While much has been written about Chuck Palahniuk and his body of work, next to nothing has been written about when, where and how it is necessary to teach Palahniuk. This collection will reveal that teaching Palahniuk’s work and the discursive dynamic of the classroom interactions create new opportunities for scholarship by both the faculty member and his or her students. Despite early critical success with ‘Fight Club’, ‘Invisible Monsters’, and ‘Choke’, Palahniuk’s novels are increasingly dismissed for the very transgressive content that makes them essential pedagogical tools in the Age of Trump where “truth isn’t truth,” and tribalism is stoked with claims of “fake news”. This collection aims to broaden the scholarship by examining under-represented and unrepresented works from his oeuvre and situating them in the context of their pedagogical implications. In both form and content, the transgressive nature of Palahniuk’s work demands critical thought and reflection, capacities that are necessary for the preservation of a democratic society. Contributors take various approaches to address what students can learn about writing, literature, and society by reading and analyzing Palahniuk’s texts. The collection will discuss the value of teaching Palahniuk, innovations and various disciplinary contexts for teaching his works, and reflections on some of those pedagogical opportunities. Through its multi-faceted discussion of Palahniuk and pedagogy, this collection will legitimize efforts to bring his work onto syllabi and into the classroom, where it can enhance student engagement, create new avenues for inter-disciplinary scholarship, and re-invigorate an expansion of the canon. It will also provide diverse frameworks for incorporating and interpreting Palahniuk’s writing across disciplines. Finally, the collection will offer post-mortems from faculty members who have found the “guts” to teach Palahniuk and will offer insight into what students have gained and stand to gain from a more intensive Palahniuk pedagogy.

While much has been written about Chuck Palahniuk and his body of work, next to nothing has been written about when, where and how it is necessary to teach Palahniuk. This collection will reveal that teaching Palahniuk's work and the discursive dynamic of the classroom interactions create new opportunities for scholarship by both the faculty member and his or her students. Despite early critical success with 'Fight Club', 'Invisible Monsters', and 'Choke', Palahniuk's novels are increasingly dismissed for the very transgressive content that makes them essential pedagogical tools in the Age of Trump where "truth isn't truth," and tribalism is stoked with claims of "fake news". This collection aims to broaden the scholarship by examining under-represented and unrepresented works from his oeuvre and situating them in the context of their pedagogical implications. In both form and content, the transgressive nature of Palahniuk's work demands critical thought and reflection, capacities that are necessary for the preservation of a democratic society. Contributors take various approaches to address what students can learn about writing, literature, and society by reading and analyzing Palahniuk's texts. The collection will discuss the value of teaching Palahniuk, innovations and various disciplinary contexts for teaching his works, and reflections on some of those pedagogical opportunities. Through its multi-faceted discussion of Palahniuk and pedagogy, this collection will legitimize efforts to bring his work onto syllabi and into the classroom, where it can enhance student engagement, create new avenues for inter-disciplinary scholarship, and re-invigorate an expansion of the canon. It will also provide diverse frameworks for incorporating and interpreting Palahniuk's writing across disciplines. Finally, the collection will offer post-mortems from faculty members who have found the "guts" to teach Palahniuk and will offer insight into what students have gained and stand to gain from a more intensive Palahniuk pedagogy.

Number Games | 9/11 to Coronavirus was written for the purpose of educating the people of the world about the agendas that are being carried out against us, and the very clear plan that went into motion in 1968, when coronavirus was coined, World Trade Center construction in New York began, and 9-1-1 was made the United States' national emergency dialing code. As the reader will learn, these agendas, as well as many others that are related, have been executed by a numerical code, known as Gematria, and they are for the sake of building a surveillance state across the world, so that powerful interests can peer into and keep tabs on the lives of the masses, for the sake of continued power and control. Number Games | 9/11 to Coronavirus also names the parties responsible, with definitive evidence. To put it mildly, this is the type of book that the Vatican wishes was locked away in one of their vaults, but fortunately for the reader, it is not.

Not Applicable. A wraparound cover is being provided by the author.

Equipping Technical Communicators for Social Justice Work provides action-focused resources and tools—heuristics, methodologies, and theories—for scholars to enact social justice. These resources support the work of scholars and practitioners in conducting research and teaching classes in socially just ways. Each chapter identifies a tool, highlights its relevance to technical communication, and explains how and why it can prepare technical communication scholars for socially just work. For the field of technical and professional communication to maintain its commitment to this work, how social justice intersects with inclusivity through UX, technological, civic, and legal literacies, as well as through community engagement, must be acknowledged. Equipping Technical Communicators for Social Justice Work will be of significance to established scholar-teachers and graduate students, as well as to newcomers to the field. Contributors: Kehinde Alonge, Alison Cardinal, Erin Brock Carlson, Oriana Gilson, Laura Gonzales, Keith Grant-Davie, Angela Haas, Mark Hannah, Kimberly Harper, Sarah Beth Hopton, Natasha Jones, Isidore Kafui Dorpenyo, Liz Lane, Emily Legg, Nicole Lowman, Kristen Moore, Emma Rose, Fernando Sanchez, Jennifer Sano-Franchini, Adam Strantz, Cana Uluak Itchuaqiyaq, Josephine Walwema, Miriam Williams, Han Yu

INTRODUCED BY SARAH WATERS 'Every one of her books is a treat and this is my favourite, because of its wonderful cast of characters, and because of the deftness with which Taylor's narrative moves between them ... A wonderful writer' SARAH WATERS In the faded coastal village of Newby, everyone looks out for - and in on - each other, and beneath the deceptively sleepy exterior, passions run high. Beautiful divorcee Tory is secretly involved with her neighbour, Robert, while his wife Beth, Tory's best friend, is consumed by the worlds she creates in her novels, oblivious to the relationship developing next door. Their daughter Prudence is aware, however, and is appalled by the treachery she observes. Mrs Bracey, an invalid whose grasp on life is slipping, forever peers from her window, constantly prodding her daughters for news of the outside world. And Lily Wilson, a lonely young widow, is frightened of her own home. Into their lives steps Bertram, a retired naval officer with the unfortunate capacity to inflict lasting damage while trying to do good. 'Her stories remain with one, indelibly, as though they had been some turning-point in one's own experience' - ELIZABETH BOWEN 'Always intelligent, often subversive and never dull, Elizabeth Taylor is the thinking person's dangerous housewife. Her sophisticated prose combines elegance, icy wit and freshness in a stimulating cocktail' - VALERIE MARTIN 'A magnificent and underrated mid-20th-century writer, the missing link between Jane Austen and John Updike' - DAVID BADDIEL

This book is raw, real and politically incorrect, it will threaten and challenge your ideas of what does it mean to be a man and how to better serve your purpose.