Hachette UK

Drug addiction. Criminal behaviour. Murder... and all before his sixteenth birthday. From foster home to children's home to living rough on the streets, Cain never had a normal childhood. By the age of 8 he was carrying a knife. Seven years later he was serving time for killing someone. Based on real events, ex-prison officer Ronnie Thompson tells Cain's shocking story and reveals what really happens to teenage offenders both on the streets and once they're behind bars. Prison riots, assaults on officers, roof-top protests and brutal acts of violence - this is an inside account of life in a young offender's institute and of an angry young man spiralling dangerously out of control.
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About the author

Ronnie Thompson is an ex-prison officer. He saw more corruption and violence in his years in the service than most people see in a lifetime. Ronnie lives with his partner and their two children.

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Additional Information

Hachette UK
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Published on
Mar 31, 2011
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Biography & Autobiography / General
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Content Protection
This content is DRM protected.
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Research Paper (undergraduate) from the year 2013 in the subject Pedagogy - Common Didactics, Educational Objectives, Methods, Hooks Independend School Distict, language: English, abstract: The effectiveness of an Integrated STEM Professional Development Model for elementary teachers was evaluated in terms of students’ perceptions of the classroom learning environment and student outcomes towards mathematics. The sample consisted of 664 grade 3 – 5 mathematics students from 41 mathematics classrooms. Students from a STEM focused elementary school (Morriss) provided 191 student responses with 473 student responses coming from 4 other elementary schools within the same school district. The students responded to a learning environment questionnaire based on three scales from the What Is Happening In this Class? (WIHIC) and the attitude scale from the Test Of Science Related Attitudes (TOSRA). Factor structure, internal consistency reliability, discriminate validity, and the ability to distinguish between different classes were supported by data analysis of Morriss and Other student groups. An ANOVA was used which produced statistically significant differences in the Cooperation scale. Morriss students’ perceived higher levels of cooperation in their classrooms relative to Other students from schools within the same school district. Student outcomes (Achievement and Attitudes) showed a significant difference suggesting that the Morriss students may be performing better on Achievement assessments based on teacher preparation. However, data also suggest Similar groups of students enjoy their mathematics class at a significantly higher level than Morriss students.
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