Matt Kinler's world is turned upside down in one telephone call. When the former FBI agent answers the call, he learns an informant from his FBI days is in trouble. The caller claims to be the informant's daughter. Matt knows of no such daughter. How could he? The man dropped out of sight over twenty years ago. He responds out of loyalty, but he has no idea where the informant lives or what name he has assumed.

There are only two men who would want to hunt Jesse Lopez down and kill him: a drug cartel member and his twin brother, but they are locked up for terms the prosecutor described to news reporters as ?virtual life sentences.?

When Matt goes to his former employer for help, he is met with indifference and suspicion. Left on his own, he discovers he must weave his way through a minefield of obstacles created by the bizarre actions of an over-zealous federal prosecutor.

But, a killer and the prosecutor are not his only concern. Anna Kinler has other ideas on how her husband should use his time. Matt scrambles to juggle Anna's ?pro bono? work with his efforts to save Jesse, but can he? This fast-paced story will give you the answer with a thrilling mix of mystery, suspense, and humor.

Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, brings together interdisciplinary authors to address online learning, teaching online, educational technology, online/remote research, institutional collaboration in online higher education, and teaching STEM online. This book argues that beyond survival, universities need to adapt to technology-mediated communication learning to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This is what one contributor calls 'switching to SIDE-mode.' They call for not just teaching for the sake of it, but teaching to communicate and to achieve the desired learning outcomes that seek to transform the whole person. Effective technology mediated teaching for communication does exactly that. Because universities are also research hubs, this book also addresses remote research. It reflects on how change in teaching and learning in Higher Education Institutions (HEI) has impacted Africa through digital transformation. In particular, institutions are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.

List of Figures - List of Tables - Acknowledgements - PART 1 INTRODUCTION - Introduction: How to Study the Force of Science; M.Callon, J.Law and A.Rip - PART 2 THE POWER OF TEXTS IN SCIENCE AND TECHNOLOGY - The Sociology of an Actor-Network: The Case of the Electric Vehicle; M.Callon - Laboratories and Texts; J.Law - Writing Science: Fact and Fiction: The Analysis of the Process of Reality Construction through the Application of Socio-Semiotic Methods to Scientific Texts; B.Latour and F.Bastide - The Heterogeneity of Texts; J.Law - Mobilising Resources through Texts; A.Rip - PART 3 MAPPING SCIENCE AND TECHNOLOGY - Qualitative Scientometrics; M.Callon, A.Rip and J.Law - Aquaculture: A Field by Bureaucratic Fiat; S.Bauin - State Intervention in Academic and Industrial Research: The Case of Macromolecular Chemistry in France; W.Turner and M.Callon - Pinpointing Industrial Invention: An Exploration of Quantitative Methods for the Analysis of Patents; M.Callon - Technical Issues and Developments in Methodology; J-P.Courtial - Future Developments; M.Callon, J-P.Courtial and W.Turner - PART 4 CONCLUSIONS - Putting Texts in their Place; M.Callon, J.Law and A.Rip - Glossary - Bibliography - Index

'Research Methods': a compulsory course, loved by some but hated by many This stimulating book is about what went wrong with 'research methods'. Its controversial argument is radical, and at times, even revolutionary. John Law argues that methods don't just describe social realities but are also involved in creating them. The implications of this argument are highly significant, as if this is the case, methods are always political, and it raises the question of what kinds of social realities we want to create. Most current methods look for clarity and precision. It is usually said that only poor research produces messy findings, and the idea that things in the world might be fluid, elusive, or multiple is unthinkable. Law's startling argument is that this is wrong and it is time for a new approach. Many realities, he says, are vague and ephemeral. If methods want to know and to help to shape the world, then they need to reinvent themselves and their politics to deal with mess. That is the challenge. Nothing less will do. This book is essential reading for students, postgraduates and researchers with an interest methodology.

In 1938: Modern Britain, Michael John Law demonstrates that our understanding of life in Britain just before the Second World War has been overshadowed by its dramatic political events. 1938 was the last year of normality, and Law shows through a series of case studies that in many ways life in that year was far more modern than might have been thought. By considering topics as diverse as the opening of a new type of pub, the launch of several new magazines, the emergence of push-button radios and large screen televisions sets, and the building of a huge office block, he reveals a Britain, both modern and intrigued by its own modernity, that was stopped in its tracks by war and the austerity that followed. For some, life in Britain was as consumerist, secular, Americanized and modern as it would become for many in the late 1950s and early 1960s. Presenting a fresh perspective on an important year in British social history, illuminated by six engaging case studies, this is a key study for students and scholars of 20th-century Britain.

There are numerous publications about education and technology. What is missing is a balanced appraisal of the values and cognitive skills technology promotes and those it devalues. This is important for education because the way we teach influences how children think, and it is of more general importance for the evolution of society. If we wait until these issue are definitively resolved and have noticeable societal effects, it will inevitably be too late. Hence the need for informed debate now.

There are numerous publications about education and technology. What is missing is a balanced appraisal of the values and cognitive skills technology promotes and those it devalues. This is important for education because the way we teach influences how children think, and it is of more general importance for the evolution of society. If we wait until these issue are definitively resolved and have noticeable societal effects, it will inevitably be too late. Hence the need for informed debate now.

'Research Methods': a compulsory course, loved by some but hated by many! This stimulating book is about what went wrong with 'research methods'. Its controversial argument is radical, and at times, even revolutionary.
John Law argues that methods don't just describe social realities but are also involved in creating them. The implications of this argument are highly significant, as if this is the case, methods are always political, and it raises the question of what kinds of social realities we want to create.
Most current methods look for clarity and precision. It is usually said that only poor research produces messy findings, and the idea that things in the world might be fluid, elusive, or multiple is unthinkable. Law's startling argument is that this is wrong and it is time for a new approach. Many realities, he says, are vague and ephemeral. If methods want to know and to help to shape the world, then they need to reinvent themselves and their politics to deal with mess. That is the challenge. Nothing less will do.
This book is essential reading for students, postgraduates and researchers with an interest methodology.

The 1980s were some of the most tumultuous years for the British bus industry. The Thatcher Government, in power throughout the decade, brought about privatisation of the National Bus Company and the Scottish Bus Group. In addition, 1986 saw the introduction of full deregulation of bus services, with the exception of London. Don't think that London was unaffected by these changes though, as the omnibus operations of London Transport was split up and then sold into private hands. Deregulation meant competition and "bus wars" broke out in many parts of the country, sometimes in the most unexpected of places. However, towards the end of the decade, things began to settle down and we were able to witness the emergence of larger groups, for example Stagecoach. The author was fortunate enough to be able to capture the scene on colour film, right through the decade, and the best of his results are seen within these pages.