The hunt for a kidnapper reveals a conspiracy unlike anything seen in the small town of Odessa, Texas. Notes left for investigators claim to be from the kidnapper, taunting them along the way and mentioning one former-detective by name, Miriam Sandoval. Miriam is then enlisted to help crack the case, but what she finds results in more troubling questions, including dead suspects who aren’t working alone. Leaks soon compromise the case, and Miriam is left with the difficult decision of holding back or doing things her way. The clock is ticking, and the deadly game of a demented predator has just begun. Can Miriam solve the mystery in time, or will the missing girls’ suffer a tragic fate into the unknown?

    Louis Cozolino shows us how brains are highly social organisms. Balancing cogent explanation with instructive brain diagrams, he presents an atlas of sorts, illustrating how the architecture and development of brain systems from before birth through adulthood determine how we interact with others.

    Just as evolutionary biologists study why we are hungry (to motivate us to eat) or why sex is enjoyable (to motivate us to procreate), they are now searching for the very nature of humanity.In The Science of Good and Evil, science historian Michael Shermer explores how humans evolved from social primates to moral primates; how and why morality motivates the human animal; and how the foundation of moral principles can be built upon empirical evidence.Along the way he explains the implications of scientific findings for fate and free will, the existence of pure good and pure evil, and the development of early moral sentiments among the first humans. As he closes the divide between science and morality, Shermer draws on stories from the Yanamamö, infamously known as the "fierce people" of the tropical rain forest, to the Stanford studies on jailers' behavior in prisons. The Science of Good and Evil is ultimately a profound look at the moral animal, belief, and the scientific pursuit of truth.

    In Nobody’s Normal, anthropologist Roy Richard Grinker chronicles the progress and setbacks in the struggle against mental-illness stigma—from the eighteenth century, through America’s major wars, and into today’s high-tech economy.Grinker infuses the book with the personal history of his family’s four generations of involvement in psychiatry, including his grandfather’s analysis with Sigmund Freud, his own daughter’s experience with autism, and culminating in his research on neurodiversity. Drawing on cutting-edge science, historical archives, and cross-cultural research in Africa and Asia, Nobody’s Normal explains how we are transforming mental illness and offers a path to end the shadow of stigma. The preeminent historian of medicine, Sander Gilman, calls Nobody’s Normal “the most important work on stigma in more than half a century.”

    We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schooling—and life—as a series of hoops to struggle through.In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth.To foster children who will thrive in today’s constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn better—and at lower cost than the traditional model of coercive schooling.A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it’s time to stop asking what’s wrong with our children, and start asking what’s wrong with the system. It shows how we can act—both as parents and as members of society—to improve children’s lives and promote their happiness and learning.

    Read this book and understand--at last!--why men never listen, why women can't read maps, and why learning each other's secrets means you'll never have to say sorry again.

    His students, some of the nation’s brightest minds, were adrift when it came to the big questions: how to think critically and creatively, and how to find a sense of purpose.Excellent Sheep takes a sharp look at the high-pressure conveyor belt that begins with parents and counselors who demand perfect grades and culminates in the skewed applications Deresiewicz saw firsthand as a member of Yale’s admissions committee. As schools shift focus from the humanities to "practical" subjects like economics and computer science, students are losing the ability to think in innovative ways. Deresiewicz explains how college should be a time for self-discovery, when students can establish their own values and measures of success, so they can forge their own path. He addresses parents, students, educators, and anyone who's interested in the direction of American society, featuring quotes from real students and graduates he has corresponded with over the years, candidly exposing where the system is broken and clearly presenting solutions.

    Mythologized. Controversial.A Harvard evolutionary biologist debunks the myths and cultural stereotypes surrounding testosterone and reveals its far-reaching effects on gender and sexuality, sports, relationships, and many more aspects of our everyday lives.The biological source of virility and masculinity has inspired fascination, investigation, and controversy since antiquity. From the eunuchs in the royal courts of ancient China to the booming market for “elixirs” of youth in nineteenth-century Europe, humans have been obsessed with identifying and manipulating what we now know as testosterone. And the trends show no signs of slowing down—the modern market for testosterone supplements is booming. Thanks to this history and the methods of modern science, today we have a rich body of research about testosterone’s effects in both men and women.The science is clear: testosterone is a major, invisible player in our relationships, sex lives, athletic abilities, childhood play, gender transitions, parenting roles, violent crime, and so much more. But there is still a lot of pushback to the idea that it does, in fact, cause sex differences and significantly influence behavior.Carole Hooven argues in T that acknowledging testosterone as a potent force in society doesn’t reinforce stifling gender norms or patriarchal values. Testosterone and evolution work together to produce a huge variety of human behavior, and that includes a multitude of ways to be masculine or feminine. Understanding the science sheds light on how we work and relate to one another, how we express anger and love, and how we can fight bias and problematic behavior to build a more fair society.

