Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

One of the most groundbreaking sociology texts of the 20th century, Howard S. Becker's Outsiders revolutionized the study of social deviance. Howard S. Becker's Outsiders broke new ground in the early 1960s-and the ideas it proposed and problems it raised are still argued about and inspiring research internationally. In this new edition, Becker includes two lengthy essays, unpublished until now, that add fresh material for thought and discussion. "Why Was Outsiders a Hit? Why Is It Still a Hit?" explains the historical background that made the book interesting to a new generation coming of age in the 60s and makes it of continuing interest today. "Why I Should Get No Credit For Legalizing Marijuana" examines the road to decriminalization and presents new ideas for the sociological study of public opinion.

The transition from young layman aspiring to be a physician to the young physician skilled in technique and confident in his dealings with patients is slow and halting. To study medicine is generally rated one of the major educational ordeals of American youth. The difficulty of this process and how medical students feel about their training, their doctor-teachers, and the profession they are entering is the target of this study. Now regarded as a classic, Boys in White is of vital interest to medical educators and sociologists.

By daily interviews and observations in classes, wards, laboratories, and operating theaters, the team of sociologists who carried out this firsthand research have not only captured the worries, cynicism, and basic idealism of medical students--they have also documented many other realities of medical education in relation to society. With some sixty tables and illustrations, the book is a major experiment in analyzing and presenting qualitative data.

Imagine meeting a charming young woman at a dance; you fall in love, marry, and sail with her to America. At the same time you save your best friend from being captured as a deserter from the British army. Mix in literaly stumbling on a gold ingot while fly fishing and smuggling it to New York where you join the rebels. Independence from England has just been declared and the British fleet is in New York Harbor. Your country and your life are in jeopardy. This is the setting for In All Cases Whatsoever. Mr. Ford's plot of battles and unlikely spies dovetails with history, and the book's final event, which occurred in the Mohawk Valley, is so bizarre, one would believe it to be fiction. Chief Honeoye plays an important part. But readers will enjoy sorting it out for themselves.

Thoroughly revised and updated, this edition of the classic casebook on police ethics explores the moral complexities of situations faced by law enforcement officers every day across the United States. This updated edition of Power and Restraint maintains its place as a leading set of standards for evaluating police behavior. It extends our understanding of the basis of police accountability by grounding it in principles of the social contract and constitutional democracy. It applies the standards of fair access, public trust, public safety first, role discipline, and neutral professionalism to a variety of modern policing situations that help identify best practices and increase understanding of the challenges of policing in 21st-century America. Power and Restraint first locates itself in the context of other significant studies by scholars from various disciplines on moral issues in police work. Next, it establishes a foundation for moral evaluation of police work grounded in social contract theory as expressed in the U.S. Constitution and Declaration of Independence. Third, the authors generate five standards derived from the social contract for judging the actions of police. In the second half of the book, the reader is asked to apply these standards to a variety of typical but morally ambiguous policing situations. Clarifies the basis for judgments of police behavior Features case studies of actual law enforcement situations with complex ethical considerations Improves police officers' ability to think about their actions by examining the principles of ethical policing and applying those principles to concrete cases Explains both the need for and limitations on police authority, including the use of force

Written for a wide range of neurology and non-neurology clinicians and residents, Neurologic Localization and Diagnosis: Differential Diagnosis by Complaint-Based Approach is a concise, easy-to-use guide to establishing a neurologic diagnosis. This unique learning resource uses an algorithmic, complaint-based approach to localizing the condition, developing a list of differential diagnoses, and focusing further evaluation on establishing the diagnosis. Leading neurologists provide up-to-date, practical guidance for neurology residents, medical students, and neurologists, as well as nurse practitioners, physician assistants, and non-neurology physicians. Offers a comprehensive approach to neurologic diagnosis, essentials of clinical neuroanatomy, localization by dysfunction and anatomy, and diagnosis of suspected disorders. Concentrates on diagnosis by history and examination wherever possible, but also includes use of specific diagnostic tests where needed. Addresses clinical evaluation for the purpose of establishing the diagnosis using the most rapid and efficient method possible. An eBook version is included with purchase. The eBook allows you to access all of the text, figures and references, with the ability to search, customize your content, make notes and highlights, and have content read aloud.

