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Saw, Hostel, The Devil’s Rejects: this wave of horror movies has been classed under the disparaging label “torture porn.” Since David Edelstein coined the term for a New York magazine article a few years after 9/11, many critics have speculated that these movies simply reflect iconic images, anxieties, and sadistic fantasies that have emerged from the War on Terror. In this timely new study, Aaron Kerner challenges that interpretation, arguing that “torture porn” must be understood in a much broader context, as part of a phenomenon that spans multiple media genres and is rooted in a long tradition of American violence.  Torture Porn in the Wake of 9/11 tackles a series of tough philosophical, historical, and aesthetic questions: What does it mean to call a film “sadistic,” and how has this term been used to shut down critical debate? In what sense does torture porn respond to current events, and in what ways does it draw from much older tropes? How has torture porn been influenced by earlier horror film cycles, from slasher movies to J-horror? And in what ways has the torture porn aesthetic gone mainstream, popping up in everything from the television thriller Dexter to the reality show Hell’s Kitchen?  Reflecting a deep knowledge and appreciation for the genre, Torture Porn in the Wake of 9/11 is sure to resonate with horror fans. Yet Kerner’s arguments should also strike a chord in anyone with an interest in the history of American violence and its current and future ramifications for the War on Terror.    

How do high school students confront and resolve conflicting messages about their intelligence and academic potential, particularly when labeled with social and learning disabilities? How does disability become “disablement” when negative attitudes and disparaging perceptions of ability position students as outsiders? Following the lives of adolescents at home and at school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transform their worlds and pursue pathways most important to them. Educators and scholars can use this important resource to recognize and change disabling practices that are often taken for granted as a natural part of schooling. Book Features: Offers concrete ways that students, schools, and teachers can unlearn disabling behaviors. Illuminates how social processes of disablement take place, rather than simply describing their influence. Looks at settings where students encounter more flexible ideas of ability and intelligence.

Saw, Hostel, The Devil’s Rejects: this wave of horror movies has been classed under the disparaging label “torture porn.” Since David Edelstein coined the term for a New York magazine article a few years after 9/11, many critics have speculated that these movies simply reflect iconic images, anxieties, and sadistic fantasies that have emerged from the War on Terror. In this timely new study, Aaron Kerner challenges that interpretation, arguing that “torture porn” must be understood in a much broader context, as part of a phenomenon that spans multiple media genres and is rooted in a long tradition of American violence.  Torture Porn in the Wake of 9/11 tackles a series of tough philosophical, historical, and aesthetic questions: What does it mean to call a film “sadistic,” and how has this term been used to shut down critical debate? In what sense does torture porn respond to current events, and in what ways does it draw from much older tropes? How has torture porn been influenced by earlier horror film cycles, from slasher movies to J-horror? And in what ways has the torture porn aesthetic gone mainstream, popping up in everything from the television thriller Dexter to the reality show Hell’s Kitchen?  Reflecting a deep knowledge and appreciation for the genre, Torture Porn in the Wake of 9/11 is sure to resonate with horror fans. Yet Kerner’s arguments should also strike a chord in anyone with an interest in the history of American violence and its current and future ramifications for the War on Terror.    

A critical analysis of the historicity of the Gospel of John Since it began in 2002, the John, Jesus, and History Project has assessed critically the modern disparaging of John's historicity and has found this bias wanting. In this third volume, an international group of experts demonstrate over two dozen ways in which John contributes to an enhanced historical understanding of Jesus and his ministry. Features An introductory essay on the state of the research in Jesus and Johannine studies Close examination of Johannine-Synoptic similarities and differences and their implications An overview of the contributions and implications for historical-Jesus research

The new edition of this leading casebook covers recent developments, such as the controversy over registration of disparaging marks (the Slants and Redskins litigations), expressive uses of trademarks, protection of famous foreign trademarks, and trademarks on the internet. The Dilution chapter has been substantially reorganized. Throughout the chapters, the editors have written provocative Questions and Problems to stimulate classroom discussion. The current edition also contains more visual material. As with the 5th edition, the 6th edition will be available in a looseleaf version for $75 . An updated Teachers Manual will also be available as a free download.

Explains the concepts that form the foundation of SGI Buddist practice. Volume V examines: Distinctions in Benefits; Benefits of the Teacher of the Law; The Benefits of Responding with Joy; The Bodhisattva Never Disparaging; Supernatural Powers of the Thus Come One; Entustment

A critical analysis of the historicity of the Gospel of John Since it began in 2002, the John, Jesus, and History Project has assessed critically the modern disparaging of John's historicity and has found this bias wanting. In this third volume, an international group of experts demonstrate over two dozen ways in which John contributes to an enhanced historical understanding of Jesus and his ministry. Features An introductory essay on the state of the research in Jesus and Johannine studies Close examination of Johannine-Synoptic similarities and differences and their implications An overview of the contributions and implications for historical-Jesus research

The Romans’ destruction of Carthage after the Third Punic War erased any Carthaginian historical record of Hannibal’s life. What we know of him comes exclusively from Roman historians who had every interest in minimizing his success, exaggerating his failures, and disparaging his character. The charges leveled against Hannibal include greed, cruelty and atrocity, sexual indulgence, and even cannibalism. But even these sources were forced to grudgingly admit to Hannibal’s military genius, if only to make their eventual victory over him appear greater.Yet there is no doubt that Hannibal was the greatest Carthaginian general of the Second Punic War. When he did not defeat them outright, he fought to a standstill the best generals Rome produced, and he sustained his army in the field for sixteen long years without mutiny or desertion. Hannibal was a first-rate tactician, only a somewhat lesser strategist, and the greatest enemy Rome ever faced. When he at last met defeat at the hands of the Roman general Scipio, it was against an experienced officer who had to strengthen and reconfigure the Roman legion and invent mobile tactics in order to succeed. Even so, Scipio’s victory at Zama was against an army that was a shadow of its former self. The battle could easily have gone the other way. If it had, the history of the West would have been changed in ways that can only be imagined. Richard A. Gabriel’s brilliant new biography shows how Hannibal’s genius nearly unseated the Roman Empire.

Machiavelli needs to be looked at as he really was. Hence: Can Machiavelli, who makes the following observations, be Machiavellian as we understand the disparaging term? 1. So it is that to know the nature of a people, one need be a Prince; to know the nature of a Prince, one need to be of the people. 2. If a Prince is not given to vices that make him hated, it is unsusal for his subjects to show their affection for him. 3. Opportunity made Moses, Cyrus, Romulus, Theseus, and others; their virtue domi-nated the opportunity, making their homelands noble and happy. Armed prophets win; the disarmed lose. 4. Without faith and religion, man achieves power but not glory. 5. Prominent citizens want to command and oppress; the populace only wants to be free of oppression. 6. A Prince needs a friendly populace; otherwise in diversity there is no hope. 7. A Prince, who rules as a man of valor, avoids disasters, 8. Nations based on mercenary forces will never be solid or secure. 9. Mercenaries are dangerous because of their cowardice 10. There are two ways to fight: one with laws, the other with force. The first is rightly man’s way; the second, the way of beasts.