The author, as a self-representing litigant, a professional engineer suspended through bad faith discipline proceedings, and then subjected to victimization, tortuous interference, collateral attacks, abuse of process causing considerable loss. If you are a self-representing litigant, this book is absolutely necessary. The activities in Court, in the author being grid-locked into legal proceedings, in oppressive litigation commenced against him, he has exposed various frauds, so this book is an “eye-opener”. I have to admit that I am not a writer of legal books, or religious books, nor do I consider myself as a good writer, but one that is forced to write out of necessity for the greater good. This book is written with conviction and from the heart. The reason for this is that despite my considerable talents, abilities, education, at present I can truly relate to the suffering of others that are less fortunate. This book is the first book, and is written to “get the message out”. It is written on the basis that it is the first book of many, or perhaps the only book that I may be in a position to write. The interference of those that would want to bury me, and perhaps, even this book under ten feet of mud is clearly beyond my control. This book is “highly controversial” and includes a criminal complaint for the law enforcing authorities to investigate. The doctrine of absolute privilege when applied outside of the law, is a powerful racial or exploitation tool to be applied by lawyers in “having their way by any means possible” to carry out legalized scams.

"Cases argued and determined in the Court of Appeals, Supreme and lower courts of record of New York State, with key number annotations." (varies)

Combining a lively and engaging writing style with a critical approach to the subject, Tort Law is an ideal main text for undergraduate courses. Innovative features include 'pause for reflection' and 'counterpoint' boxes, and annotated problem questions. Tort Law is accompanied by an extensive Online Resource Centre.

Why should we care about the education of privileged white students? Conversations about education in America focus near-exclusively on underprivileged, majority-minority schools for many important reasons. What Does Injustice Have to Do With Me? , however, argues that such efforts cannot succeed in creating a more just and equitable society without also addressing the students who benefit from America’s educational, economic and racial inequities. These young people grow up to wield disproportionate power and influence, yet emerge undereducated and poorly prepared to navigate, let alone shape, our increasingly diverse country. David Nurenberg weaves together narrative from his twenty years of suburban teaching with relevant research in education and critical race theory to provide practical, hands-on strategies for educators dealing with challenges unique to high-powered suburban, urban and independent schools: affluent myopia, white fragility, the empathy gap, overinvolved parents, overcautious administrators and an “if it isn’t broke, don’t fix it” mentality. Despite high test scores and college acceptances, many schools serving affluent white students are indeed broken. Social justice education for privileged white students is not only critical for our society, but also for helping those students themselves emerge from a culture of anxiety and cynicism to find meaning, purpose and self-confidence as activist allies.

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