The Path of the Devil is organized around three fundamental theories: witch hunts as functional sacrificial ceremonies, realistic conflict and strategic persecution, and scapegoat phenomena. All conjectures point to the role of epidemic disease, war, and climactic and economic hardships as considerable factors. However, such crises have to be differentiated: when war is measured as a quantitative characteristic it is found to inhibit witch hunts, while epidemic disease and economic hardship encourages them. The book integrates the sociologies of collective behavior, contentious conflict, and deviance with cross-disciplinary theory and research. The final chapters examine the Salem witch trials as "a perfect storm," and illustrate the general patterns found for early modern witch hunts and "modern witch hunts," which exhibit similarities that are found to be more than metaphorical.

This classic text has set a standard for American sociol-ogy. Cooley provides analysis without empiricism, applying psychological insight to his study of the individual and collective self. First published in 1909, this work attempts to motivate man and society to be more responsible to each other."The style of his book is clear and attractive, the text abounding in happy quotation."--Annals of the American Academy of Political and Social Science

Social learning theory has been called the dominant theory of crime and delinquency in the United States, yet it is often misrepresented. This latest volume in the distinguished Advances in Criminological Theory series explores the impact of this theory. Some equate it with differential association theory. Others depict it as little more than a micro-level appendage to cultural deviance theories. There have been earlier attempts to clarify the theory's unique features in comparison to other theories, and others have applied it to broader issues. These efforts are extended in this volume, which focuses on developing, applying, and testing the theory on a variety of criminal and delinquent behavior. It applies the theory to treatment and prevention, moving social learning into a global context for the twenty-first century. This comprehensive volume includes the latest work, tests, and theoretical advances in social learning theory and will be particularly helpful to criminologists, sociologists, and psychologists. It may also be of interest to those concerned with current issues relating to delinquency, drug use/abuse, and drinking/alcohol abuse.

Social learning theory has been called the dominant theory of crime and delinquency in the United States, yet it is often misrepresented. This latest volume in the distinguished Advances in Criminological Theory series explores the impact of this theory. Some equate it with differential association theory. Others depict it as little more than a micro-level appendage to cultural deviance theories. There have been earlier attempts to clarify the theory's unique features in comparison to other theories, and others have applied it to broader issues. These efforts are extended in this volume, which focuses on developing, applying, and testing the theory on a variety of criminal and delinquent behavior. It applies the theory to treatment and prevention, moving social learning into a global context for the twenty-first century.

This comprehensive volume includes the latest work, tests, and theoretical advances in social learning theory and will be particularly helpful to criminologists, sociologists, and psychologists. It may also be of interest to those concerned with current issues relating to delinquency, drug use/abuse, and drinking/alcohol abuse.

This classic text has set a standard for American sociol-ogy. Cooley provides analysis without empiricism, applying psychological insight to his study of the individual and collective self. First published in 1909, this work attempts to motivate man and society to be more responsible to each other.

"The style of his book is clear and attractive, the text abounding in happy quotation."--"Annals of the American Academy of Political and Social Science"

The Path of the Devil is organized around three fundamental theories: witch hunts as functional sacrificial ceremonies, realistic conflict and strategic persecution, and scapegoat phenomena. All conjectures point to the role of epidemic disease, war, and climactic and economic hardships as considerable factors. However, such crises have to be differentiated: when war is measured as a quantitative characteristic it is found to inhibit witch hunts, while epidemic disease and economic hardship encourages them. The book integrates the sociologies of collective behavior, contentious conflict, and deviance with cross-disciplinary theory and research. The final chapters examine the Salem witch trials as 'a perfect storm, ' and illustrate the general patterns found for early modern witch hunts and 'modern witch hunts, ' which exhibit similarities that are found to be more than metaphorica

For religious persons, the notion of human being is tied inextricably to the notion of God (or the gods) and turns on this question: what is human being? How did we, with our almost infinite capacities for thought, change, and domination, come to be? Imbued with powers far beyond any other animal, humans are too faulty to be considered gods themselves. Yet, the idea of God (or the gods) appears in all distinctive human cultures: it names the other pole of human_it designates a being who realizes perfectly our imperfectly realized nature. With the rise of new sciences come ancient anxieties about how we should define human being. In the nineteenth century, electricity and magnetism fascinated experts and captivated the lay public. In the twenty-first century, advances in neuroscience open up vast new possibilities of mimicking, and perhaps emulating human being. In this book twelve scholars and scientists ask what_if anything_distinguishes Brain from Mind, and Mind from Self and Soul.

The value of nonfiction writing lies not only in the writing, but also in the editing and rewriting. Research overwhelmingly indicates that nonfiction writing with feedback and revision leads to higher student achievement in all content areas. These prompts can be used immediately in the classroom with students.