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In some instances, state officials offer defendants substantial waiver rewards because they recognize that the evidence which they have is short of conclusive. It is thought better to secure some punishment of defendants than to risk trials at which they might be acquitted. This “half-loaf” defense of plea bargaining is the subject of Chapter 8. It is argued that principled prosecutors and judges would not seek to bypass fair procedures designed to protect the innocent. Principled state officials will thus eschew half-loaf plea bargaining. They will offer modest waiver rewards, proceed to trial if defendants refuse such offers, or drop charges for which there is insufficient evidence. The hard cases will be those in which state officials have inadmissible evidence which they are certain confirms the guilt of individuals with respect to serious crimes. These cases are examined at length.

This chapter focuses on the historical roots of Catholic Worker personalist hospitality and Salvationism. The moral rhetoric of charitable action at Loaves & Fishes emphasized respect for the poor through giving. The organizational structure maximizes the labor of diverse church-based volunteer groups to feed the city's hungry. The working arrangements of charitable action at Loaves & Fishes mediated between the radical Christian philosophy of the Catholic Workers and the organizational demands to recruit and manage a large volunteer workforce to provide for the daily needs of the urban poor. It shows that Protestants and Catholics brought different formulations of charity into play in the politics of welfare. It traces the working arrangements of visions of charity through organizational publications, interviews with staff, and participant-observation. It carries the essay of the prolific Maurin, a French peasant and Christian agitator, which spread the four tenets of the Catholic Worker philosophy, works of mercy, personalism, hospitality, and social justice.

This chapter describes how the organizational rhetoric of charitable action at Loaves & Fishes guided the volunteers' moral selving. Moral selving may be understood as one type of deeply emotional self-work. It involves a concern for transforming the experience of an underlying moral self, in contrast to a situated identity. Gratitude, commitment, and witnessing emerged as key themes in the routine volunteers' accounts of their experiences at Loaves & Fishes. Moral selving both mirrored and shaped the volunteers' connection to a wider community. Some volunteers encouraged others to participate in their volunteer work; some hoped to model caring for others for their children; others volunteered out of acknowledgment of their own economic vulnerability and gratitude for the good fortune of having homes. Gratitude for economic security, commitment to the work of feeding the urban poor, and witnessing the sacred in one's life emerged as interconnected themes, resonant with personalist hospitality but concurrently a product of the volunteers' moral selving. Catholic Worker philosophy teaches that witnessing God in one's life involves performing not only corporal works of mercy but also spiritual works of mercy.

This chapter describes the author's fieldwork among volunteers in the two largest charitable organizations dedicated to feeding the poor in Sacramento, California. At Loaves & Fishes, a Catholic Worker charity, the staff and “routine volunteers” (mostly middle class and predominantly white) strove to treat the poor with more compassion and love, while at The Salvation Army, kitchen staff and the “drafted volunteers” (mostly working class and male, many of color, and many formerly homeless) labored alike to be more responsible toward others. The felt politics of caring at Loaves & Fishes and The Salvation Army spanned three mutually constitutive horizons: the moral selving of individuals, the emotion cultures of the organizations, and the local politics of charity and social change. The analysis here focuses on the latter two in order to turn our attention most directly to social movement politics.

This chapter describes the doubt Larry Brown felt regarding his ability to teach. He was also hesitant to criticize student writing, since “you’re messing with something that has come out of somebody’s heart and soul. I tell them if it doesn’t work this time, they’ve got to keep trying and believing in themselves.” Brown found his first taste of teaching as an associate instructor at the 1991 Bread Loaf conference, where Orman Day, another participant of the conference, described him as “quite approachable” and particularly sympathetic to students. Brown’s workshops were popular and thus quite crowded, and he was much less formal in the classroom than were some of the other teachers.

The U.S. Army marches on Wilmington in two wings, one up the eastern peninsula and other up the west bank of the Cape Fear. Ironclad monitors provide artillery support form the river itself. Nine regiments of USCT attack the entrenched line at Sugar Loaf, but cannot breach it. Across the river, local blacks act as scouts, and under their guidance 6,500 troops commanded by Maj. Gen Jacob D. Cox are able to flank the rebel positions at Fort Anderson and Town Creek, forcing an evacuation of the Sugar Loaf position directly across the river as well. On Washington’s Birthday, Wilmington surrenders to US. troops.

This chapter examines the myriad ways that individuals in a group can function. In a rehearsal environment, conductors who understand group dynamics can endeavor to counteract the common negative effects of group work, and elevate the positive aspects of working within a team. The chapter further explores methods to create accountability in the choral rehearsal, with the goal of inspiring each individual singer to consistently put forth their full effort. Additionally, the author discusses various methods for designing effective assessments that will encourage practice and accountability. This chapter also examines the role priming can play in setting up a positive rehearsal environment, and considers the positive and negative effects of stress on one’s ability to learn.