This book develops a psychoanalytic theory of political correctness and the pristine self, which is defined as a self touched by nothing but love. It explores the damage that political correctness can do to social order. Applications include the breakdown of social capital, the financial crisis, and Occupy Wall Street. Long an issue for conservatives, alarm over political correctness has now spread to the liberal side of the political spectrum. As Schwartz argues, all have reason to be concerned. The psychology that underlies political correctness has the potential to be extremely destructive to social organization on every level. Schwartz discusses the primitive roots of political correctness and, through the use of case studies, shows its capacity for ruination. The book focuses on a transformation in the idea of the self, and specifically the rise of the pristine self. The problem is that, in truth, the world does not love us. This puts the pristine self at war with objective reality.   

"Political correctness" involves much more than a restriction of speech. It represents a broad cultural transformation, a shift in the way people understand things and organize their lives; a change in the way meaning is made. The problem addressed in this book is that, for reasons the author explores, some ways of making "meaning" support the creation and maintenance of organization, while others do not. Organizations are cultural products and rely upon psychological roots that go very deep. The basic premise of this book is that organizations are made up of the rules, common understandings, and obligations that "the father" represents, and which are given meaning in the oedipal dynamic. In anti-oedipal psychology, however, they are seen as locuses of deprivation and structures of oppression. Anti-oedipal meaning, then, is geared toward the destruction of organization.

Two aphorisms are often stated about Gibraltar: first, that it was a possession that "Spain did not value until she had lost it"; and second, since the day it became a British possession, "Gibraltar has been a thorn in the side of Spain." Except for a few relatively short periods, the Gibraltar issue has adversely affected Anglo-Spanish relations during the almost 275 years of British ownership. To date, negotiations under the aegis of the United Nations have proven unfruitful. Spain demands that complete sovereignty be returned. Great Britain declines to take any such action without the consent of the inhabitants. Despite a referendum in which the Gibraltarians voted overwhelmingly to retain links with Great Britain, the Special Committee of the U.N. General Assembly continues to strongly support the Spanish claim. What effect Spain's entry into NATO will have remains to be seen. This book examines the historical background and present status of the dispute, making extensive use of documents not previously analyzed in depth. Dr. Levie describes the events leading up to the Treaty of Utrecht, provides a detailed analysis of the treaty itself, and traces the origins of its various interpretations. He discusses how the British, unintentionally or otherwise, have violated its provisions, and how the Spanish have attempted to retaliate. The book concludes with a discussion of how the Gibraltar issue has beeen handled in the U.N. to the present day.

Based on three years of detailed anthropological observation, this account of undergraduate culture portrays students' academic relations to faculty and administration as one of subjection. With rare intervals in crisis moments, student life has always been dominated by grades and grade point averages. The authors of Making the Grade maintain that, though it has taken different forms from tune to time, the emphasis on grades has persisted in academic life. From this premise they argue that the social organization giving rise to this emphasis has remained remarkably stable throughout the century.Becker, Geer, and Hughes discuss various aspects of college life and examine the degree of autonomy students have over each facet of their lives. Students negotiate with authorities the conditions of campus political and organizational life - the student government, independent student organizations, and the student newspaper - and preserve substantial areas of autonomous action for themselves. Those same authorities leave them to run such aspects of their private lives as friendships and dating as they wish. But, when it comes to academic matters, students are subject to the decisions of college faculties and administrators.Becker deals with this continuing lack of autonomy in student life in his new introduction. He also examines new phenomena, such as the impact of "grade inflation" and how the world of real adult work has increasingly made professional and technical expertise, in addition to high grades, the necessary condition for success. Making the Grade continues to be an unparalleled contribution to the studies of academics, students, and college life. It will be of interest to university administrators, professors, students, and sociologists.

