‘Beautifully written, sumptuously illustrated, constantly fascinating‘ The Times On 26 November 1922 Howard Carter first peered into the newly opened tomb of an ancient Egyptian boy-king. When asked if he could see anything, he replied: ‘Yes, yes, wonderful things.’ In Tutankhamun’s Trumpet, acclaimed Egyptologist Toby Wilkinson takes a unique approach to that tomb and its contents. Instead of concentrating on the oft-told story of the discovery, or speculating on the brief life and politically fractious reign of the boy king, Wilkinson takes the objects buried with him as the source material for a wide-ranging, detailed portrait of ancient Egypt – its geography, history, culture and legacy. One hundred artefacts from the tomb, arranged in ten thematic groups, are allowed to speak again – not only for themselves, but as witnesses of the civilization that created them. Never before have the treasures of Tutankhamun been analysed and presented for what they can tell us about ancient Egyptian culture, its development, its remarkable flourishing, and its lasting impact. Filled with surprising insights, unusual details, vivid descriptions and, above all, remarkable objects, Tutankhamun’s Trumpet will appeal to all lovers of history, archaeology, art and culture, as well as all those fascinated by the Egypt of the pharaohs. ‘I’ve read many books on ancient Egypt, but I’ve never felt closer to its people‘ The Sunday Times

Our revision resources are the smart choice for those revising for Pearson Edexcel GCSE (9-1) Mathematics Higher. Are you looking to get a grade 7-9 in your exam? This book aims to help you nail it by giving you: Expert advice to help you get to grips with the tougher exam questions Worked examples and fully worked answers to show you what the best answers will look like Plenty of opportunity to practise the more challenging exam-style questions Hints and advice to develop your exam technique to help you access the higher marks.

Die Herero-opstand 1904–1907 is ’n heruitgawe van ’n boek wat ses keer tussen 1976 en 1979 deur HAUM gepubliseer is. Die lotgevalle van die Hererovolk word in hierdie boek geskets, ’n stuk geskiedenis wat ’n sentrale plek in Namibie se kleurryke geskiedenis beklee. Die opstand van die Herero’s in 1904 teen Duitse koloniale gesag kan beskou word as die enkele gebeurtenis wat die gebied se volksverhoudinge die ingrypendste verander het. Die Herero-opstand 1904–1907 vertel van die geleidelike opbou na die konflik, die skielike uitbarsting van geweld en die tragiese afloop vir die Herero’s toe duisende verhonger het en hulle grond en politieke seggenskap verloor het.

A practical and systematic approach to deepening student engagement, promoting a growth mindset, and building a classroom culture that truly supports thinking and learning. Every student deserves access to deep and rigorous learning. Still, some persistent myths about rigor can get in the way-such as the belief that it means more or harder work for everyone, rather than challenging and advancing students' thinking. So how can teachers get more clarity on rigor and foster more meaningful learning in their classrooms. In Rigor by Design, Not Chance, veteran educator Karin Hess offers not only a clear vision of what makes learning deep and rigorous but also a systematic and equitable approach for engaging students of all ages in rich learning tasks. To that end, she outlines five essential teacher moves that foster thinking and learning: 1. Ask a series of probing questions of increasing complexity. 2. Build schemas in each content area. 3. Consider ways to strategically scaffold learning. 4. Design complex tasks that emphasize transfer and evidence-based solutions. 5. Engage students in metacognition and reflection throughout the learning process. From there, Hess details how to create an "actionable" assessment cycle that will drive learning forward in any classroom. This book offers a treasure trove of strategies, student "look-for" behaviors, and templates to guide teachers in their work as well as an array of rich performance-based assessments to engage and challenge students. School leaders and instructional coaches can also benefit from the variety of teacher-friendly supports to foster rigorous learning in their schools. Ultimately, Rigor by Design, Not Chance helps educators empower students to take greater ownership of their own learning.

The first history of schooling gathered as a single and continuous text since the 1980s. It is also the first attempt to put together a history of South African schooling from the perspective of the subjugated people.

It attempts to show, as South Africa moves from a landscape essentially marked by encounters of people at different frontiers – physical, geographical, economic, cultural and psychological (where only the first two have previously received real attention) – how education is conceptualised, mobilised and used by all the players in the emerging country from the colonial Dutch and British periods into apartheid.