    In this surreal atmosphere created to disorient us and undermine our sense of truth, we’ve lost not only our grip on peace and democracy — but our very notion of what those words even mean.Peter Pomerantsev takes us to the front lines of the disinformation age, where he meets Twitter revolutionaries and pop-up populists, “behavioral change” salesmen, Jihadi fanboys, Identitarians, truth cops, and many others. Forty years after his dissident parents were pursued by the KGB, Pomerantsev finds the Kremlin re-emerging as a great propaganda power. His research takes him back to Russia — but the answers he finds there are not what he expected.Blending reportage, family history, and intellectual adventure, This Is Not Propaganda explores how we can reimagine our politics and ourselves when reality seems to be coming apart.

    Some system of authority is a requirement of all communal living, and it is only the man dwelling in isolation who is not forced to respond, through defiance or submission, to the commands of others. Obedience, as a determinant of behavior is of particular relevance to our time. It has been reliably established that from 1933 to 1945 millions of innocent people were systematically slaughtered on command. Gas chambers were built, death camps were guarded, daily quotas of corpses were produced with the same efficiency as the manufacture of appliances. These inhumane policies may have originated in the mind of a single person, but they could only have been carried out on a massive scale if a very large number of people obeyed orders.Obedience is the psychological mechanism that links individual action to political purpose. It is the dispositional cement that binds men to systems of authority. Facts of recent history and observation in daily life suggest that for many people obedience may be a deeply ingrained behavior tendency, indeed, a prepotent impulse overriding training in ethics, sympathy, and moral conduct. C. P. Snow (1961) points to its importance when he writes:When you think of the long and gloomy history of man, you will find more hideous crimes have been committed in the name of obedience than have ever been committed in the name of rebellion. If you doubt that, read William Sbirer's 'Rise and Fall of the Third Reich.' The German Officer Corps were brought up in the most rigorous code of obedience . . . in the name of obedience they were party to, andassisted in, the most wicked large scale actions in the history of the world. (p. 24)The Nazi extermination of European Jews is the most extremeinstance of abhorrent immoral acts carried out by thousands ofpeople in the name of obedience. Yet in lesser degree this type ofthing is constantly recurring: ordinary citizens are ordered todestroy other people, and they do so because they consider ittheir duty to obey orders. Thus, obedience to authority, longpraised as a virtue, takes on a new aspect when it serves amalevolent cause; far from appearing as a virtue, it is transformedinto a heinous sin. Or is it?The moral question of whether one should obey when commands conflict with conscience was argued by Plato, dramatized in "Antigone," and treated to philosophic analysis in every historical epoch Conservative philosophers argue that the very fabric of society is threatened by disobedience, and even when the act prescribed by an authority is an evil one, it is better to carry out the act than to wrench at the structure of authority. Hobbes stated further that an act so executed is in no sense the responsibility of the person who carries it out but only of the authority that orders it. But humanists argue for the primacy of individual conscience in such matters, insisting that the moral judgments of the individual must override authority when the two are in conflict.The legal and philosophic aspects of obedience are of enormous import, but an empirically grounded scientist eventually comes to the point where he wishes to move from abstract discourse to the careful observation of concrete instances. In order to take a close look at the act of obeying, I set up a simple experimentat Yale University. Eventually, the experiment was to involve more than a thousand participants and would be repeated at several universities, but at the beginning, the conception was simple. A person comes to a psychological laboratory and is told to carry out a series of acts that come increasingly into conflict with conscience. The main question is how far the participant will comply with the experimenter's instructions before refusing to carry out the actions required of him.But the reader needs to know a little more detail about the experiment. Two people come to a psychology laboratory to take part in a study of memory and learning. One of them is designated as a "teacher" and the other a "learner." The experimenter explains that the study is concerned with the effects of punishment on learning. The learner is conducted into a room, seated in a chair, his arms strapped to prevent excessive movement, and an electrode attached to his wrist. He is told that he is to learn a list of word pairs; whenever he makes an error, be will receive electric shocks of increasing intensity.The real focus of the experiment is the teacher. After watching the learner being strapped into place, he is taken into the main experimental room and seated before an impressive shock generator. Its main feature is a horizontal line of thirty switches, ranging from 15 volts to 450 volts, in 15-volt increments. There are also verbal designations which range from Slight SHOCK to Danger--Severe SHOCK. The teacher is told that he is to administer the learning test to the man in the other room. When the learner responds correctly, the teacher moves on to the next item; when the other man gives an incorrectanswer, the teacher is to give him an electric shock. He is to start at the lowest shock level ( 15 volts) and to increase the level each time the man makes an error, going through 30 volts, 45 volts, and so on.The "teacher" is a genuinely naive subject who has come to the laboratory to participate in an experiment. The learner, or victim, is an actor who actually receives no shock at all. The point of the experiment is to see how far a person will proceed in a concrete and measurable situation in which he is ordered to inflict increasing pain on a protesting victim.

