Karen Gross – författare

In 1996 a record one million-plus bankruptcy cases were filed in the United States. In this important book, an eminent legal authority provides an accessible introduction to and evaluation of the federal bankruptcy system governing these filings. Karen Gross describes existing bankruptcy law, assesses what is actually happening in practice, and makes specific—and controversial—recommendations for reform.Gross explores the varying and often conflicting interests of debtors, creditors, and community in the bankruptcy system. She justifies the idea of a "fresh start" for individual and business debtors by analyzing notions of forgiveness and rehabilitation in a civilized society. She offers a new perspective on how to treat certain of the creditors that bankruptcy touches, substituting a principle of equality of outcome for the principle of equality of treatment. She also presents an original argument about community interests, contending that they should be given serious weight in the necessary balancings that make up bankruptcy law and policy, and provides specific statutory amendments to achieve this goal. Offering a humanitarian approach to bankruptcy rather than the law and economic approach commonly used, this book places legal issues of bankruptcy in their social context and opens the dialogue about bankruptcy to lawyers and nonlawyers alike.

This powerful book explores how institutions of higher education can successfully serve “breakaway” students—first-generation, low-income students who are trying to break away from the past in order to create a more secure future. The gap between low-SES and high-SES students persists as efforts to close it have not met with great success. In this provocative book, Gross offers a new approach to addressing inequities by focusing on students who have succeeded despite struggling with the impacts of poverty and trauma. Gross draws on her experience as a college president to outline practical steps that post-secondary institutions can take to create structures of support and opportunity that build reciprocal trust. Students must trust their institutions and professors, professors must trust their students, and eventually students must learn to trust themselves.

This powerful book explores how institutions of higher education can successfully serve “breakaway” students—first-generation, low-income students who are trying to break away from the past in order to create a more secure future. The gap between low-SES and high-SES students persists as efforts to close it have not met with great success. In this provocative book, Gross offers a new approach to addressing inequities by focusing on students who have succeeded despite struggling with the impacts of poverty and trauma. Gross draws on her experience as a college president to outline practical steps that post-secondary institutions can take to create structures of support and opportunity that build reciprocal trust. Students must trust their institutions and professors, professors must trust their students, and eventually students must learn to trust themselves.

This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. Drawing on real-life examples and scenarios that will be familiar to educators, this resource provides concrete suggestions to assist institutions in becoming trauma-responsive environments, including replicable macro and micro changes.Book Features:Focuses on trauma within the early childhood–adult educational pipeline. Explains how trauma is often cumulative, with recent traumatic events often triggering a revival of traumatic symptomology from decades ago. Provides clarifications of currently used terms and scoring systems and offers new and alternative approaches to identifying and remediating trauma.Includes visual images to augment the descriptions in the text.

This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. Drawing on real-life examples and scenarios that will be familiar to educators, this resource provides concrete suggestions to assist institutions in becoming trauma-responsive environments, including replicable macro and micro changes.Book Features:Focuses on trauma within the early childhood–adult educational pipeline. Explains how trauma is often cumulative, with recent traumatic events often triggering a revival of traumatic symptomology from decades ago. Provides clarifications of currently used terms and scoring systems and offers new and alternative approaches to identifying and remediating trauma.Includes visual images to augment the descriptions in the text.

Discover how the crisis of a global pandemic allowed educators to improve learning across the pre-K–adult pipeline. While acknowledging the scale of loss and difficulty the COVID pandemic engendered within the field of education, this book focuses on how sudden and forced changes to teaching and learning created "Pandemic Positives," which can be captured and brought to scale. In particular: Part I addresses how Pandemic Positives came into being, with special attention to the presence of educator hope and creativity. Part II explores the Pandemic Positives that arose in three settings: when schools were closed, when learning turned online, and when schools re-opened. Part III provides strategies for replicating the Pandemic Positives so they become positive educational game changers. This book is grounded on trauma and mental wellness theory and includes the in-the-trenches experiences and voices of educators. The text features art created by the coauthors and shares both their professional and personal experiences, humanizing and enriching the book. Mending Education completes a trilogy composed of Breakaway Learners and Trauma Doesn't Stop at the School Door by Karen Gross.Book Features:Focuses on what has been ignored in education in any organized and cohesive fashion--how the pandemic actually improved education if we have the courage and will to see those positives and implement them.Filled with the voices of educators--their spoken words that are often ignored or not understood, appreciated, or implemented.Includes an epilogue that is an actual conversation between the authors based on a set of questions, allowing them to share their thoughts and feelings about the book and its positive messages.Designed to be used in classrooms and in policy discussions--all in an effort to improve education for every student.Shares the professional and personal experiences of the authors, including their own individual experiences with trauma--a personal and revelatory read.

Discover how the crisis of a global pandemic allowed educators to improve learning across the pre-K–adult pipeline. While acknowledging the scale of loss and difficulty the COVID pandemic engendered within the field of education, this book focuses on how sudden and forced changes to teaching and learning created "Pandemic Positives," which can be captured and brought to scale. In particular: Part I addresses how Pandemic Positives came into being, with special attention to the presence of educator hope and creativity. Part II explores the Pandemic Positives that arose in three settings: when schools were closed, when learning turned online, and when schools re-opened. Part III provides strategies for replicating the Pandemic Positives so they become positive educational game changers. This book is grounded on trauma and mental wellness theory and includes the in-the-trenches experiences and voices of educators. The text features art created by the coauthors and shares both their professional and personal experiences, humanizing and enriching the book. Mending Education completes a trilogy composed of Breakaway Learners and Trauma Doesn't Stop at the School Door by Karen Gross.Book Features:Focuses on what has been ignored in education in any organized and cohesive fashion--how the pandemic actually improved education if we have the courage and will to see those positives and implement them.Filled with the voices of educators--their spoken words that are often ignored or not understood, appreciated, or implemented.Includes an epilogue that is an actual conversation between the authors based on a set of questions, allowing them to share their thoughts and feelings about the book and its positive messages.Designed to be used in classrooms and in policy discussions--all in an effort to improve education for every student.Shares the professional and personal experiences of the authors, including their own individual experiences with trauma--a personal and revelatory read.