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"There's a rush to it, an elevation of the senses. . . . It's a
sweet feeling, one I'll never get tired of, not on my twentieth
heist, or my fiftieth, or my hundredth."
Once a promising young rock musician, the son of a decorated
policeman, Myles Connor became one of Boston's most notorious
criminals--a legendary art thief with irresistible charm and a
genius IQ whose approach to his chosen profession mixed brilliant
tactical planning with stunning bravado, brazen disguises,
audaciously elaborate con jobs, and even the broad-daylight
grab-and-dash. New York's Metropolitan Museum of Art, the
Smithsonian Institution, Boston's Museum of Fine Art . . .no museum
was off-limits. The fact that he was in jail at the time of the
largest art theft in American history--the still-unsolved robbery
of the Isabella Stewart Gardener Museum--has not stopped the FBI
from considering him a prime suspect. Optioned for film by the
Oscar-winning screenwriter and director William Monahan (The
Departed), The Art of the Heist is Connor's story--part confession,
part thrill ride, and impossible to put down.
Treating Complex Trauma and Dissociation is the ideal guide for the
front-line clinician whose clients come in with histories of
trauma, abuse, self-injury, flashbacks, suicidal behavior, and
more. The second edition includes the latest research and
developments in treatment for trauma and dissociative disorders.
The book is written with the knowledge that survivors may read it,
and the authors have consciously maintained the dignity of the
survivors throughout. Clinicians will find that the chapters help
them develop their own responses and practical solutions to common
questions, including "How do I handle this?" "What do I say?" and
"What can I do?" Treating Complex Trauma and Dissociation is the
book clinicians will want to pick up when they're stuck and is a
handy reference that provides the tools needed to deal with
difficult issues in therapy. It is supportive and respectful of
both therapist and client, and, most of all, useful in the office.
This book purposefully connects practice to research, and vice
versa, through the use of deeply personal stories in the form of
autoethnographic memoirs. In this collection, twenty contributors
share selected tales of teaching students with dis/abilities in
K-12 settings across the USA, including tentative triumphs,
frustrating failures, and a deep desire to understand the dynamics
of teaching and learning. The authors also share an early awareness
of significant dissonance between academic knowledge taught to them
in teacher education programs and their own experiential knowledge
in schools. Coming to question established practices within the
field of special education in relation to the children they taught,
each author grew increasingly critical of deficit-models of
disability that emphasized commonplace practices of physical and
social exclusion, dysfunction and disorders, repetitive remediation
and punitive punishments. The authors describe how their
interactions with children and youth, parents, and administrators,
in the context of their classrooms and schools, influenced a shift
away from the limiting discourse of special education and toward
become critical special educators and/or engage with disability
studies as a way to reclaim, reframe, and reimagine disability as a
natural part of human diversity. Furthermore, the authors document
how these early experiences in the everydayness of schooling helped
ground them as teachers and later, teacher educators, who
galvanized their research trajectories around studying issues of
access and equality throughout educational structures and systems,
while developing new theoretical models within Disability Studies
in Education, aimed to impact practices and policies.
This edited volume foregrounds Disability Critical Race Theory
(DisCrit) as an intersectional framework that has informed
scholarly analyses of racism and ableism from the personal to the
global-offering important interventions into theory, practice,
policy, and research. The authors offer deep personal explorations,
innovative interventions aimed at transforming schools,
communities, and research practices, and expansive engagements and
global conversations around what it means for theory to travel
beyond its original borders or concerns. The chapters in this book
use DisCrit as a springboard for further thinking, illustrating its
role in fostering transgressive, equity-based, and action-oriented
scholarship. This book was originally published as a special issue
of the journal, Race Ethnicity and Education.
