Bücher von Adrian Jones

In the shadow of Baltimore's underworld communities are plagued with addiction, violenceand death. A systematic web of blight and political corruption has forced the people intoa subversive movement to combat the social issues well-known in every major city. Asurban cartels flood the eastside with poison, a rogue family designs a fraternity withintheir bloodline as the last line of defense for the average citizen.Armed with a revolutionary agenda and the freewill to execute in a strategic fashion, thefamily wages war on a local drug syndicate. As an over assertive mother forges her throneinto the heart of the city, she leads her family to become the change that she preaches toall who confide in her.Choose a side as the fraternity breaks the cycle of a failed race against the malevolentcorners of "Bodymore Murdaland". As this urban tale unravels, the reader should askthemselves...SHOULD THE PEOPLE REMAIN COMPLACENT WITH THE CONDITIONS OF THEHOOD OR RISE TO OVERTHROW THE CULTURE OF THE NEEDLE?

Mathematical manipulative materials (manipulatives) invite students to explore and represent abstract mathematical concepts in varied, concrete, tactile, and visually rich ways. Considering the prominence of the use of mathematical manipulatives in current K-12 curricula, pedagogical resources and professional development, research studies show that few secondary school teachers use them. While these studies do not examine this issue from the teachers¿ perspective, they posit that some teachers lack the mathematical knowledge connected to manipulatives, are uncomfortable with or uncertain how to use them, or do not believe that manipulatives have value in the teaching of secondary school mathematics. As a result there is a great need for research that provides further detail as to why and how secondary school mathematics teachers use manipulatives in their classrooms. This study, guided by the research questions: ¿How do secondary school teachers view the use of manipulatives in teaching mathematics?¿ and ¿How do secondary school teachers describe their use of manipulatives in teaching mathematics?¿, sought to examine these issues through semi-structured interviews with six seconda