. Former Huebner Fellows play leading roles in every major area of insurance education. Fellows teach insurance to tens of thousands of undergraduate and MBA students each year and have written hundreds of books and thousands of articles on insurance. Fellows hold leadership positions at the American College, the Life Office Management Association, and the Certified Employee Benefit Specialist Program. The Foundation was created in honor of Dr. Solomon S. Huebner, a pioneer in insurance education. Dr. Huebner taught the first organized course on the economics of insurance ever offered at the collegiate level in 1904. An internationally recognized author and teacher, Dr. Huebner had a profound impact on both insurance education and the insurance industry. He served on the faculty of the Wharton School for more than nearly fifty years.

This book presents a pioneering longitudinal study on English language instruction at the elementary school (ELES) level in the Japanese public school system. It attempts to identify those domains most sensitive to early English instruction by employing a state-of-the-art quantitative research methodology. English education was formally introduced in Japan for fifth and sixth graders in 2011 and is still in its infancy as a program. This study compares two groups (Grade 7 and 8) of students, one with ELES and one without, in order to shed light on their experiences. Comparisons are carried out not only quantitatively, measuring changes in English skills (listening, speaking, reading, and vocabulary / grammar) and the ELES students’ affective aspects, but also qualitatively through in-depth interviews. Thus, this study attempts to capture the ELES students’ experiences from a multi-dimensional perspective. The comprehensive literature review provided offers a valuable resource not only for researchers looking for a quick digest of the literature in this field before undertaking their own research, but also for policy-makers seeking to assess how to best implement ELES.

Second term presidencies are distinctive, not least as the president no longer has to run for re-election. Placing the second term of George W. Bush in comparative perspective, this fascinating book explores the political, institutional and policy implications of a second term. Combining topicality with analytical richness, this is an important resource for scholars and students.

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