No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in "Mathematics Success and Failure Among African-American Youth," the results of a year-long ethnographic and observational study of African-American students and their parents and teachers.
"Mathematics Success and Failure Among African-American Youth" goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students.
The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.

For more than two thousand years, philosophers and theologians have wrestled with the irreconcilable opposition between Greek rationality (Athens) and biblical revelation (Jerusalem). In Athens and Jersusalem, Lev Shestov—an inspiration for the French existentialists and the foremost interlocutor of Edmund Husserl, Martin Heidegger, and Martin Buber during the interwar years—makes the gripping confrontation between these symbolic poles of ancient wisdom his philosophical testament, an argumentative and stylistic tour de force. Although the Russian-born Shestov is little known in the Anglophone world today, his writings influenced many twentieth-century European thinkers, such as Albert Camus, D. H. Lawrence, Thomas Mann, Czesław Miłosz, and Joseph Brodsky. Athens and Jerusalem is Shestov’s final, groundbreaking work on the philosophy of religion from an existential perspective. This new, annotated edition of Bernard Martin’s classic translation adds references to the cited works as well as glosses of passages from the original Greek, Latin, German, and French. Athens and Jerusalem is Shestov at his most profound and most eloquent and is the clearest expression of his thought that shaped the evolution of continental philosophy and European literature in the twentieth century.

No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.

With issues of equity at the forefront of mathematics education research and policy, Mathematics Teaching, Learning, and Liberation in the Lives of Black Children fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This timely collection significantly extends the knowledge base on mathematics teaching, learning, participation, and policy for black children and it provides new framings of relevant issues that researchers can use in future work. More importantly, this book helps move the field beyond analyses that continue to focus on and normalize failure by giving primacy to the stories that black learners tell about themselves and to the voices of mathematics educators whose work has demonstrated a commitment to the success of these children.

Imagine growing up in small Indiana towns in the 1940s in a very strict religious family and then realizing at the age of six that there was something sexually "wrong" with you. You had no name for it, and you didn't really understand it, but you knew it all the same. By the time you were seven and eight years old, you heard adults talk about sexual perversion and teenagers using the terms "faggot" or "queer" as if they were describing the plague. But you knew deep inside it was you they were talking about Then skip forward a few years when you felt compelled to find someone else like you. You knew you couldn't be the only one, and you didn't think you could survive on erotic dreams or daydreaming. And so you began to sexually experiment with older men who called themselves queer, but you knew it didn't describe you. Then, at age seventeen, you found yourself in your first small gay bar, where you finally discovered you weren't the only one like you on this planet But when your mother discovered you'd been invited to a gay party, she told you that you would burn in hell if you didn't become heterosexual. And that was just the beginning. Following My Path is the true account of the author discovering who he was and all the things that happened along the way. Some of the things are serious, and some are funny, but all are interesting and vital to understanding what many gay people have had to endure. Reading Following My Path may: * change your mind about whether being gay is a choice or not; * make you see gay people differently and with more understanding, particularly those who are older and in the closet longer; * teach you to love your children unconditionally, even if there are parts of them you can't understand or accept; * teach you not to lay guilt trips on your children; and * teach gay LGBT people not to leave God out of their lives, as we, too, are made in his image, and he wants us to lead happy and fulfilling lives. Following My Path is the author's confirmation in his belief in God and his comfort with being an "outed," gay Christian.

Imagine growing up in small Indiana towns in the 1940s in a very strict religious family and then realizing at the age of six that there was something sexually "wrong" with you. You had no name for it, and you didn't really understand it, but you knew it all the same. By the time you were seven and eight years old, you heard adults talk about sexual perversion and teenagers using the terms "faggot" or "queer" as if they were describing the plague. But you knew deep inside it was you they were talking about Then skip forward a few years when you felt compelled to find someone else like you. You knew you couldn't be the only one, and you didn't think you could survive on erotic dreams or daydreaming. And so you began to sexually experiment with older men who called themselves queer, but you knew it didn't describe you. Then, at age seventeen, you found yourself in your first small gay bar, where you finally discovered you weren't the only one like you on this planet But when your mother discovered you'd been invited to a gay party, she told you that you would burn in hell if you didn't become heterosexual. And that was just the beginning. Following My Path is the true account of the author discovering who he was and all the things that happened along the way. Some of the things are serious, and some are funny, but all are interesting and vital to understanding what many gay people have had to endure. Reading Following My Path may: * change your mind about whether being gay is a choice or not; * make you see gay people differently and with more understanding, particularly those who are older and in the closet longer; * teach you to love your children unconditionally, even if there are parts of them you can't understand or accept; * teach you not to lay guilt trips on your children; and * teach gay LGBT people not to leave God out of their lives, as we, too, are made in his image, and he wants us to lead happy and fulfilling lives. Following My Path is the author's confirmation in his belief in God and his comfort with being an "outed," gay Christian.

This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

The life of a Chinese national hero. Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. Obscure Press are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

The life of a Chinese national hero. Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. Obscure Press are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

This volume contains lectures given at the Saint-Flour Summer School of Probability Theory during the period 10th - 26th July, 1995. These lectures are at a postgraduate research level. They are works of reference in their domain.

For more than two thousand years, philosophers and theologians have wrestled with the irreconcilable opposition between Greek rationality (Athens) and biblical revelation (Jerusalem). In Athens and Jersusalem, Lev Shestov—an inspiration for the French existentialists and the foremost interlocutor of Edmund Husserl, Martin Heidegger, and Martin Buber during the interwar years—makes the gripping confrontation between these symbolic poles of ancient wisdom his philosophical testament, an argumentative and stylistic tour de force. Although the Russian-born Shestov is little known in the Anglophone world today, his writings influenced many twentieth-century European thinkers, such as Albert Camus, D. H. Lawrence, Thomas Mann, Czesław Miłosz, and Joseph Brodsky. Athens and Jerusalem is Shestov’s final, groundbreaking work on the philosophy of religion from an existential perspective. This new, annotated edition of Bernard Martin’s classic translation adds references to the cited works as well as glosses of passages from the original Greek, Latin, German, and French. Athens and Jerusalem is Shestov at his most profound and most eloquent and is the clearest expression of his thought that shaped the evolution of continental philosophy and European literature in the twentieth century.

With issues of equity at the forefront of mathematics education research and policy, Mathematics Teaching, Learning, and Liberation in the Lives of Black Children fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This timely collection significantly extends the knowledge base on mathematics teaching, learning, participation, and policy for black children and it provides new framings of relevant issues that researchers can use in future work. More importantly, this book helps move the field beyond analyses that continue to focus on and normalize failure by giving primacy to the stories that black learners tell about themselves and to the voices of mathematics educators whose work has demonstrated a commitment to the success of these children.

Award-winning dance film which explores the use of point technique using extended intertwining solos, complex partnering sequences and extreme speed to generate powerful performances with unexpected moments of tender emotion and serenity. Edouard Lock uses intricate choreography for both camera and dancers, creating constantly shifting points of view. The original score, written by David Lang for violin, cello, piano and voice, combines evocative minimalism with lyrics from five of Lou Reed's most famous works, created in the 60s for the Velvet Underground.