Veteran journalist Anton Harber brings all his investigative skills to bear on his very own profession, the media. For two years he conducted dozens of interviews with politicians, journalists, policemen and 'deep throats', before piecing together two remarkable tales.

The first is a chilling story of police death squads, rogue units and renditions, and how South Africa's leading newspaper was duped into doing the dirty work of corrupt politicians. The second starts with a broken and discarded hard drive and evolves, with many near misses, into the exposure of the depths of the Guptas' influence over the ruling party.

Harber's two tales reveal the lows and highs of journalism during an era of state capture. His book is both a disquieting exposé of how easily the media can be duped by a conniving cabal for its own selfish ends, and a celebration of brilliant investigative reporting by brave and ethical journalists.

Our revision resources are the smart choice for those revising for externally assessed Component 3 in the Digital Information Technology BTEC Tech Award. This book contains four full-length practice assessments, helping you to: Prepare by familiarising yourself with the structure and process for completing your assessment Practice by writing responses straight into the book Perfect your external assessment skills, with targeted hints, guidance and support for evvery question, along with answers. Revision is more than Practice Assessments! Make sure you have revised all the essential content for this unit and know what good responses look like with the accompanying Revise BTEC Tech Award Digital Information Technology Revision Guide. Look out for links to the Revision Guide for further information as you work through these practice assessments.

Practice Assessments Plus is the smart choice for those revising Component 3 of the BTEC Tech Award in Digital Information Technology (2022). This book contains four full-length practice assessments, helping you to: Prepare by familiarising yourself with the structure and process for completing your assessment Practise by writing responses straight into the book Perfect your external assessment skills, with targeted hints, guidance and support for every question, along with answers. Revision is more than Practice Assessments! Make sure you have revised all the essential content for this unit and know what good responses look like with the accompanying Revise BTEC Tech Award Digital Information Technology (2022) Revision Guide. Look out for links to the Revision Guide for further information as you work through these practice assessments.

Well established as 'the East Coast yachtsman's bible', this 20th edition of Jan Harber's classic cruising companion marks the book's 60th anniversary. Dating back to 1956 when Jack Coote, Jan's father, produced the first black and white edition, East Coast Rivers, now extending from Lowestoft to Ramsgate, continues to cover the rivers, curlew-haunted creeks and intricate shoals and swatchways of the Thames Estuary and surrounding rivers. Comprehensive pilotage and nautical information based on years of local knowledge is complemented by port information and local maritime history, helping cruising sailors to make the most of their visit to the East Coast. The text is illustrated throughout with updated charts and photographs, including spectacular aerial shots of a number of the rivers and entrances that make up this cherished cruising ground. Not only a pilot guide, this is the memoir of a family's history; exploring, capturing and celebrating this extraordinary sailing area.

This book is a comprehensive text for those interested in formal education in sub-Saharan Africa. It provides a thought-provoking overview of the key educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author's forty years of experience in researching and publishing on education in Africa, it takes a balanced but critical approach to analysing education in Africa, and discusses both positive and negative patterns across the region, as well as identifying differences between and within countries. The book examines major questions of educational provision, structure, content and process but does so in a way that raises challenging questions about gender, inequality, violence, authoritarianism and democracy in education as well the fundamental question of whether education is achieving its desired outcomes. It will be of great interest to students and researchers working in the fields of comparative and international education, education and international development, African education, African studies and development studies.

This book questions the consensus that contemporary formal schooling is of clear cut and undoubted benefit to pupils. During lockdowns caused by the global COVID-19 pandemic, governments and various other actors have been trying to get children and young people back into school as quickly as possible. While there are any numerous beneficial aspects of schooling, the book asks whether accepted models and practices of schools should change in a post-COVID world. By critically examining the everyday nature of 'normal' schooling, the book demonstrates that many aspects of schooling are not necessarily beneficial to pupils, and can be directly harmful: in doing so, the author imagines a future of schooling that could better support and benefit its students.

Packed with practical activities and planning support to help you deliver these exciting new qualifications. A complete unit-by-unit course companion for learners. Helps prepare learners for specific job roles. Includes 'Hands on' and 'Ready for Work?' features to develop practical skills. Assessment practice activities and dedicated 'Getting Ready for Assessment' sections support preparation for assignments, tasks and external tests. Covers the units required for all three pathways in the Diploma in Digital Technology Also covers units included in the Cerficate in IT Support Your Learner Handbook also includes an ActiveBook (a digital version of the Learner Handbook) - ideal for revision and reforcement of key skills. The ActiveBook is available to buy separately and a range of institutional site licences are also available.