This book covers the period of the history of South African schooling from the establishment of the first school in 1658 to 1910 when South Africa became a Union. It approaches the task of narrating this history as a deliberate intervention. The intervention is that of restoring into the narrative the place of the subjugated people in the unfolding of a landscape which they share with a racialised white community. Propelled by a post-colonial framing of South Africa’s history, it offers itself as a deliberate counter to dominant historiographic and systematic privileging of the country’s elites. As such, it works on a larger canvas than simply the school. It deliberately works the story of schooling alongside the bigger socioeconomic history of South Africa, i.e., Dutch settlement of the Cape, the arrival of colonial Britain and the dramatic discovery of gold and diamonds leading to the industrialisation of South Africa. The story of schooling, the text seeks to emphasise, cannot be told independently of what is going on economically, politically and socially in the making of modern South Africa. Modernity, as a consequence, is a major theme of the book.

In telling the story of formal schooling in South Africa, the text, critically, seeks to retrieve the experience of the subjugated to present a wider and larger canvas upon which to describe the process of the making of the South African school. The text works historically with the Dutch East Indian experience up until 1804 when schooling was characterised by its neglect. It shows then how it develops a systematic character through the institutionalisation of a formal system in 1839 and the initiatives of missionaries. It draws the story to a close by looking at how formal systems are established in the colonies, the Boer Republics and the protectorates.

Thematically, the text seeks to thread through the conceits of race and class to show how, contradictorily, they take expression through conflict and struggle. In this conflict and struggle people who are not white (i.e., they do not yet have the racialised labels that apartheid brings in the middle of the 20th century) are systematically marginalised and discriminated against. They work with their discrimination, however, in generative ways by taking opportunity when it arises and exercising political agency.

The book is important because it explains the roots of educational inequality. It shows how inequality is systematically installed in almost every step of the way. For a period, in the middle of the 19th century, attempts were made to forestall this inequality. The text shows how the British administration acceded to eugenicist influences which pushed children of colour out of what were called first-class schools into segregated missionary-run institutions.

A captivating and insightful account of Dr Max Price’s journey at the helm of a major South African university during a period of immense upheaval.

As Vice-Chancellor of the University of Cape Town for two terms from 2008 to 2018, he offers a candid look at the challenges he faced during his time including transformation, rights of artistic expression, institutional culture, clemencies and amnesties, restorative justice and ethical decision, and of course, #FeesMustFall protests – which shook the country's higher education sector to its core.

Drawing on his experiences, Price delves into the complexities of multi-stakeholder decision-making, crisis management, and the importance of values such as academic freedom in an increasingly polarised world. Part memoir, part insider's view of history, and part leadership guide, Statues and Storms is a must-read for anyone interested in higher education, South African history, or the art of leadership during times of crisis.

Multi-layered inequalities and a sense of insecurity has long been the hallmark of South African life. Recently, however, the uncertainties of Covid-19 have led to greater shared experiences of vulnerability among South Africans. This volume of State of the Nation offers perspectives that may help us navigate our way through the ‘new normal’ in which we find ourselves. Foremost among the unavoidable political and socioeconomic interventions that will be required are interventions based on an ethics of care. Care as an essential attribute must be inserted into all of the diverse contexts that structure needs, desires and relations of power. An ethics of care requires us to reconsider relations of domination, oppression, injustice, inequality, or paternalism within the state. In a democratic post-apartheid state that confirms human connectedness, bodies matter and this knowledge must be driven by active citizenship. We are all caught up in webs of power that require of us, as individuals and as communities, the will and understanding to combat and counter poverty and inequality and thus to improve the state of the nation. The effects of poverty and inequality are as insidious as Covid-19 and render the most vulnerable even more powerless in the face of this and similar ravages. Now, more than ever, we need to prioritise an ethics of care.

As slaap en alleen piepie vir die voëls is, jy weke laas beenhare kon skeer, jy sukkel om in jou broeke te pas en push-up bra’s moet dra – o ja, en jy gewoond is aan koue koffie – dan is hierdie rubriekbundel vir jou!

’n Humoristiese blik op die vreugdes en uitdagings van moederskap en vrouwees.

Carla Lang se blog, #kouekoffie, het reeds oor die 15 000 aanhangers (followers). Van die rubrieke het oorspronklik op Netwerk24 verskyn.

Showcasing the work of more than 200 women writers of African descent, this major international collection celebrates their contributions to literature and international culture.

