Officer Brinna Caruso has built a reputation at the precinct as the cop to call when a child goes missing. For Brinna, it’s personal because she was once one of them. Brinna and her K-9 search and rescue dog, Hero, will stop at nothing to find a missing child, no matter the stakes. Detective Jack O’Reilly isn’t ready to return to his homicide duties, after losing his wife to a drunk driver. He’s on the downside of his career, and bent on revenge, when he’s assigned as Brinna’s partner. While on patrol, Jack struggles between his quest for personal justice and his responsibility to those around him, especially his partner. Skeptical of Jack’s motives, Brinna isn’t sure she can rely on her new partner, whose reckless abandon endangers the safety of those around him. But when a man surfaces with an MO similar to the criminal who abducted Brinna twenty years earlier, Brinna and Jack must cast aside previous judgments and combine efforts to catch the kidnapper, and finally allow Brinna the peace stolen from her as a child.
Police officer Brinna Caruso, once kidnapped as a child, and her partner, Detective Jack O'Reilly, who recently lost his wife to a drunk driver, are assigned to a missing child case and must overcome individual difficulties to hunt for a criminal whose methods are similar to Brinna's original kidnapper.
Drawing on research in men's long-term, maximum-security prisons, this book examines three interconnected problems: the tendency of the prison to obscure other social problems and conceal its own failings, the pursuit of greater levels of human security through repressive and violent means and the persistence of the belief in the problem of 'evil'.
Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not. Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators. Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate?driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.
Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible to scholars, students, researchers, and general readers. Rich with historical and cultural value, these works are published unaltered from the original University of Minnesota Press editions. The books offered through Minnesota Archive Editions are produced in limited quantities according to customer demand and are available through select distribution partners.
A study of the Supreme Court under the leadership of Chief Justice Earl Warren, from 1953 to 1969, discussing the impact of the liberal court's civil rights and civil liberties decisions on American constitutional law.
College and university administrators are increasingly called to confront the deeply entrenched racial inequities in higher education. To do so, corresponding attention must be given to historical and contemporary manifestations of whiteness in higher education and student affairs.This book bridges theoretical and practical considerations regarding the ways whiteness functions to underwrite racially hostile and unwelcoming campus communities for People of Color, all the while upholding the interests and values of white students, faculty, and staff.While higher education scholars and practitioners have long explored the role of race and racism in college and university contexts, rarely have they done so through a lens of Critical Whiteness Studies (CWS). Exploring such topics through the lens of CWS offers new opportunities to both examine white identities, attitudes, and ways of being, and to explicitly name how whiteness is embedded in environments that marginalize and oppress students, faculty, and staff of color. This book is especially concerned with naming the material consequences of whiteness in the lives of People of Color on college and university campuses in the United States.Part one of the book introduces theoretical ideas and concepts administrators, scholars, and activists might use to interrogate how whiteness functions on campus. Part two of the book explores practical considerations for how whiteness functions across campus spaces, including student leadership programs, fraternity and sorority life, faculty tenure and promotion, LGBTQ support services, and so forth.
Professor Menahem Haran is honored in this volume by a chorus of colleagues, disciples, and friends from Israel, Europe, North America, and the Far East. The diversity of Haran's expertise is reflected in the table of contents of this collection, organized around the topics: "Priests and Their Sphere," "The Torah," "The Prophets," "The Writings," and "Language and Writing.
In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of “pursuit.” Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid’s goal is to persuade readers to engage in the age-old practice of deliberation. Wesley Null introduces readers to Reid’s book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid’s text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid’s book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America’s schools.
Hatred is often considered the opposite of love, but in many ways is much more complicated. It also may be considered one of the dominant emotions of our time, as individuals, groups, and even nations express or enact hatred to varying degrees. What is hatred? Where does it come from and what does it reveal about the hater? And is hatred always a bad thing? Brogaard makes a deep dive into the moral psychology of one of our most complex, and vivid emotions. She explores how hatred arises between people and among groups. She also shows how hate, like anger, can sometimes be appropriate and fitting. Other other questions she addresses are, how does hate differ from anger, disgust, fear, and other related emotions? Is fear an essential part of hatred? How does hatred affect what happens inside the brain? How did hate evolve in human history? Is hatred ever morally justified? Can you hate and love at the same time? Can one hate oneself? How do implicit biases trigger hatred of groups? This accessible, timely, and novel look at an underexplored emotion will employ examples from current events as well as art and literature and popular culture.