Education and Global Justice discusses key themes concerning the relationship between education and global justice in a varied series of highly relevant national contexts. Major international issues such as war, conflict and peace, social justice and injustice, multicultural education, inclusion, privatisation and democracy are explored in relation to the Middle East, Colombia, South Korea, India, Uganda and Pakistan. An interdisciplinary approach is also taken to explore both the nature of global justice and the possibilities for education for global justice in the future. Some of the contents of the book may surprise or even shock readers who like to think that education is inherently and solely a force for good in an unjust world. Instead, in discussing the realities, resistances and challenges facing education for global justice, the contributors show that education can be harmful to individuals and societies while maintaining a hopeful view of education's potential to contribute to greater global social justice. This book was originally published as a special issue of Educational Review.

This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to 'build back better' and 'transform' schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the 'myth' of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

Intended to stimulate sociologically informed thinking about educating, this book has become firmly established in its field, winning places on reading lists for Education Studies, Initial Teacher Training and Continuing Professional Development courses. The book begins with a light-hearted taste of sociology, and then goes on to explorefive key areas of education: - the hidden curriculum - ideologies of educating - sociological perspectives and the study of education - educational life chances, and - the next learning system. This new edition includes sections on personalized learning, progressive education, and the impact of assessment on pupils. It also comes with a new chapter The Discourses of Education. Roland Meighan is a former Special Professor of Education, University of Nottingham, UKand Senior Lecturer, University of Birmingham, UK. Clive Harber is Professor of Education and Head of the School of Education, University of Birmingham, UK. He brings with him expertise in the field of International Education and Educational Development With contributions by Len Barton and Iram Siraj-Blatchford, both of the Institute of Education, University of London; and Stephen Walker, Reader in the Sociology of Education and Visiting Professor in the Science of Education, University of Bari.

This book celebrates the rich, varied and untold history of investigative journalism in southern Africa and the crucial role it has played in shaping the region over the last 300 years.

It tells of the escapades of those who exposed atrocities of the British colonial rulers, the seizure of land from black owners, apartheid death squads, prison conditions, farm labour, government and corporate corruption, environmental travesty and health issues. Young journalists who have previously studied the likes of the Watergate scandal will have access to African journalists who faced huge risks to expose the abuse of power, ranging from the undercover exploits of the legendary ‘Mr Drum’, through to the recent #Guptaleaks exposé, of which it was said, ‘Seldom have journalists played such a crucial role in bringing a country back from the brink.’ The book highlights the long record of accountability journalism in countries such as South Africa, Namibia and Zimbabwe, and the recent surge of such work in others such as Botswana and Malawi.

It breaks new ground in stretching the history of this type of journalism decades further back than previously recorded, including largely ignored work such as John Dube’s coverage of the Zulu Bambatha Rebellion and Richard Msimang’s documentation of the impact of land confiscation in the early 20th century.

The book includes an introduction by Anton Harber, editor and professor, and each case study is written up by an expert in the area.

Greater Depth Maths is a flexible resource that can be used alongside your existing scheme of work to support pupils who are ready to extend their mathematical thinking. It provides a structured approach for systematically developing children’s greater depth maths skills and knowledge. These Pupil Resources comprise: · High-quality mathematical investigations that spark curiosity · Extensive opportunities for children to explore different maths concepts and develop their range of problem solving strategies · Photocopiable pages with visual representations for every investigation,  prompts and word banks to help children discuss and develop their ideas.

Understanding how sounds form-and how sounds combine to create words- is imperative to learning how to transcribe speech phonetically. Taking a "meta" approach, A Phonetics Workbook for Students by Heidi Harbers prepares students to transcribe speech phonetically by helping them become aware of the sounds of English phonology. Following a systematic, learning-friendly organization, chapter's progress from awareness of sounds, to articulatory phonetics and IPA symbols, to transcription. Unlike other workbooks, its exercises are varied and challenging and develop both foundational and critical thinking skills. By teaching students how to develop both an ear and eye for phonetics, the workbook provides a superior foundation from which transcription skills can develop.