This book contains papers presented at the 1st International
Conference on Timber Structures, which was held in collaboration
with the Technical Centre of Wood Industry in Belgium. It explores
the latest developments in wood products and their application as
structural components. The focus of the included works is to draw
attention to new research and real applications from both
researchers and practitioners, and to present new and innovative
ideas in this significant field. Rapid advances have recently been
made in the development and processing of innovative ecologically
friendly wood products. A variation of new structural shapes can
now be fabricated and used to construct buildings and bridges that
have minimal impact on the environment. Wood is particularly
appealing since it is renewable and has no carbon footprint when it
is harvested in a sustainable way. Timber structures are
ecologically sound and comparatively low cost. The material lends
itself to ground-breaking designs and new types of composites offer
reliable, robust and safe materials. The content of this book
comprises a range of topics: Material properties of wood;
Durability aspects, service life modelling; Fire safety of timber
structures; Protection against decay; Non-destructive inspection
and monitoring; Glued, laminated structures, Xlam and CLT; Timber
joints and connections; Vernacular wood and heritage timber
structures; Timber housing and eco-architecture; Timber bridges;
Large span timber roof structures; Shell structures in timber;
Mixed, composite and hybrid structures; Computational analysis and
experimental methods; Structural engineering and design; Seismic
behaviour of timber structures; Protection of timber; Repaired
timber structures; Rapidly assembled and transferable timber
structures; Guidelines, codes and regulations; Structural failures;
Art and craftsmanship.
Treating Complex Trauma and Dissociation is the ideal guide for the
front-line clinician whose clients come in with histories of
trauma, abuse, self-injury, flashbacks, suicidal behavior, and
more. The second edition includes the latest research and
developments in treatment for trauma and dissociative disorders.
The book is written with the knowledge that survivors may read it,
and the authors have consciously maintained the dignity of the
survivors throughout. Clinicians will find that the chapters help
them develop their own responses and practical solutions to common
questions, including "How do I handle this?" "What do I say?" and
"What can I do?" Treating Complex Trauma and Dissociation is the
book clinicians will want to pick up when they're stuck and is a
handy reference that provides the tools needed to deal with
difficult issues in therapy. It is supportive and respectful of
both therapist and client, and, most of all, useful in the office.
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Syracuse (Hardcover)
Dennis J Connors, Historical Association Onondaga, Onondaga Historical Association
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R702
Discovery Miles 7 020
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Ships in 12 - 17 working days
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In Understanding the Boundary between Disability Studies and
Special Education through Consilience, Self-Study, and Radical
Love, the authors explore what it means to engage in boundary work
at the intersection of traditional special education systems and
critical disability studies in education. The book consists of
fifteen groundbreaking accounts that challenge dominant medicalized
discourses about what it means to exist within and around special
education systems that create space for new conceptions of what it
means to teach, lead, learn, and exist within a conciliatory space
driven by radical love and disability justice principles. The book
pushes readers to consider how their own personal, professional and
programmatic future transformational actions can be driven by
disruption and the desire for freedom from the hegemony of
traditional special education and White and Ability supremacy.
This book chronicles the professional life of a career-long,
inclusive educator in New York City through eight different stages
in special and general education. Developing a new approach to
research as part of qualitative methodology, David J. Connor merges
the academic genre of autoethnography with memoir to create a
narrative that engages the reader through stories of personal
experiences within the professional world that politicized him as
an educator. After each chapter's narrative, a systematic analytic
commentary follows that focuses on: teaching and learning in
schools and universities; the influence of educational laws;
specific models of disability and how influence educators and
educational researchers; and educational structures and
systems-including their impact on social, political, and cultural
experiences of people with disabilities. This autoethnographic
memoir documents, over three decades, the relationship between
special and general education, the growth of the inclusion
movement, and the challenge of special education as a discrete
academic field. As part of a national group of critical special
educators, Connor describes the growth of counter-theory through
the inception and subsequent growth of DSE as a viable academic
field, and the importance of rethinking human differences in new
ways.
This book chronicles the professional life of a career-long,
inclusive educator in New York City through eight different stages
in special and general education. Developing a new approach to
research as part of qualitative methodology, David J. Connor merges
the academic genre of autoethnography with memoir to create a
narrative that engages the reader through stories of personal
experiences within the professional world that politicized him as
an educator. After each chapter's narrative, a systematic analytic
commentary follows that focuses on: teaching and learning in
schools and universities; the influence of educational laws;
specific models of disability and how influence educators and
educational researchers; and educational structures and
systems-including their impact on social, political, and cultural
experiences of people with disabilities. This autoethnographic
memoir documents, over three decades, the relationship between
special and general education, the growth of the inclusion
movement, and the challenge of special education as a discrete
academic field. As part of a national group of critical special
educators, Connor describes the growth of counter-theory through
the inception and subsequent growth of DSE as a viable academic
field, and the importance of rethinking human differences in new
ways.
