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Author: Mark Finney
Publisher: Springer
ISBN: 3030164195
Category : Education
Languages : en
Pages : 368
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Book Description
This book explores the impact of September 11, 2001 upon interdisciplinary scholarship and pedagogy in the liberal arts. Since “the day that changed everything”, many forces have transformed institutions of higher education in the United States and around the world. The editors and contributors consider the extent to which the influence of 9/11 was direct, or part of wider structural changes within academia, and the chapters represent a wide range of interdisciplinary perspectives on how the production and dissemination of knowledge has changed since 2001. Some authors demonstrate that new forms of inquiry, exploration, and evidence have been created, much of it focused on the causes, consequences, and meanings of the terror attacks. Others find that scholars sought to understand 9/11 by applying old theoretical and empirical insights and reviving lines of questioning that have become relevant. The contributors also examine the impact of 9/11 on higher education administration and liberal arts pedagogies. Among the many collective findings is that scholars in the humanities and critical social sciences have been most attentive to the place of 9/11 in society and academic culture. This eclectic collection will appeal to students and scholars interested in the place of the liberal arts in the twenty-first century world.
Author: Mark Finney
Publisher: Springer
ISBN: 3030164195
Category : Education
Languages : en
Pages : 368
Get Book Here
Book Description
This book explores the impact of September 11, 2001 upon interdisciplinary scholarship and pedagogy in the liberal arts. Since “the day that changed everything”, many forces have transformed institutions of higher education in the United States and around the world. The editors and contributors consider the extent to which the influence of 9/11 was direct, or part of wider structural changes within academia, and the chapters represent a wide range of interdisciplinary perspectives on how the production and dissemination of knowledge has changed since 2001. Some authors demonstrate that new forms of inquiry, exploration, and evidence have been created, much of it focused on the causes, consequences, and meanings of the terror attacks. Others find that scholars sought to understand 9/11 by applying old theoretical and empirical insights and reviving lines of questioning that have become relevant. The contributors also examine the impact of 9/11 on higher education administration and liberal arts pedagogies. Among the many collective findings is that scholars in the humanities and critical social sciences have been most attentive to the place of 9/11 in society and academic culture. This eclectic collection will appeal to students and scholars interested in the place of the liberal arts in the twenty-first century world.
Author: David Ray Griffin
Publisher: Olive Branch Press
ISBN:
Category : History
Languages : en
Pages : 268
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Book Description
Were the military and the FAA really that incompetent? Were our intelligence-gathering agencies really in the dark about 9/11? How could so much go wrong at once, in the world's strongest and most technologically sophisticated country? Both the government and the mainstream media have tried to portray the 9/11 truth movement as led by people who can be dismissed as "conspiracy theorists." This volume shows this caricature to be untrue. Coming from different academic disciplines as well as from different parts of the world, the authors are united In the conviction that the official story about 9/11 is a huge deception manufactured to extend Imperial control at home and abroad.
Author: Erik J. Dahl
Publisher: Georgetown University Press
ISBN: 1589019989
Category : Political Science
Languages : en
Pages : 289
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Book Description
How can the United States avoid a future surprise attack on the scale of 9/11 or Pearl Harbor, in an era when such devastating attacks can come not only from nation states, but also from terrorist groups or cyber enemies? Intelligence and Surprise Attack examines why surprise attacks often succeed even though, in most cases, warnings had been available beforehand. Erik J. Dahl challenges the conventional wisdom about intelligence failure, which holds that attacks succeed because important warnings get lost amid noise or because intelligence officials lack the imagination and collaboration to “connect the dots” of available information. Comparing cases of intelligence failure with intelligence success, Dahl finds that the key to success is not more imagination or better analysis, but better acquisition of precise, tactical-level intelligence combined with the presence of decision makers who are willing to listen to and act on the warnings they receive from their intelligence staff. The book offers a new understanding of classic cases of conventional and terrorist attacks such as Pearl Harbor, the Battle of Midway, and the bombings of US embassies in Kenya and Tanzania. The book also presents a comprehensive analysis of the intelligence picture before the 9/11 attacks, making use of new information available since the publication of the 9/11 Commission Report and challenging some of that report’s findings.
Author: David Ray Griffin
Publisher: Interlink Publishing
ISBN: 1623710030
Category : History
Languages : en
Pages : 328
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Book Description
On the tenth anniversary of the Septemer 11, 2001 terrorist attacks, David Ray Griffin reviews the troubling questions that remain unanswered 9/11 Ten Years Later is David Ray Griffin's tenth book about the tragic events of September 11, 2001. Asking in the first chapter whether 9/11 justified the war in Afghanistan, he explains why it did not. In the following three chapters, devoted to the destruction of the World Trade Center, Griffin asks why otherwise rational journalists have endorsed miracles (understood as events that contradict laws of science). Also, introducing the book's theme, Griffin points out that 9/11 has been categorized by some social scientists as a state crime against democracy. Turning next to debates within the 9/11 Truth Movement, Griffin reinforces his claim that the reported phone calls from the airliners were faked, and argues that the intensely debated issue about the Pentagon—whether it was struck by a Boeing 757—is quite unimportant. Finally, Griffin suggests that the basic faith of Americans is not Christianity but "nationalist faith"—which most fundamentally prevents Americans from examining evidence that 9/11 was orchestrated by U.S. leaders—and argues that the success thus far of the 9/11 state crime against democracy need not be permanent.
Author: New York (State). Legislature. Senate
Publisher:
ISBN:
Category :
Languages : en
Pages : 1468
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Book Description
Author: Maine. State Superintendent of Public Schools
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1094
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 152
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 536
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Book Description
Author: University of the State of New York
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 260
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Book Description
No. 104-117 contain also the Regents bulletins.
Author: Geoffrey Walford
Publisher: Routledge
ISBN: 1136461949
Category : Education
Languages : en
Pages : 282
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Book Description
Britain’s public (that is, its major independent) schools have a conspicuous role in the country’s social system, and as a result are the subject of a long-standing political debate. The discussion is generally founded on a stereotyped image of what these school may have been like in the 1950s – this books shows how they were in the late 1980s. It is based on fieldwork in two major public boarding schools which the author conducted over an extended period, and draws on interviews, observation and documentary sources to establish a picture of what public school life is actually like for pupils and staff. Since the schools were predominantly male preserves, the major part of the book describes the social world and experiences of boys and school-masters. An important section of the book, however, discusses the introduction of girl pupils, the experiences of female teachers and the way schoolmasters’ wives tend to be drawn into their husbands’ work. Geoffrey Walford’s conclusions about life in public schools differ considerably from traditional expectations. At the same time he asks whether there really has been a ‘public school revolution’. His book makes an important contribution to our knowledge of public schools, to debates in the sociology of education and to the issues of abolishing or extending the independent sector.