Perceptions of men as abusers, sexual predators, and deadbeat dads have become firmly entrenched in our culture. Schwartz aims to dispel some of these negative images by delving into the psychological dynamics that have caused them. Revealing the hard facts about how we view men and women in our society, this work explores why the gender war and political correctness continue to be part of our culture.

This work explores the psychological dynamics of the gender war and political correctness. Perceptions of men as abusers, sexual predators, and deadbeat dads have become firmly entrenched in our culture, Schwartz argues, based on bogus information and not on solid objective facts. Aiming to dispel some of these negative images by delving into the psychological dynamics that have caused them and revealing the hard facts about how we view men and women in our society, Schwartz questions the current gender war. This book will be of interest to scholars and students in the areas of psychology, women's and men's studies, social policy, child development, and family therapists.

Intervention is an intriguing and at times troublesome phenomenon. This book is meant for those already intrigued and those one hopes will become intrigued. The purpose is to sketch out fundamental problems that must be addressed in pursuing effective intervention. While the authors approach these problems from the perspective of psychology and education, they do so with an eclectic outlook and an emphasis on broad applications.

Specifically, they identify and describe essential facets of intentional intervention, explore how these facets relate to each other, and try to produce an outline picture of the whole. The presentation is structured around the view that intervention theory and practice must address four inextricably interrelated and fundamental topics: (1) the classification problem (i.e., differentiating phenomena--conceptually and methodologically--into relevant subgroups for purposes of planning, implementing, and evaluating intervention), (2) the underlying rationale problem (i.e., assumptions shaping intervention aims and means), (3) the planning and implementation problem (i.e., processes for optimizing intervention), and (4) the evaluation problem (i.e., describing, judging, and advancing intervention knowledge and practice). Each of these is discussed in sufficient detail to facilitate development of an agenda for improving practice through theory building, program development, and research.

Everyday, a wide range of learning, behavioural, physical, and emotional problems interfere with the ability of students to participate effectively and fully benefit from the instruction teachers provide. Such barriers to learning encompass both learning disabilities and special needs as well as a wide range of external factors stemming from restricted enrichment opportunities. This guide for school leaders, and its companion volume for site-based staff, emphasizes frameworks and strategies for dealing with the entire range of learning, behaviour, and emotional problems seen in schools within a context that emphasizes student and staff strengths, resilience, assets, and protective factors. The authors provide a four-pronged approach to addressing barriers to learning, emphasizing adopting an intervention framework that is comprehensive, multifaceted and cohesive; rethinking infrastructure and policy; and using a sophisticated approach to facilitating major systemic changes. Built on decades of research, and endorsed by more than 20 professional associations, the authors' approach provides specific tools and strategies for understanding and assessing the gap between what students need and what they are receiving, as well as creating the analyses and implementation frameworks that will lead to new and better directions for addressing barriers to learning. A series of orienting questions at the start of each chapter will help readers visualize how the content applies to their own specific schools and districts and can also be used to guide discussions with colleagues and community, and as a focus for staff development sessions. More than 75 figures, guides, and tools for analysis and capacity building are also included in the book, as are cartoons, quotations, and case studies.

For more than thirty years, Writing for Social Scientists has been a lifeboat for writers in all fields, from beginning students to published authors. It starts with a powerful reassurance: Academic writing is stressful, and even accomplished scholars like sociologist Howard S. Becker struggle with it. And it provides a clear solution: In order to learn how to write, take a deep breath and then begin writing. Revise. Repeat. This is not a book about sociological writing. Instead, Becker applies his sociologist's eye to some of the common problems all academic writers face, including trying to get it right the first time, failing, and therefore not writing at all; getting caught up in the trappings of "proper" academic writing; writing to impress rather than communicate with readers; and struggling with the when and how of citations. He then offers concrete advice, based on his own experiences and those of his students and colleagues, for overcoming these obstacles and gaining confidence as a writer. While the underlying challenges of writing have remained the same since the book first appeared, the context in which academic writers work has changed dramatically, thanks to rapid changes in technology and ever greater institutional pressures. This new edition has been updated throughout to reflect these changes, offering a new generation of scholars and students encouragement to write about society or any other scholarly topic clearly and persuasively. As Becker writes in the new preface, "Nothing prepared me for the steady stream of mail from readers who found the book helpful. Not just helpful. Several told me the book had saved their lives; less a testimony to the book as therapy than a reflection of the seriousness of the trouble writing failure could get people into." As academics are being called on to write more often, in more formats, the experienced, rational advice in Writing for Social Scientists will be an important resource for any writer's shelf.

