Geiger weiß genau, wie man einen Menschen bricht. Er zählt zu den besten Verhörexperten weltweit. Aber Geiger hat Moral. Schwache Menschen verhört er nicht — und das ist der Grund, aus dem er abgetaucht ist. Bei seinem letzten Auftrag hat er sich mit der Zielperson verbündet und einen gegnerischen Agenten verkrüppelt. Vielleicht hätte er den Mann besser getötet. Denn der ist ebenfalls ein Folterprofi, allerdings ohne Moral.
Und ihm schießt nur ein Gedanke durch den Kopf: Geigers Tod.
Sie brauchen eine Information? Sie kennen die Person, die diese Information hat, aber sie hüllt sich in Schweigen? Lassen Sie das meine Sorge sein. Ich hole immer die Wahrheit aus meiner Zielperson heraus. Denn ich bin ein Spezialist. Dabei befolge ich stets meinen Kodex. Eines Tages bekam ich den Auftrag, gegen meinen Kodex zu verstoßen. Die Folgen waren schrecklich. Für meinen Auftraggeber. Mein Name ist Geiger. Ich spiele Violine. Und foltere Menschen.
A first-person narrative, the story of a life distorted by sexual abuse in
childhood and a serious crime in early adulthood that concealed for decades
before the narrator, now retired, finally ends up in prison where he writes
this memoir for his estranged daughter.
Balanced in approach and focused not on arguments but on cultural contexts,
the attitude of the apologist, and sound answers to difficult questions,
Joshua D. Chatraw and Mark D. Allen's Apologetics at the Cross provides a
thorough and accessible introduction to the renewed Christian discipline of
apologetics.
Leading Inclusion in a Secondary School is a practical guide to one of the most challenging and rewarding roles in a secondary setting. It highlights the key responsibilities and offers practical advice on how to lead groups of staff, embed an ethos and most importantly be the advocate for all the children in the school. Focusing on the core areas of inclusion - behaviour; SEND; safeguarding; attendance; pupil premium and OFSTED - the book provides an overview of each area and explores the skills and knowledge that are required to lead it successfully. Each chapter shares tried and tested strategies and systems for promoting inclusion alongside practical examples, case studies, thinking points and scenarios to take the reader on a comprehensive journey of the role. This is an essential text for all current and aspiring leaders of inclusion including heads of year, senior leaders, safeguarding leads, welfare managers and so on, that will help to build an overarching strategy for inclusion in their school.
This book examines the authority and power of a «sermonic text» through its fictive qualities. The author argues that a sermonic text functions in the manner of a work of fiction and creates an event and space that forces a decision upon the reader. The text creates a place where the Kingdom of God is about to happen and is happening. Consequently, the reader is forced to make a decision. Will he or she «go and do likewise», or reject the Kingdom of God? In this way, a sermonic text acts like a work of fiction and invites a reader into its space and event. If the reader of the sermonic text chooses temporally to enter the event of the text, the reader has the potential to participate in its dynamics and is forced to make a decision either to believe or not believe. Like a work of fiction, it does not require those external guarantees of authority that are found in the community of faith: its doctrines, creeds and ecclesiology. Rather, the authority of the sermonic text is intrinsic as in a work of fiction and stands on its own. The discussion is interdisciplinary, drawing upon literary theory, cultural theory and theology.
A highly informative book, packed with colour plates, illustrations and
stunning photographs that is an essential guide book to the armies of the age
of Louis XIV and Marlborough.
This book proves that submarines played a far more important role in the
outcome of the great Midway carrier battle than has been previously
understood.
