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Chapter 4 of the book "Remembering America: How We Have Told Our Past," by Lawrence R. Samuel is presented. It explores the fall of the American Adam, the labeled created by historian C. Vann Woodward at Yale University for the feud in American history between 1980-1989. Information on the history of oppression, history gap, and the importance of teaching and learning history, is also presented.

The struggle to respect young people΄s thinking underlies both the struggle for equity and the struggle for quality in mathematics education. This chapter discusses what respect for young people΄s thinking means, the relationship of respect to equity and quality in mathematics education, and the relationship between lack of respect and student disengagement [or even alienation] from school. Increasing respect for young people is both a personal and societal struggle. This chapter provides a brief account of both the author΄s struggle and society΄s struggle with particular attention to the California ˵math wars″ in the late 1990s. I make some conjectures based both on the research and my observations about why it is often challenging for people and institutions to respect young people΄s thinking in mathematics and describe how the working conditions of teachers and the lack of respect for teachers contribute to the challenge of respecting young people΄s thinking. I also point out that there has been progress over the years in respecting young people΄s mathematical thinking. The chapter concludes by proposing seven principles that could form the foundation of a strategy for increasing educational institutions΄ capacity to respect young people΄s thinking. [ABSTRACT FROM AUTHOR]

Chapter 6 of the book "Undoing Whiteness in the Classroom: Critical Educultural Teaching Approaches for Social Justice Activism" is presented. The chapter discusses the film "Crash" which explores the intricacy and conflict of racism, oppression, and white hegemony. It suggests the promotion of progressive alternative media to counter the proliferation of divisive stereotypes. Questions relating to scenes that are deemed ideal in encouraging discussion in high schools and colleges are presented.

Chapter 4 of the book "Undoing Whiteness in the Classroom: Critical Educultural Teaching Approaches for Social Justice Activism" is presented. It states that Chicano or Latino literature is most powerful as an art form when it evokes emotions and the potential of humanity to make history. It uncovers children's stories and experiences on oppression and marginalization as against resistance and hope. The chapter examines how students learn what it means to work with families and children and how literature serves as a tool against white hegemony.

Part 1, Chapter 4 of the book "Identifying Race and Transforming Whiteness in Classroom," edited by Virginia Lea and Judy Helfand is presented. The article presents a conversation by several educators which explores on the social role of races such as Whites and Asians and the notion of White as superior. It emphasizes that one way to address the reality of multiple, interlocking racial oppression is to help students develop framework for communication and organizing.

“Behind the closed doors at home, prohibited from everything in life, education, training and social life, women are regarded as mindless, like infants; they are confined to the burdens of household work and childbearing and are considered the slaves and servants of their husbands,” wrote Bibi Khanum Astarabadi (1852–1920), an outspoken and prominent Qajar woman. This was not a tradition in Europe, she noted: “This is our Islamic custom.” Similarly, in describing women's absence in public, Seyyed Jamalzadeh, a noted novelist commented: “No women can be seen in this country of men, but strangely, half of the walking population in the streets is wrapped in black bags from head to the toe without even an opening to breathe.” A British orientalist, Clara Rice, observed that “most trades are in the hands of men, such as pottery-making, calico printing, felt-hat making and confectionery. All shops are kept by men. … there is no profession open to women. Art, music and literature may be said to be closed to them. All occupations followed by them [women] call for manual work rather than brainwork.” Yet, these invisible women were capable of action, as in the Constitutional Revolution of 1905–11 when many women gathered in the streets of Tehran took off their veils and shouted: “Long live freedom. … We must … live the way we want!” In the late nineteenth and early twentieth-centuries, Iran was economically backward, politically chaotic, predominantly Shi'i Islam, and a patriarchal society. [ABSTRACT FROM AUTHOR]

The collection of empirical data is essential to an understanding of a phenomenon. However, data collection needs to be guided by theoretical analysis. In this talk I examine two distinct psychological approaches to terrorism that view it as a “syndrome” versus a “tool”. The syndrome perspective assumes that terrorism is a psychologically meaningful entity, i.e. that terrorists are characterized by a specific set of traits that distinguishes them from non terrorists, and that terrorism as a phenomenon has a definite set of root causes (such as poverty, or oppression). The tool perspective (based on goal-systems theory) assumes that terrorism is a means that any social agent (individuals, states, non state agents) could use as a tactic in real or imagined conflict. The employment and the relinquishment of terrorism could be understood in terms of the general dynamics that govern the use of any means toward goal attainment. These two psychological perspectives on terrorism have divergent implications for the kind of data one would collect to further the understanding of this phenomenon, and counteracting it. [ABSTRACT FROM AUTHOR]

1- Violence is not a monolithic phenomenon but a complex one, a dialectic between the victim and the victimizer. 2- Phenomenological analysis helps in describing this intersubjective experience in a given situation in the real world, namely the Muslim World. 3- The initiation of violence. Who is against whom? Can spiral violence be broken? 4- Repressive violence and liberating violence. Can violence be spared without changing the situation and the psychology of violence? 5- Is non-violent struggle a third term in the dialectics between violence and non-violence? The importance of Dialogue. 6- Religions and cultures as political ideologies in traditional societies, used as a double weapon for oppression or liberation. 7- A universal code of ethics combining human rights and peoples rights, a common agenda for the future, can be bring peace with honor in equal partnership and mutual recognition. [ABSTRACT FROM AUTHOR]

Claims abound regarding the presumed motivations, temperaments, and cognitive patterns of terrorists and of those who support terrorism. Very few of these claims have been tested empirically. We attempted to test several previously proposed hypotheses using more rigorous methods. First, is sympathy for terrorism associated with emotional distress, and especially with conflict-trauma-related distress? Second, is sympathy for terrorism associated with perceived oppression? Third, does sympathy for terrorism correlate with the general trait of aggressivity? Fourth, recognizing the robust evidence that both aggression and chronic stress are associated with neuroendocrine changes, do individuals with different neuroendocrine status exhibit different degrees of sympathy for terrorism? Preliminary results will be discussed. [ABSTRACT FROM AUTHOR]

Chapter XXVI of the book "Warlock o' Glenwarlock," by George MacDonald is presented. It cites the agony felt by Cosmo due to the oppression from an old man who forced him to work in the garden without rest. It narrates his situation after he escaped from the man where he received help from Lady Joan and a doctor.

Chapter XVIII of the book "Warlock o' Glenwarlock," by George MacDonald is presented. It narrates the life of Lady Joan with his father, which she has an ill feeling towards him because of maltreatment and oppression. In addition, it describes the character of her brother Bordland, a man who always protect her from other people.

Chapter XVII of the book "Warlock o' Glenwarlock," by George MacDonald is presented. It describes the effect of a hurricane to the house of Cosmo's family and the fear of Lord Mergwain that his imagination might come true. It cites the fear of the laird because of his dream that was full of horror of a darkness and oppression.

A chapter of the book "Sociology for the Changing World" which discusses developing political skills of the flying squads and working-class in Canada and the crisis they experience in self-organization is presented. The flying squads are defined as associations of union activists who confront bosses and their representatives. Flying squads disrupt the day to day operations of organizations. They also challenge the effects of capitalism and forms of oppression.

Chapter 6 of the book "The Sage Handbook of Sociology" is presented. It discusses the scholarly interest in Marxian proposition regarding labor and the relation of work to class and class consciousness. This traditional Marxian writings on labor stressed oppression which degraded into an attribute of victimology where the oppressed are viewed as passive and their power to resist viewed as weak. It suggests that the culture of work confront a crisis of representation in the world of work itself.