Pain is a pervasive symptom present in multiple areas of medicine. It is imperative that physicians not only evaluate and diagnose the source of pain, but that they also recognize how to manage the actual pain symptoms with effective treatment. Handbook of Acute Pain Management is an essential reference for professionals to enhance their knowledge of pain therapies. Covering both pharmacologic and non-pharmacologic approaches to treatment, this text provides updates on the most recent developments in the management of pain. This includes information on potential drug-drug and drug-disease interactions, patient controlled analgesia devices, and the emergence of continuous catheter techniques. The text also addresses pain management issues in special populations such as pediatric, opioid tolerant, and elderly patients.

'Offers in-depth understanding for a wide variety of barriers to student learning as well as a learned synthesis of the best thinking about student motivation and healthy development...Adelman and Taylor's book provides a perspective that helps practitioners understand all students who enter the classroom' - Linda Miller, Consultant, Iowa Department of Education 'As psychologists and support staff we read innumerable journal articles regarding responses to intervention, learning disabilities, differentiated instruction, and the like. The authors here effectively address the total child and offer research-based suggestions on how to help all children' - Sandra Screen, Director, Office of Psychological Services, Detroit, MI Ensure that every school has a comprehensive and adaptable system of learning support in the classroom and throughout the school! Every teacher knows about barriers to learning and teaching that interfere with student progress and academic achievement. These barriers to learning can hamper a student's ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement, schools must provide students with learning support in a comprehensive, multidimensional and cohesive way. This innovative guide by Howard Adelman and Linda Taylor is designed to accompany their new School Leader's Guide to Student Learning Supports. Together, these two handbooks comprise a complete and adaptable system for addressing barriers to learning and teaching. The authors offer specific ideas, procedures, resources, tools, and guides for motivating students, personalizing instruction and curriculum, promoting development, building school and community partnerships, and closing the gap between the learning supports students need and the learning supports they are currently receiving. This unique guide for teachers, counselors, school administrators, and student support staff is based on an unparalleled New Directions for Student Support Initiative endorsed by more than 20 professional associations, including: The American School Counselors Association The American School Health Association The National Association of Pupil Services Administrators The National Association of School Nurses The National Association of School Psychologists The School Social Work Association of America And others!

"Corruption: Part One, Yielding to Temptation" is an inspirational book that revisits the lives of forty-nine men accused of committing various crimes. All of them were locked away inside complex prisons of the Connecticut Department of Correction. Compiled as forty-nine biographic short stories, "Corruption" ... will educate you on early warning signs, troublesome days, and the most recent arrest days for each character. You will clearly understand the motives behind those who intentionally committed offenses against humanity and/or personal property.

Though you may find "Corruption" ... an excellent reading book for leisure activity or pastime enjoyment, it was systematically created especially for implementation into Criminal Justice/Law programs at universities, colleges, business institutes and social services programs that specialize in criminal justice/injustice. Story lines in "Corruption" ... are easy to read and understand. Most importantly, each and every story no matter its contents has a thought-provoking ending.

A companion to History of Oral History, Thinking about Oral History presents parts III and IV of Handbook of Oral History, an essential resource for scholars and students. Guided by Charlton, Myers, and Sharpless, the prominent authors capture the current state-of-the-art in oral history and predict key directions for future growth in theory and application.