On coming of age, Rudy returns to Georgetown and gets in with three brothers about his age, who all wanted to form a construction company, with dreams of owning a large business and getting rich. Basking in the glow of signing their first big contract, Rudy stepped out on the porch to look at the stars with contentment. On a very dark street that had no street lights, Rudy got a quick glimpse of a young girl as she passed through a sliver of light coming from a slightly opened window in the street. While Rudy was vaguely thinking why she would be out at night on this dark street, he heard a barely audible struggle across the street from where he was standing. Blackies door opened, and through the faint light from within his house, Rudy saw a struggling Girlie, a fifteen-year-old who lived a few blocks away and on the backstreet, being forcibly taken into Blackies house by him. Rudy dashed back into the house to alarm his friends, but they just shrugged. Rudy was outraged that they were not prepared to do anything about Blackie, who was known and feared in the neighborhood as Blackie the Monster. The next morning, Girlie was fished out of a canal close to her house by her parents after some passersby raised an alarm. Who killed Girlie Moonsammy? And why did her parents hastily take off her body into the country and cremated Girlie? Guilt-ridden, Rudy began drinking heavily, losing his first love along the way. Will he become an alcoholic and bring ruin to their budding business?

Simeon and Simon Watson, sons of Rudy and Joanna Watson, graduated at the top of their high school class at seventeen years old. They were top athletes at school, participated in many volunteer activities, and despite coming from the richest family in their housing community, took part in cleanups and other volunteer activities. It came as no surprise to anyone when they were offered full scholarships to Doverden University, in Cambridge, Massachusetts, United Statesone of the most prestigious schools in the world. Their parents, though ecstatic, were a bit apprehensive over their only sons leaving home in Guyana, South America, to live so far away. Leaving the dormitory on their very first day of school, Simon and Simeon disappeared. They vanished like ghosts. They disappeared like jumbies, Guyanese would say, which was their term for ghosts. What happened to the twins? This book will take the reader through a labyrinthine, mysterious, and highly dangerous excursion to find the truth.

In 1960, apartheid's planners created the 'Indian' township of Chatsworth, evicting people from established neighborhoods around Durban and forcibly settling them into the grid of a modern racial ghetto. Making a home within this architecture of exclusion, along streets without names, tens of thousands of new residents began building new lives and new communities, developing an urban space with a unique cultural vibrancy born of creativity and economic struggle. With the dismantling of 'Group Areas' legislation from 1990, and within South Africa's continually changing political landscape, the Chatsworth township has witnessed innovations of livelihood, shifting boundaries of identity, and protracted social challenges. This book brings together an exhilarating mix of voices that collectively tell the story of Chatsworth's origins, transformations, and ongoing rhythms of daily life. Its narrative richness is further enhanced with classic photographs, some dating back to the period of early settlement, as well as a contemporary photo essay by distinguished photographer, Jenny Gordon.

Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs of a department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, for bringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life. In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in the psychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychology graduates about how to use what they have learned beyond their higher education experiences.