The American criminal justice system is becoming ever more centralized and punitive, owing to rampant federalization and mandatory minimum sentencing guidelines. Go Directly to Jail examines these alarming trends and proposes reforms that could rein in a criminal justice apparatus at war with fairness and common sense.
Detailing the domestic violence suffered by the first author during her 16 year marriage, this moving volume details the background and events leading up to and immediately following Beth Sipe's tragic act of desperation: ending the life of the perpetrator. Encouraged to publish her story by her therapist and co-author, Evelyn Hall, Sipe relates how her case was mishandled by the police, the military, a mental health professional and the welfare system, illustrating how women like herself are further victimized and neglected by the very systems that are expected to provide assistance. Her story is followed by seven commentaries by experts in the field. They discuss the causes and process of spousal abuse, reasons why battered women stay, and the dynamic consequences of domestic violence.
When someone you love goes to jail, you might feel lost, scared, and even mad. What do you do? No matter who your loved one is, this story can help you through the tough times.
Games-based teaching offers an engaging way for students and adult learners to interact with concepts and build their problem-solving and communication skills. This exciting book will help educators integrate games into their classes and shows how this method of teaching improves motivation, as well as diversifies and solidifies learners’ skill sets. Bringing together expert contributors from the Professors Without Borders’ global network who have effectively used interactive games-based approaches in their teaching, the book features 13 unique games that teach a wide variety of skills across a range of difficulty levels. The chapters highlight the skills of strategy, decision-making, communication, teamwork, problem-solving, reflective thinking and empathy being used by participants alongside the pedagogical principles that underpin each game. Suitable for online and in-person teaching, this book will be valuable reading for educators working with student and adult learners looking to adopt innovative and interactive teaching methods, as well as those interested in learning about how game-based teaching can improve vital skills.
An introduction to the legal concept of unconstitutional bias. If a town council denies a zoning permit for a group home for intellectually disabled persons because residents don’t want “those kinds of people” in the neighborhood, the town’s decision is motivated by the public’s dislike of a particular group. Constitutional law calls this rationale “animus.” Over the last two decades, the Supreme Court has increasingly turned to the concept of animus to explain why some instances of discrimination are unconstitutional. However, the Court’s condemnation of animus fails to address some serious questions. How can animus on the part of people and institutions be uncovered? Does mere opposition to a particular group’s equality claims constitute animus? Does the concept of animus have roots in the Constitution? Animus engages these important questions, offering an original and provocative introduction to this type of unconstitutional bias. William Araiza analyzes some of the modern Supreme Court’s most important discrimination cases through the lens of animus, tracing the concept from nineteenth century legal doctrine to today’s landmark cases, including Obergefell vs. Hodges and United States v. Windsor, both related to the legal rights of same-sex couples. Animus humanizes what might otherwise be an abstract legal question, illustrating what constitutes animus, and why the prohibition against it matters more today than ever in our pluralistic society.
Surveys various prisons throughout time, including the Tower of London, the Bastille, and Alcatraz. Includes brief biographies and illustrations of nine famous prisoners and challenges the reader to find them in the larger illustrations.
For three weeks in 1970 and for eleven weeks in 1971, the schools in Newark, New Jersey, were paralyzed as the teachers went on strike. In the wake of the 1971 strike, almost two hundred were arrested and jailed. The Newark Teachers Union said their members wanted improved education for students. The Board of Education claimed the teachers primarily desired more money. After interviewing more than fifty teachers who were on the front lines during these strikes, historian Steve Golin concludes that another, equally important agenda was on the table, and has been ignored until now. These professionals wanted power, to be allowed a voice in the educational agenda. Through these oral histories, Golin examines the hopes of the teachers as they picketed, risking arrest and imprisonment. Why did they strike? How did the union represent them? How did their action—and incarceration—change them? Did they continue to teach in impoverished schools? Golin also discusses the tensions arising during that period. These include differences in attitudes toward unions among black, Jewish, and Italian teachers; different organizing strategies of men and women; and conflict between teachers’ professional and working-class identities. The first part of the book sets the stage by exploring the experience of teachers in Newark from World War II to the 1970 strike. After covering both strikes, Golin brings the story up to 1995 in the epilogue, which traces the connection between educational reform and union democracy. Teacher Power enhances our understanding of what has worked and what hasn’t worked in attempts at reforming urban schools. Equally importantly, the teachers’ vivid words and the author’s perceptive analysis enables us to view the struggles of not just Newark, but the entire United States during a turbulent time.