The first of its kind in South Africa, Brand Management constitutes an invaluable tool for the growing number of academic institutions that offer this exciting subject. Making use of both local and international examples and cases, the subject is approached from a holistic, yet applied perspective. Written in an accessible style, this book assists both students and practitioners to develop the ability to manage brands from the outset to the ultimate outcome. This text is an invaluable reference work for practising professionals, written by authors who have extensive academic and professional expertise and international exposure.

What does it mean to teach for social justice? This book puts the term into action for the classroom, community, and personal and professional development. "Teaching for Social Justice?" sets out a five-fold framework of social justice literacy: Functional, Critical, Relational, Democratic, and Visionary. It them looks at four K-12 educators--Margaret, Joe, Julia, and Paul--as they exercise these literacies in their schools, communities, and lives.These teachers come together with the author, a university researcher, to discuss their experiences inside the classroom and out. Throughout the book, short outtakes from these discussions allow these teachers to share problems and insights from their work with students and colleagues who are straight and gay; black, white, Latino, Asian, and Indian; quiet and vocal; submissive and disruptive.In the process, they show teachers how to confront racism and sexism, overcome inertia as well as acting-out, counteract resistance to change, and put principles of social justice into practice every day. Their voices will ring true to teachers everywhere--urban and rural; in public, private, and alternative schools; throughout every region of the U.S. "Teaching for Social Justice?" is that rare book that can provoke a rethinking of educational philosophy even as it helps get teachers through the day.

What does it mean to teach for social justice? This book puts the term into action for the classroom, community, and personal and professional development. "Teaching for Social Justice?" sets out a five-fold framework of social justice literacy: Functional, Critical, Relational, Democratic, and Visionary. It them looks at four K-12 educators--Margaret, Joe, Julia, and Paul--as they exercise these literacies in their schools, communities, and lives.These teachers come together with the author, a university researcher, to discuss their experiences inside the classroom and out. Throughout the book, short outtakes from these discussions allow these teachers to share problems and insights from their work with students and colleagues who are straight and gay; black, white, Latino, Asian, and Indian; quiet and vocal; submissive and disruptive.In the process, they show teachers how to confront racism and sexism, overcome inertia as well as acting-out, counteract resistance to change, and put principles of social justice into practice every day. Their voices will ring true to teachers everywhere--urban and rural; in public, private, and alternative schools; throughout every region of the U.S. "Teaching for Social Justice?" is that rare book that can provoke a rethinking of educational philosophy even as it helps get teachers through the day.

In this book, Wendy E. S. North investigates whether or not the author of John could have crafted his Gospel with knowledge of the Synoptics. Unlike previous approaches, which have usually treated the Gospel according to John purely as a piece of literature, this book undertakes a fresh approach by examining how John's author reworks material that can be identified within his own text and also in the Jewish Scriptures. An assessment of these techniques allows North then to compare the Gospel of John with its Synoptic equivalents, and to conclude at last that John indeed worked with the knowledge of the Synoptic texts at certain points.

In A Journey Round John Wendy E. S. North considers a range of themes relevant to the interpretation of the Fourth Gospel. First, the relationship between the Gospel and 1 John. North explores the value of the Epistle as a means of identifying traditional material the evangelist knew; on which basis she appeals to 1 John to account for the form of Jesus' prayer in chapter 11. Second, John's Christology in which North looks to John's cultural roots in monotheistic Judaism to understand his capacity to align Jesus with God. Third, the crucial issue of 'the Jews' in John, where North clarifies the data by observing a narrative logic in John's use of the expression. Fourth, North identifies John's 'anticipated' eschatology as a consolation strategy aimed at a readership struggling under life-threatening circumstances in the absence of Jesus. Finally, North looks at John and the Synoptics, and demonstrates how evidence drawn from the Gospel itself can serve to indicate whether or not John composed directly on the basis of the Synoptic record. This collection draws together a number of ground-breaking studies from over thirty years of work on the Fourth Gospel, presenting a coherent development of thought on this crucial Christian text.

In this book, Wendy E. S. North investigates whether or not the author of John could have crafted his Gospel with knowledge of the Synoptics. Unlike previous approaches, which have usually treated the Gospel according to John purely as a piece of literature, this book undertakes a fresh approach by examining how John's author reworks material that can be identified within his own text and also in the Jewish Scriptures. An assessment of these techniques allows North then to compare the Gospel of John with its Synoptic equivalents, and to conclude at last that John indeed worked with the knowledge of the Synoptic texts at certain points.

In A Journey Round John Wendy E. S. North considers a range of themes relevant to the interpretation of the Fourth Gospel. First, the relationship between the Gospel and 1 John. North explores the value of the Epistle as a means of identifying traditional material the evangelist knew; on which basis she appeals to 1 John to account for the form of Jesus' prayer in chapter 11. Second, John's Christology in which North looks to John's cultural roots in monotheistic Judaism to understand his capacity to align Jesus with God. Third, the crucial issue of 'the Jews' in John, where North clarifies the data by observing a narrative logic in John's use of the expression. Fourth, North identifies John's 'anticipated' eschatology as a consolation strategy aimed at a readership struggling under life-threatening circumstances in the absence of Jesus. Finally, North looks at John and the Synoptics, and demonstrates how evidence drawn from the Gospel itself can serve to indicate whether or not John composed directly on the basis of the Synoptic record. This collection draws together a number of ground-breaking studies from over thirty years of work on the Fourth Gospel, presenting a coherent development of thought on this crucial Christian text.

This historical-critical study of the Gospel of John and the First Epistle of John challenges the commonly held view that the first Johannine epistle is related to the Gospel. This historical-critical study of the Gospel of John and the First Epistle of John challenges the commonly held view that the first Johannine epistle is related to the Gospel. Sproston argues that the two writings are indirectly related through a common Johannine tradition. A comparison of the two therefore allows traditional material in the evangelist's work to be isolated, enhancing our understanding of the creative processes involved in its composition. The account of the raising of Lazarus is rigorously analysed as a test case for this kind of analysis.