    Learn the Alphabet and pronunciation as well as useful phrases in 8 categories, such as greetings, travel and directions, making friends to business and emergencies. Download, read and enjoy your vacation like never before.

    A story or narrative centered around a hero 2. Spectacular; impressive; memorable. If learning is not memorable, should it even be considered learning? For too long, traditional education has used outdated practices to deliver complex and well-intended content to students with very little hope of that subject matter being retained. It often looks like this: Lectures are given --->Students write the information down ---> Students take a test on that information ---> Information is discarded from the brain ---> Repeat. In the The Epic Classroom, Trevor Muir presents a project based learning method that uses the power of storytelling and brain science to give educators practical and proven practices to achieve real student engagement. In return, learning that is permanent and memorable. Any teacher, in any subject area, and in any grade level can use the story-centered project based learning framework of The Epic Classroom to transform their classrooms into settings where students are engaged, challenged, and transformed. In this book you will discover - How to increase student engagement - How to plan and execute effective high quality project based learning experiences- Specific strategies for leading engaged students - Outlines and tools to plan, manage, and assess projects - Methods to increase academic performance in students.

    This volume is comprised of the years 1900 through 1959, and includes all of the best known cases of the period, as well as many more lesser-known murders, all presented in a compelling chronological narrative that takes the reader on a grisly journey through the blood-soaked avenues of early twentieth century crime. Featuring: The Peasenhall Murder. The Seal Chart Murder. The Atlanta Ripper. The Villisca Axe Murders. The Axeman of New Orleans. The Green Bicycle Case. Little Lord Fauntleroy. Hinterkaifeck Farm. The St. Aubin Street Massacre. The Wallace Case. The Atlas Vampire. The Brighton Trunk Crime. The Cleveland Torso Murderer. The Horror in Room 1046. Who Put Bella in the Wych Elm? The Pitchfork Murder. The Sodder Children. The Phantom Killer. The Black Dahlia. Somerton Man. The Grimes Sisters. The Boy in the Box. And Much More!

    This a complete handbook that will, if you work seriously, consistently, and methodically, help you go very fast towards improving your reading skills. Here Is A Preview Of What You'll Learn After Downloading This Speed Reading For Beginners book How Fast Do You Now Read? Six Rules for Faster Comprehension How to Develop a Sense of Urgency When You Read How to See and Interpret More Words in Less Time How to Do Away with Inner Speech,Vocalization, and Regressions How to Skim Much, much more! Take Action Right Away To Read 300% More Faster with this Speed Reading book!!

     When Cathy Davidson and Duke University gave free iPods to the freshman class in 2003, critics said they were wasting their money. Yet when students in practically every discipline invented academic uses for their music players, suddenly the idea could be seen in a new light-as an innovative way to turn learning on its head. This radical experiment is at the heart of Davidson's inspiring new book. Using cutting-edge research on the brain, she shows how "attention blindness" has produced one of our society's greatest challenges: while we've all acknowledged the great changes of the digital age, most of us still toil in schools and workplaces designed for the last century. Davidson introduces us to visionaries whose groundbreaking ideas-from schools with curriculums built around video games to companies that train workers using virtual environments-will open the doors to new ways of working and learning. A lively hybrid of Thomas Friedman and Norman Doidge, Now You See It is a refreshingly optimistic argument for a bold embrace of our connected, collaborative future.