Land. Race. Murder. Betrayal. The true story of a case that broke a South African town, originally released in August 2020 and now available in paperback b-format.

At dusk, on a warm evening in 2016, a group of forty men gathered in the corner of a dusty field on a farm outside Parys in the Free State. Some were in fury. Others treated the whole thing as a joke - a game. The events of the next two hours would come to haunt them all. They would rip families apart, prompt suicide attempts, breakdowns, divorce, bankruptcy, threats of violent revenge and acts of unforgivable treachery. These Are Not Gentle People is the story of that night, and of what happened next. It's a murder story, a courtroom drama, a profound exploration of collective guilt and individual justice, and a fast-paced literary thriller.

Award-winning foreign correspondent and author Andrew Harding traces the impact of one moment of collective barbarism on a fragile community - exploding lies, cover-ups, political meddling and betrayals, and revealing the inner lives of those involved with extraordinary clarity. The book is also a mesmerising examination of a small town trying to cope with a trauma that threatens to tear it in two - as such, it is as much a journey into the heart of modern South Africa as it is a gripping tale of crime, punishment and redemption.

When a whole community is on trial, who pays the price?

Winner of the Sunday Times 2021 Literary Award for Non-Fiction.

Focusing on a decade in Irish history which has been largely overlooked, Youth and Popular Culture in 1950s Ireland provides the most complete account of the 1950s in Ireland, through the eyes of the young people who contributed, slowly but steadily, to the social and cultural transformation of Irish society. Eleanor O'Leary presents a picture of a generation with an international outlook, who played basketball, read comic books and romance magazines, listened to rock'n'roll music and skiffle, made their own clothes to mimic international styles and even danced in the street when the major stars and bands of the day rocked into town. She argues that this engagement with imported popular culture was a contributing factor to emigration and the growing dissatisfaction with standards of living and conservative social structures in Ireland. As well as outlining teenagers' resistance to outmoded forms of employment and unfair work practices, she maps their vulnerability as a group who existed in a limbo between childhood and adulthood. Issues of unemployment, emigration and education are examined alongside popular entertainments and social spaces in order to provide a full account of growing up in the decade which preceded the social upheaval of the 1960s. Examining the 1950s through the unique prism of youth culture and reconnecting the decade to the process of social and cultural transition in the second half of the 20th century, this book is a valuable contribution to the literature on 20th-century Irish history.

This book is not just for parents! While it was initially written for them, increasingly adults working with adolescents also sought help. I tried putting something together specifically for these adults but found that the content is also in this book.These are some common woes of adolescents and adults about each other - 'My parents don't understand me.', 'Why is my child emotionally explosive all the time?', 'My parents are always nagging.', 'Teens cannot seem to be able to think about the consequence first before acting!'The understanding-divide between adolescents and adults seems to be getting wider. Concretely on a day-to-day basis, adolescents and parents are clashing with each other over mind and heart issues; and no one seemed to be able to 'get' the other. Even if one 'got it', it would not take long before one would challenge the other about it.Neuroscience has informed us that the divide has always been there and will continue to be there because it is developmental. The prefrontal cortex will only be fully developed about ten years after the limbic system becomes fully functional. These two areas are primarily responsible for setting and achieving goals, and behavioural-emotional responses, respectively. The implication of this reality is huge, and it explains the 'clash of the mind and heart' issues at so many levels; specifically, rational-emotional conflict during adult-adolescent engagement.One of the ways to reduce that conflict is to heighten the understanding of adult-child developmental realities and learn the strategies that would help the other succeed. Such endeavours seemed to benefit only the adult more because they seemed to be more matured developmentally, but if we know how to help adolescents appreciate the realities, they are able to also benefit from it and manage the constant 'clashing' with the adults.Thus, this book proposes the framework and strategies to help youths succeed and includes some stories of professional youth work, where effective youth engagement strategies are highlighted by youths themselves in retrospect.

This book is not just for parents! While it was initially written for them, increasingly adults working with adolescents also sought help. I tried putting something together specifically for these adults but found that the content is also in this book.These are some common woes of adolescents and adults about each other - 'My parents don't understand me.', 'Why is my child emotionally explosive all the time?', 'My parents are always nagging.', 'Teens cannot seem to be able to think about the consequence first before acting!'The understanding-divide between adolescents and adults seems to be getting wider. Concretely on a day-to-day basis, adolescents and parents are clashing with each other over mind and heart issues; and no one seemed to be able to 'get' the other. Even if one 'got it', it would not take long before one would challenge the other about it.Neuroscience has informed us that the divide has always been there and will continue to be there because it is developmental. The prefrontal cortex will only be fully developed about ten years after the limbic system becomes fully functional. These two areas are primarily responsible for setting and achieving goals, and behavioural-emotional responses, respectively. The implication of this reality is huge, and it explains the 'clash of the mind and heart' issues at so many levels; specifically, rational-emotional conflict during adult-adolescent engagement.One of the ways to reduce that conflict is to heighten the understanding of adult-child developmental realities and learn the strategies that would help the other succeed. Such endeavours seemed to benefit only the adult more because they seemed to be more matured developmentally, but if we know how to help adolescents appreciate the realities, they are able to also benefit from it and manage the constant 'clashing' with the adults.Thus, this book proposes the framework and strategies to help youths succeed and includes some stories of professional youth work, where effective youth engagement strategies are highlighted by youths themselves in retrospect.

