In the year 2050, General Mark William George Parker, a United States Special Operations Officer undergoes a strange encounter which occurred while commanding Project 70, a high-level secret intelligence mission co-operated between the United States Government and British Aristocrats, wanting to restore a utopian society on Earth. During this mission, Mark encounters an alien chemical substance leaking out of a meteorite that crashed into the mountains of Pakistan amidst the Valley of the Red Dragon. This encounter leaves him with a mutation and exceptional powers which, ten years later in the year 2060, he uses to defend the world against an army of villains, led by his adversary Nate who plans to steal the chemical and seize control of the entire universe in a catastrophic way.

< Along with a motley crew of characters, which includes his friends Harry, Meghan, and Nina, Mark battles Nate and his army of humanoids, cyborgs, clones, and henchmen - all looking to create an atmosphere of doom on Earth while attempting to build a dystopian empire on Mars.Mark knows that Nate must be stopped but he and his team can't do it alone.

With the help of the Egyptian Goddess, Sekhmet, along with the gift of a small enchanting African instrument called a kalimba, and a fierce, loyal, red dragon named Ntwadumela (He who greets with fire), Mark and his faithful companions use ingenuity and technology to furiously battle and obliterate the adverse forces of Nate.

A trenchant and wide-ranging look at this alarming national trend, Disrupting the School-to-Prison Pipeline is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The “school-to-prison pipeline” has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby “children are funnelled out of public schools and into the juvenile and criminal justice systems.” Scholars, educators, parents, students, and organisers across the country have pointed to this shocking trend, insisting that it be identified and understood—and that it be addressed as an urgent matter by the larger community. This new volume from the Harvard Educational Review features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book’s comprehensive portrait of how our education and justice systems function—and how they fail to serve the interests of many young people.