The 1960s was a time of social and generational upheaval felt with particular intensity in the melting pot of New York City. A culture of corruption pervaded the New York Police Department, where payoffs, protection, and shakedowns of gambling rackets and drug dealers were common practice. The so-called blue code of silence protected the minority of crooked cops from the sanction of the majority.

Into this maelstrom came a working class, Brooklyn-born, Italian cop with long hair, a beard, and a taste for opera and ballet. Frank Serpico was a man who couldn't be silenced -- or bought -- and he refused to go along with the system. He had sworn an oath to uphold the law, even if the perpetrators happened to be other cops. For this unwavering commitment to justice, Serpico nearly paid with his life.

Over the last decade the transformation in the field of education that is occurring under the twin banners of standards and accountability has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers, offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.

This is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projections of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories the history of what could have been and might still be in the relationship between psychoanalysis and education.

This is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projections of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories the history of what could have been and might still be in the relationship between psychoanalysis and education.

Sammy the Bull Gravano is the highest-ranking member of the Mafia in America ever to defeat. In telling Gravano's story, Peter Maas brings us as never before into the innermost sanctums of the Cosa Nostra as if we were there ourselves--a secret underworld of power, lust, greed, betrayal, and deception, with the specter of violent death always waiting in the wings.

The First Inside Account of the Mafia

In the 1960s a disgruntled soldier in New York's Genovese Crime Family decided to spill his guts. His name was Joseph Valachi. Daring to break the Mob's code of silence for the first time, Valachi detailed the organization of organized crimefrom the capos, or bosses, of every Family, to the hit men who "clipped" rivals and turncoats. With a phenomenal memory for names, dates, addresses, phone numbers -- and where the bodies were buried -- Joe Valachi provided the chilling facts that led to the arrest and conviction of America's major crime figures.

The rest is history.

Never again would the Mob be protected by secrecy. For the Mafia, Valachi's name would become synonymous with betrayal. But his stunning exposé. broke the back of America's Cosa Nostra and stands I today as the classic about America's Mob, a fascinat ing tale of power and terror, big money, crime ... and murder.

Over the last decade the transformation in the field of education that is occurring under the twin banners of standards and accountability has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers, offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.

On the eve of World War II, the Squalus, America's newest submarine, plunged into the North Atlantic. Miraculously, thirty-three crew members still survived. While their loved ones waited in unbearable tension on shore, their ultimate fate would depend upon one man, U.S. Navy officer Charles "Swede" Momsen -- an extraordinary combination of visionary, scientist, and man of action. In this thrilling true narrative, prize-winning author Peter Maas brings us in the vivid detail a moment-by-moment account of the disaster and the man at its center. Could he actually pluck those men from a watery grave? Or had all his pioneering work been in vain?

In the waning days of the Cold War, Aldrich Ames systematically and cold bloodedly sent a dozen of the US's best agents to their death, betraying them to the Soviets for more than two million dollars. This is the story of how he was finally caught.