This important collection provides a foundational understanding of the debates surrounding urban form and the ability of land use policy to deliver the preferred urban form. Professor Mulley has selected key published articles from disciplines at the interface of urban economics and transport economics. These are grouped together within a number of themes, beginning with the contribution of central place theories developed in the early twentieth century and ending with contemporary papers providing answers to current issues of cities. Professor Mulley's insightful original introduction illuminates her choice and serves to elucidate and facilitate our understanding of urban systems and their drivers.

In 1991, Dr. Lorraine Monroe founded the Frederick Douglass Academy, a public school in Harlem, in the belief that caring instructors, a disciplined but creative environment, and a refusal to accept mediocrity could transform the lives of inner-city kids. Her experiment was a huge success. Today the Academy is one of the finest schools in the country, sending graduates to Ivy League colleges and registering the third highest SAT scores in New York City. The key to its success: a unique leadership method Monroe calls the "Monroe Doctrine," which she developed through decades as a teacher and principal in some of America's toughest schools. In this book Monroe tells her own remarkable story and explains her "Doctrine" through pithy, memorable rules and observations and a host of wonderful true stories. This is an inspiring read for both new and experienced educators--and for anyone who wants to succeed in the face of seemingly impossible odds.

Nietzsche's famous attack upon established Christianity and religion is brought to the reader in this superb hardcover edition of The Antichrist, introduced and translated by H.L. Mencken. The incendiary tone throughout The Antichrist separates it from most other well-regarded philosophical texts; even in comparison to Nietzsche's earlier works, the tone of indignation and conviction behind each argument made is evident. There is little lofty ponderousness; the book presents its arguments and points at a blistering pace, placing itself among the most accessible and comprehensive works of philosophy. The Antichrist comprises a total of sixty-two short chapters, each with distinct philosophical arguments or angle upon the targets of Christianity, organised religion, and those who masquerade as faithful but are in actuality anything but. Pointedly opposed to notions of Christian morality and virtue, Nietzsche vehemently sets out a case for the faith's redundancy and lack of necessity in human life.

In a globalizing and expanding world, the need for research centered on analysis, representation, and management of landscape components has become critical. By providing development strategies that promote resilient relations, this book promotes more sustainable and cultural approaches for territorial construction. The Handbook of Research on Methods and Tools for Assessing Cultural Landscape Adaptation provides emerging research on the cultural relationships between a community and the ecological system in which they live. This book highlights important topics such as adaptive strategies, ecosystem services, and operative methods that explore the expanding aspects of territorial transformation in response to human activities. This publication is an important resource for academicians, graduate students, engineers, and researchers seeking a comprehensive collection of research focused on the social and ecological components in territory development.

Although Turkey is a secular state, it is often characterised as a Muslim country. In her latest book, Lejla Voloder provides an engaging and revealing study of a Bosniak community in Turkey, one of the Muslim minorities actually recognised by the state in Turkey. Under what circumstances have they resettled to Turkey? How do they embrace Islam? How does one live as a Bosniak, a Turkish citizen, a mother, a father, a member of a household, and as one guided by Islam? The first book based on fieldwork to detail the lives of members of the Bosnian and Bosniak diaspora in Turkey, A Muslim Minority in Turkey makes a unique contribution to the study of Muslim minority groups in Turkey and the Middle East.

1. Analyzing the conflicting meanings of the term ‘cultural heritage’, this book outlines a framework that will allow the reader to better grasp the theoretical and practical complexities of this fascinating notion. 2. Gathering together a range of existing views on cultural heritage and summarizing the strong and weak points of the current discourse in a clear, direct way, the book will be accessible to academics and students, as well as heritage professionals. 3. There are a large number of books out there about heritage, but many are quite dated and very few provide a coherent and structured view of the theoretical tenets behind the notion of cultural heritage and its practices, as the proposed book will.

With the publication of The Rise of the Creative Class by Richard Florida in 2002, the 'creative city' became the new hot topic among urban policy makers, planners and economists. Florida has developed one of three path-breaking theories about the relationship between creative individuals and urban environments. The economist Ake E. Andersson and the psychologist Dean Simonton are the other members of this 'creative troika'. In the Handbook of Creative Cities, Florida, Andersson and Simonton appear in the same volume for the first time. The expert contributors in this timely Handbook extend their insights with a varied set of theoretical and empirical tools. The diversity of the contributions reflect the multidisciplinary nature of creative city theorizing, which encompasses urban economics, economic geography, social psychology, urban sociology, and urban planning. The stated policy implications are equally diverse, ranging from libertarian to social democratic visions of our shared creative and urban future. Being truly international in its scope, this major Handbook will be particularly useful for policy makers that are involved in urban development, academics in urban economics, economic geography, urban sociology, social psychology, and urban planning, as well as graduate and advanced undergraduate students across the social sciences and in business.

We hold that the mission of social studies is not attainable, without attention to the ways in which race and racism play out in society-past, present, and future. In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences. Race Lessons: Using Inquiry to Teach About Race in Social Studies addresses the space between the theoretical and the practical and provides teachers and teacher educators with concrete lesson ideas for how to engage learners with social studies content and race. Oftentimes, social studies teachers do not teach about race because of several factors: teacher fear, personal notions of colorblindness, and attachment to multicultural narratives that stress assimilation. This volume will begin to help teachers and teacher educators start the conversation around realistic and practical race pedagogy. The chapters included in this volume are written by prominent social studies scholars and classroom teachers. This work is unique in that it represents an attempt to use Critical Race Theory and inquiry pedagogy (Inquiry Design Model) to teach about race in the social science disciplines.