This book is a true story of one family's journey into inclusive
education. Having previously been told that her son Benny had
"failed to function" in two exclusionary special education
classrooms in New York City, Berman's family set off in search of a
school where Benny would be accepted for who he was, while having
the opportunity to grow and flourish academically, socially, and
emotionally alongside his brother, Adam. Connor's interest was
piqued when Berman shared her desire to document the ways in which
the new school community had supported Benny throughout the years.
Together, they thought, surely other teachers, school and district
level administrators, parents of children with and without
disabilities, teacher educators, and student teachers, could learn
from such a success story? The result of their collaboration is
this book in which Berman skillfully narrates episodes across time,
describing ways in which children, teachers, educational
assistants, parents, and a principal came to know Benny-developing
numerous and often creative ways to include him in their
classrooms, school, and community. Connor's commentaries after each
chapter link practice to theory, revealing ways in which much of
what the school community seems to "do naturally" is, in fact,
highly compatible with a Disability Studies in Education (DSE)
approach to inclusive education. By illuminating multiple
approaches that have worked to include Benny, the authors invite
educators and families to envision further possibilities within
their own contexts.
Reading Resistance confronts longstanding exclusionary practices in
U.S. public schooling. Beth A. Ferri and David J. Connor trace the
interconnected histories of race and disability in the public
imagination through their nuanced analysis of editorial pages and
other public discourses, including political cartoons and eugenics
posters. By uncovering how the concept of disability was used to
resegregate students of color after the historic Brown decision,
the authors argue that special education has played a role in
undermining school desegregation. In its critical,
interdisciplinary focus on the interlocking politics of race and
disability, Reading Resistance offers important contributions to
educational research, theory, and policy.
Practicing Disability Studies in Education: Acting Toward Social
Change celebrates the diversity of contemporary work being
developed by a range of scholars working within the field of
Disability Studies in Education (DSE). The central idea of this
volume is to share ways in which educators practice DSE in creative
and eclectic ways in order to rethink, reframe, and reshape the
current educational response to disability. Largely confined to the
limitations of traditional educational discourse, this collective
(and growing) group continues to push limits, break molds, assert
the need for plurality, explore possibilities, move into the
unknown, take chances, strategize to destabilize, and co-create new
visions for what can be, instead of settling for what is. Much like
jazz musicians who rely upon one another on stage to create music
collectively, these featured scholars have been - and continue to -
riff with one another in creating the growing body of DSE
literature. In sum, this volume is DSE "at work."
Urban Narratives foregrounds previously silenced voices of young
people of color who are labeled disabled. Overrepresented in
special education classes, yet underrepresented in educational
research, these students - the largest group within segregated
special education classes - share their perceptions of the world
and their place within it. Eight 'portraits in progress' consisting
of their own words and framed by their poetry and drawings, reveal
compelling insights about life inside and out of the American urban
education system. The book uses an intersectional analysis to
examine how power circulates in society throughout and among
historical, cultural, institutional, and interpersonal domains,
impacting social, academic, and economic opportunities for
individuals, and expanding or circumscribing their worlds.
Every law enforcement patrol officer and investigator needs to
understand both the tactical considerations of stopping and
frisking a suspect, and the legal constraints that should govern
that power. Recent years have shown clearly the damage that can be
done when police lack an adequate understanding of the legal
foundation for their activities. In this new edition of Stop and
Frisk, Mitchell and Connor team up to provide active or aspiring
police officers with the knowledge of applicable law as well as
practical techniques they need to safely and legally carry out
their crime suppression and investigative duties. This updated
edition includes clear summaries of major cases of the last decade
and lessons learned when police and communities failed to fully
understand the results of Terry v. Ohio. Ideal for in-service
training at the post-academy level, this book also gives
time-tested tools to police officers, supervisors, and legal
advisors. Stop and Frisk can be used to teach undergraduate
Criminal Justice majors as well as concerned citizens to prevent
crime in their communities.