Twenty-five years ago, Margaret Busby’s groundbreaking anthology Daughters Of Africa illuminated the “silent, forgotten, underrated voices of black women” (Washington Post). Published to international acclaim, it was hailed as “an extraordinary body of achievement… a vital document of lost history” (Sunday Times). New Daughters Of Africa continues that mission for a new generation, bringing together a selection of overlooked artists of the past with fresh and vibrant voices that have emerged from across the globe in the past two decades, from Antigua to Zimbabwe with numerous South African contributors. Key figures join popular contemporaries in paying tribute to the heritage that unites them. Each of the pieces in this remarkable collection demonstrates an uplifting sense of sisterhood, honours the strong links that endure from generation to generation, and addresses the common obstacles women writers of colour face as they negotiate issues of race, gender and class, and confront vital matters of independence, freedom and oppression.

Custom, tradition, friendships, sisterhood, romance, sexuality, intersectional feminism, the politics of gender, race, and identity—all and more are explored in this glorious collection of work from over 200 writers. New Daughters Of Africa spans a wealth of genres—autobiography, memoir, oral history, letters, diaries, short stories, novels, poetry, drama, humour, politics, journalism, essays and speeches—to demonstrate the diversity and remarkable literary achievements of black women.

New Daughters Of Africa features a number of well-known South African contributors including Gabeba Baderoon, Nadia Davids, Diana Ferrus, Vangile Gantsho, Barbara Masekela, Lebogang Mashile and Sisonke Msimang.

The book that inspired millions of educators to refine their approach to teaching returns for an all-new third edition. Built on a more rigorous research base and updated to emphasize student diversity, equity, and inclusion, The New Classroom Instruction That Works offers a streamlined focus on the 14 instructional strategies proven to promote deep, meaningful, and lasting learning: Cognitive interest cues Student goal setting and monitoring Vocabulary instruction Strategy instruction and modeling Visualizations and concrete examples High-level questions and student explanations Guided initial application with formative feedback Peer-assisted consolidation of learning Retrieval practice Spaced and mixed independent practice Targeted support Cognitive writing Guided investigations Structured problem solving These strategies-all of which are effective and complementary-are presented within a framework geared toward instructional planning and aligned with how the brain learns. For each strategy, you'll get the key research findings, the important principles of classroom practice, and recommended approaches for using the strategy with today's learners. Both new and veteran teachers will finish this book with a better understanding of how effective teaching boosts student achievement and a clearer idea of what to do, when to do it, and why.

When used effectively, quality questions and student dialogue result in self-regulated learners and formative feedback that reveals progress toward learning goals. Learning knows no boundaries. The potential for learning exists whenever and wherever we interact with our environment. So how can we infuse school learning with the authenticity and excitement associated with real-life experiences? In Questioning for Formative Feedback, Jackie Acree Walsh explores the relationship between questioning and feedback in K-12 classrooms and how dialogue serves as the bridge connecting the two. Quality questioning, productive dialogue, and authentic use of feedback are a powerful trifecta for addressing the needs of a new generation of learners. In fact, the skillful use of these three processes can fuel and accelerate the academic, social, and emotional learning of all students. In this book, Walsh provides a manual of practice for educators who want to engage students as partners in these processes. To that end, she offers the following features to help create a classroom in which everyone learns through intentional practice: Blueprints for coherent models of key processes and products. Tools and strategies to help you achieve identified outcomes. Protocols with step-by-step directions to complete an activity. Classroom artifacts of authentic classroom use, including links to 21 original videos produced exclusively for this book! Working together, questioning, dialogue, and feedback can transform learning for all. This book supports you in embracing and bringing that vision to fruition.

With a new chapter on the environment, and extensive coverage of the coronavirus pandemic and global health, Heather McKibben continues to enliven Karen Mingst's classic, concise text. Refined and expanded InQuizitive activities help students learn, retain and apply key concepts to real-world events. Plus, new biweekly News Analysis activities help students apply the main theories of the text to contemporary real-world examples they would encounter in the media.

This latest volume of South African Foreign Policy Review assesses South Africa's foreign policy during the presidency of Cyril Ramaphosa.

Focusing on such themes as foreign policy leadership, policy architecture, diplomacy, national interests, and the country's bi- and multilateral relations, the authors also consider how South Africa can maintain―and even increase―its role both in the region and internationally.

Ons praat Afrikaans – diverse mense – een taal is meer as net nog ’n fotoboek: dit is die eindproduk van ’n projek wat sy ontstaan gevind het in een individu se liefde vir die Afrikaanse kultuur en taal, Douw Greeff. Die projek is geloods in 2016 toe fotograwe (amateur en ook professioneel) genader is om werke in te skryf wat hulle voel die Afrikaanse kultuur en taal raakvat. Verskeie inskrywings is ontvang en die top foto’s het deurgegaan na ’n beoordelings-rondte, waar ’n paneel die beste foto’s gekies het om in hierdie pragpublikasie te pronk.