Neely never knew a world without limits. There was always a boundary, always a line she couldn't cross. She heard her parents speak about life before the walls. It sounded like a great way to live. It sounded a lot like freedom, but behind the perimeter of Zone 7, even the thought of escaping was a crime. One president had come along and changed the way people interacted forever. People lived behind barricades. The walls seperated each race. The walls kept people safe, but to an adventurous 17 year old Neely, they made her feel trapped. After meeting a group of teenagers from other zones on the interscope, a new age internet, Neely decides its time to break the rules and venture outside of her zone. Fearless and determined, Neely sneaks out and meets friends who are so different from her that it's mind blowing. When their night of rebellion turns into a fight for justice, they must prove their lives matter and that when people come together miraculous things can happen.
This book is essential reading in the sociology of education, social policy and mathematics education. It is for teachers, principals, superintendents, school leaders and policymakers. For too long, many children have not achieved their best potential in mathematics at both primary and secondary schools. Although scholarly interest in students' attitudes towards mathematics and achievement in mathematics has increased, there is scant research which explores the explanatory potential of Bourdieu's trilogy of habitus, cultural capital and social field in investigating students' attitudes towards mathematics. The content is based on a rich empirical study of 1106 students aged 14-16 and gives a detailed account drawing on both quantitative and qualitative data to show the intersection of social class, gender and ethnicity on students' aspiration, attitudes towards mathematics and mathematical achievement at GCSE in secondary schools in England.
THE ESSENTIAL STUDENT DEVELOPMENT REFERENCE, UPDATED WITH CUTTING-EDGE THEORY AND PRACTICE Student Development in College is the go-to resource for student affairs, and is considered a key reference for those most committed to conscious and intentional student affairs practice. This third edition includes new chapters on social class, disability, and emerging identity theories, with expanded coverage of faith and gender identity. A new framework provides guidance for facilitating dialogues about theory, teaching theory, and the importance of educators as consumers of theory. Discussion questions conclude each chapter and vignettes are woven throughout to provide practical context for theory. Learning activities in the appendix promote comprehension and application of theory. Get updated on the latest in student development theory and application Consider both the psychosocial and cognitive aspects of identity Learn strategies for difficult dialogues, and the importance of reflection Adopt an integrated, holistic approach to complex student development issues Student Development in College is the ideal resource for today's multifaceted student affairs role. "With five new or expanded chapters and critical updates throughout the text, this third edition expertly presents the complex, multifaceted, and continually evolving nature of the theories that inform scholars and professionals in their research and practice with college students. These authors, consummately aware of the needs of emerging and continuing student affairs professionals, have crafted a text that will be both eminently practical and intellectually engaging for graduate students, professionals, and faculty alike." —Dafina-Lazarus Stewart, associate professor, higher education and student affairs, Bowling Green State University "This third edition of Student Development in College beautifully presents the theoretical terrain of student development by honoring the foundational theories upon which the field was developed and foregrounding newer theories with brand new content and fresh perspectives. The result is a text that is comprehensive, sophisticated, and accessible—and one that is attuned to the contemporary realities of the complexities of student development." —Susan R. Jones, professor, higher education and student affairs, The Ohio State University
It doesnt take much to become a dead boy walking in America or elsewhere and on a collision course with early death or some other form of youth related violence. For a young African-American named Trayvon Martin, all it took was to run into a young white wanna be police packing a gun and willing to use it. He was shot to death in Sanford, Florida in a tragic case which exploded into the headlines in March 2012. For others, it is driving a nice car in a white neighborhood in a major American city, the way it happened to Syracuse native, Johnnie Gamage in Pittsburgh. He was shot and killed by Pittsburgh police. He was driving a Jaguar owned by his uncle, Ray Seals, formerly of Pittsburgh Steelers football team For Stanley Tookie Williams, popular for all the wrong reasons yet nominated for the Nobel Peace Prize, it is for crimes he was charged with and executed as the leader of the CRIPS gang in Los Angeles. For many others too many list to list here, it is being at the wrong place at the wrong time when a drive by-shooting occurs. For many more around the globe, you are a dead boy walking when you are born in a war torn country and are forced into an army as a child soldier.
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