Every law enforcement patrol officer and investigator needs to
understand both the tactical considerations of stopping and
frisking a suspect, and the legal constraints that should govern
that power. Recent years have shown clearly the damage that can be
done when police lack an adequate understanding of the legal
foundation for their activities. In this new edition of Stop and
Frisk, Mitchell and Connor team up to provide active or aspiring
police officers with the knowledge of applicable law as well as
practical techniques they need to safely and legally carry out
their crime suppression and investigative duties. This updated
edition includes clear summaries of major cases of the last decade
and lessons learned when police and communities failed to fully
understand the results of Terry v. Ohio. Ideal for in-service
training at the post-academy level, this book also gives
time-tested tools to police officers, supervisors, and legal
advisors. Stop and Frisk can be used to teach undergraduate
Criminal Justice majors as well as concerned citizens to prevent
crime in their communities.
Food security and environmental conservation are two of the
greatest challenges facing the world today. It is predicted that
food production must increase by at least 70% before 2050 to
support continued population growth, though the size of the world's
agricultural area will remain essentially unchanged. This updated
and thoroughly revised second edition provides in-depth coverage of
the impact of environmental conditions and management on crops,
resource requirements for productivity and effects on soil
resources. The approach is explanatory and integrative, with a firm
basis in environmental physics, soils, physiology and morphology.
System concepts are explored in detail throughout the book, giving
emphasis to quantitative approaches, management strategies and
tactics employed by farmers, and associated environmental issues.
Drawing on key examples and highlighting the role of science,
technology and economic conditions in determining management
strategies, this book is suitable for agriculturalists, ecologists
and environmental scientists.
The proven business principles of Warren Buffett
Warren Buffett is one of the most admired and prolific investors
and managers in corporate America. "Warren Buffett on Business" is
a timeless guide to strategies that can help you run a successful
business. This book is a one-of-a-kind collection of Buffett's
letters to the shareholders of Berkshire Hathaway written over the
past few decades, and in a clear, simple style distills the basic
principles of sound business practices.
Through Buffett's own remarkable words, this practical
management handbook shares valuable insights on communicating with,
and treating employees and shareholders fairly; responsible
corporate governance; ethical behavior; patience and perseverance;
admitting mistakes; and having a passion for work.Contains
priceless pearls of business and management wisdom, woven into a
delightful narrativeDesigned in an accessible manner and organized
by business and management topics with strong lessons from
BuffettProvides direct, hands-on information on major topics
concerning managers, entrepreneurs, business students, and anyone
interested in business
Informative and inspiring, this unique book puts Warren
Buffett's business beliefs in perspective.
Edward Davoll was a respected New Bedford whaling captain in an
industry at its peak in the 1850s. But mid-career, disillusioned
with whaling, desperately lonely at sea, and experiencing financial
problems, he turned to the slave trade, with disastrous results.
Why would a man of good reputation, in a city known for its racial
tolerance and Quaker-inspired abolitionism, risk engagement with
this morally repugnant industry? In this riveting biography,
Anthony J. Connors explores this question by detailing not only the
troubled, adventurous life of this man but also the turbulent times
in which he lived. Set in an era of social and political
fragmentation and impending civil war, when changes in maritime law
and the economics of whaling emboldened slaving agents to target
captains and their vessels for the illicit trade, Davoll's story
reveals the deadly combination of greed and racial antipathy that
encouraged otherwise principled Americans to participate in the
African slave trade.
This book is a true story of one family's journey into inclusive
education. Having previously been told that her son Benny had
"failed to function" in two exclusionary special education
classrooms in New York City, Berman's family set off in search of a
school where Benny would be accepted for who he was, while having
the opportunity to grow and flourish academically, socially, and
emotionally alongside his brother, Adam. Connor's interest was
piqued when Berman shared her desire to document the ways in which
the new school community had supported Benny throughout the years.
Together, they thought, surely other teachers, school and district
level administrators, parents of children with and without
disabilities, teacher educators, and student teachers, could learn
from such a success story? The result of their collaboration is
this book in which Berman skillfully narrates episodes across time,
describing ways in which children, teachers, educational
assistants, parents, and a principal came to know Benny-developing
numerous and often creative ways to include him in their
classrooms, school, and community. Connor's commentaries after each
chapter link practice to theory, revealing ways in which much of
what the school community seems to "do naturally" is, in fact,
highly compatible with a Disability Studies in Education (DSE)
approach to inclusive education. By illuminating multiple
approaches that have worked to include Benny, the authors invite
educators and families to envision further possibilities within
their own contexts.
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