Tag-based approaches were originally designed to increase the throughput of capillary sequencing, where concatemers of short sequences were first used in expression profiling. New Next Generation Sequencing methods largely extended the use of tag-based approaches as the tag lengths perfectly match with the short read length of highly parallel sequencing reactions. Tag-based approaches will maintain their important role in life and biomedical science, because longer read lengths are often not required to obtain meaningful data for many applications. Whereas genome re-sequencing and de novo sequencing will benefit from ever more powerful sequencing methods, analytical applications can be performed by tag-based approaches, where the focus shifts from 'sequencing power' to better means of data analysis and visualization for common users. Today Next Generation Sequence data require powerful bioinformatics expertise that has to be converted into easy-to-use data analysis tools. The book's intention is to give an overview on recently developed tag-based approaches along with means of their data analysis together with introductions to Next-Generation Sequencing Methods, protocols and user guides to be an entry for scientists to tag-based approaches for Next Generation Sequencing.

Greater Depth Maths is a flexible resource that can be used alongside your existing scheme of work to support pupils who are ready to extend their mathematical thinking. It provides a structured approach for systematically developing children's greater depth maths skills and knowledge. This Teacher's Guide: * Shows you what greater depth maths looks like and how to assess for it * Provides ready-to-teach sequences and PowerPoints for developing greater depth mathematicians, with support for modelling key strategies, questions to scaffold children's learning and examples of age-appropriate responses * Contains 'Stumble support' to provide inclusive greater depth maths opportunities for all children.

Greater Depth Maths is a flexible resource that can be used alongside your existing scheme of work to support pupils who are ready to extend their mathematical thinking. It provides a structured approach for systematically developing children's greater depth maths skills and knowledge. These Pupil Resources comprise: * High-quality mathematical investigations that spark curiosity * Extensive opportunities for children to explore different maths concepts and develop their range of problem solving strategies * Photocopiable pages with visual representations for every investigation, prompts and word banks to help children discuss and develop their ideas.

Greater Depth Maths is a flexible resource that can be used alongside your existing scheme of work to support pupils who are ready to extend their mathematical thinking. It provides a structured approach for systematically developing children's greater depth maths skills and knowledge. This Teacher's Guide: * Shows you what greater depth maths looks like and how to assess for it * Provides ready-to-teach sequences and PowerPoints for developing greater depth mathematicians, with support for modelling key strategies, questions to scaffold children's learning and examples of age-appropriate responses * Contains 'Stumble support' to provide inclusive greater depth maths opportunities for all children.

This book is a comprehensive text for those interested in formal education in sub-Saharan Africa. It provides a thought-provoking overview of the key educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author's forty years of experience in researching and publishing on education in Africa, it takes a balanced but critical approach to analysing education in Africa, and discusses both positive and negative patterns across the region, as well as identifying differences between and within countries. The book examines major questions of educational provision, structure, content and process but does so in a way that raises challenging questions about gender, inequality, violence, authoritarianism and democracy in education as well the fundamental question of whether education is achieving its desired outcomes. It will be of great interest to students and researchers working in the fields of comparative and international education, education and international development, African education, African studies and development studies.

Greater Depth Maths is a flexible resource that can be used alongside your existing scheme of work to support pupils who are ready to extend their mathematical thinking. It provides a structured approach for systematically developing children's greater depth maths skills and knowledge. These Pupil Resources comprise: * High-quality mathematical investigations that spark curiosity * Extensive opportunities for children to explore different maths concepts and develop their range of problem solving strategies * Photocopiable pages with visual representations for every investigation, prompts and word banks to help children discuss and develop their ideas.

Greater Depth Maths is a flexible resource that can be used alongside your existing scheme of work to support pupils who are ready to extend their mathematical thinking. It provides a structured approach for systematically developing children’s greater depth maths skills and knowledge. This Teacher’s Guide: · Shows you what greater depth maths looks like and how to assess for it · Provides ready-to-teach sequences  and PowerPoints for developing greater depth mathematicians, with support for modelling key strategies, questions to scaffold children’s learning and examples of age-appropriate responses · Contains ‘Stumble support’ to provide inclusive greater depth maths opportunities for all children.

Education in Southern Africa is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of each country in the region. With chapters covering Botswana, Lesotho, Madagascar, Mozambique, Namibia, South Africa, Swaziland and Zimbabwe, the book critically examines the development of education provision in each country as well as local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook will be an essential reference for researchers, scholars, international agencies and policy-makers at all levels.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.