Charles H. McCormick – författare

Hopeless Cases describes the futile search for those responsible for a series of apparently related terrorist attacks and plots in the World War I-Red Scare era during the final surge of early twentieth-century anarchist violence in the United States. The most brazen attacks occurred in 1919 when bombs mailed to thirty-six public figures nationwide in May were followed in June by coordinated nearly simultaneous bombings aimed at public figures and institutions in eight cities. The end of the campaign was the Wall Street explosion (September 16, 1920) that killed forty and injured hundreds. Scores were arrested (thirty for the Wall Street explosion alone), but lawmen never caught the culprits. Fears aroused by bomb blasts gave the Justice Department carte blanche to roundup and deport alien radicals, particularly Bolsheviks, in 1919-1920.The bombings raised issues, including the fear of an unknown enemy and the government's need for accurate intelligence, that mirror today's post 9/11 era. The book profiles the suspects but focuses on the investigators, especially the Bureau of Investigation and its spies and informants. Based largely upon FBI files, it explores the Bureau's relationship with British Intelligence in New York City, and to the Sacco-Vanzetti case, as well as a privately funded search for the bombers. Throughout, the manhunt was handicapped by disputes with other law enforcement agencies and by intra-Bureau jealousies and rivalries, agent job insecurity and high turnover, inadequate training and resources, and morale problems, particularly in the New York and Boston field offices.

What goals should be addressed by educational programs? What priorities should be assigned to the different goals? What funds should be allocated to each goal? How can quality services be maintained with declining school enrollments and shrinking revenues? What programs could be cut if necessary? The ebb and flow of the student population, the changing needs of our society and the fluctuation of resources constantly impinge on the education system. Educators must deal with students, communities, and social institutions that are dynamic, resulting in changing needs. It is in the context of attempting to be responsive to these changes, and to the many wishes and needs that schools are asked to address, that needs assessment can be useful. Needs assessment is a process that helps one to identify and examine both values and information. It provides direction for making decisions about programs and resources. It can include such relatively objective procedures as the statistical description and analysis of standardized test data and such subjective procedures as public testimony and values clarification activities. Needs assessment can be a part of community relations, facilities planning and consolidation, program development and evaluation, and resource allocation. Needs assessment thus addresses a xiii XIV PREFACE broad array of purposes and requires that many different kinds of procedures be available for gathering and analyzing information. This book was written with this wide variation of practices in mind.