Statistics for the Terrified Criminologist is a user-friendly introduction to elementary statistics, intended primarily for the reluctant, math-anxious/avoidant criminology student. Written in a personal and informal style, with healthy doses of humor and encouragement, the aim of this book is to help readers make the leap from apprehension to comprehension of elementary statistics. Statistics for the Terrified Criminologist includes step-by-step instructions on how to run basic statistical tests in SPSS (Statistical Package for the Social Sciences) and is intended to serve as a comprehensive text for criminology courses in statistics and research methods; as a refresher for criminology students who have already taken a statistics course; and as a primer for new students of elementary statistics. Millions of people have math anxiety; yet this fact is rarely taken into consideration in textbooks on statistics. This book also presents self-help strategies (based on the cognitive behavioral techniques of rational emotive therapy) that help people manage their math anxiety so they can relax and build confidence while learning statistics. Statistics for the Terrified Criminologist makes statistics accessible to people by helping them manage their anxiety and presenting them with other essential materials for learning statistics before jumping into statistics.

Statistics for the Terrified Criminologist is a user-friendly introduction to elementary statistics, intended primarily for the reluctant, math-anxious/avoidant criminology student. Written in a personal and informal style, with healthy doses of humor and encouragement, the aim of this book is to help readers make the leap from apprehension to comprehension of elementary statistics. Statisticsfor the Terrified Criminologist includes step-by-step instructions on how to run basic statistical tests in SPSS (Statistical Package for the Social Sciences) and is intended to serve as a comprehensive text for criminology courses in statistics and research methods; as a refresher for criminology students who have already taken a statistics course; and as a primer for new students of elementary statistics. Millions of people have math anxiety; yet this fact is rarely taken into consideration in textbooks on statistics. This book also presents self-help strategies (based on the cognitive behavioral techniques of rational emotive therapy) that help people manage their math anxiety so they can relax and build confidence while learning statistics. Statistics for theTerrified Criminologist makes statistics accessible to people by helping them manage their anxiety and presenting them with other essential materials for learning statistics before jumping into statistics.

Cesare Lombroso is widely considered the founder of criminology. His theory of the “born” criminal dominated European and American thinking about the causes of criminal behavior during the late nineteenth century and the early twentieth. This volume offers English-language readers the first critical, scholarly translation of Lombroso’s Criminal Man, one of the most famous criminological treatises ever written. The text laid the groundwork for subsequent biological theories of crime, including contemporary genetic explanations. Originally published in 1876, Criminal Man went through five editions during Lombroso’s lifetime. In each edition Lombroso expanded on his ideas about innate criminality and refined his method for categorizing criminal behavior. In this new translation, Mary Gibson and Nicole Hahn Rafter bring together for the first time excerpts from all five editions in order to represent the development of Lombroso’s thought and his positivistic approach to understanding criminal behavior. In Criminal Man, Lombroso used modern Darwinian evolutionary theories to “prove” the inferiority of criminals to “honest” people, of women to men, and of blacks to whites, thereby reinforcing the prevailing politics of sexual and racial hierarchy. He was particularly interested in the physical attributes of criminals—the size of their skulls, the shape of their noses—but he also studied the criminals’ various forms of self-expression, such as letters, graffiti, drawings, and tattoos. This volume includes more than forty of Lombroso’s illustrations of the criminal body along with several photographs of his personal collection. Designed to be useful for scholars and to introduce students to Lombroso’s thought, the volume also includes an extensive introduction, notes, appendices, a glossary, and an index.

Too Scared to Learn explores the impact of women's experiences of violence on their learning, and proposes radical changes to educational programs through connecting therapeutic and educational discourses. Little attention has previously been paid to the impact of violence on learning. A large percentage of women who come to adult literacy programs have experienced, or are currently experiencing, violence in their lives. This experience of violence negatively affects their ability to improve their literacy skills. Literacy programs and other educational programs have not integrated this reality into their work. This book builds on extensive research that revealed the wide range of impacts violence has on adult literacy learning. Interviews with counselors and therapists, literacy learners, and educators working in different situations, and a wide range of theoretical and experiential literature, form the basis of the analysis. Educators are offered information to support reconceptualizing programs and practices and making concrete changes that will enable women to learn more effectively. The book makes clear that without an acknowledgment of the impact of violence on learning, women, rather than getting a chance to succeed and improve their literacy skills, get only a chance to fail, confirming to themselves that they really cannot learn. Essential reading for literacy and adult education practitioners, teachers of English as a second language, and education theorists, Too Scared to Learn explores the intersection among trauma, psychological theory, and pedagogy. The book is filled with a wealth of practical ideas, possibilities, and thoughts about what practitioners might do differently in classrooms and educational institutions if we begin to think differently about violence.

A compelling case can be made that violent crime, especially after the 1960s, was one of the most significant domestic issues in the United States. Indeed, few issues had as profound an effect on American life in the last third of the twentieth century. After 1965, crime rose to such levels that it frightened virtually all Americans and prompted significant alterations in everyday behaviors and even lifestyles. The risk of being mugged was a concern when Americans chose places to live and schools for their children, selected commuter routes to work, and planned their leisure activities. In some locales, people were afraid to leave their dwellings at any time, day or night, even to go to the market. In the worst of the post-1960s crime wave, Americans spent part of each day literally looking back over their shoulders. The Rise and Fall of Violent Crime in America is the first book to comprehensively examine this important phenomenon over the entire postwar era. It combines a social history of the United States with the insights of criminology and examines the relationship between rising and falling crime and such historical developments as the postwar economic boom, suburbanization and the rise of the middle class, baby booms and busts, war and antiwar protest, the urbanization of minorities, and more.