Lavishly illustrated and beautifully produced, this book offers an affectionate and engaging narrative of Hughes Hall's remarkable story of achievement, tracing the history of the oldest graduate college in Cambridge back to its modest foundation in 1885 as the Cambridge Training College for Women Teachers. Ged Martin's comprehensive account recreates the chaotic first year, and traces the energetic improvisation that made an impressive reality out of the novel idea that teachers should be trained before entering the classroom. Alongside new and archival images, the story of Hughes Hall is brought fully up-to-date, including the College's gaining full membership of the University in 2006 in time to celebrate its 125th anniversary. This book will be a wonderful memento for both past and present students and staff of Hughes Hall, who have had the chance to experience the College's very special version of the Cambridge experience.

Why are houses so expensive? Is our banking system going to collapse again? Should we be worried that robots are going to take all our jobs? And just what exactly is the economy anyway? Economists and politicians would have you believe it is a rarified topic best left to 'the experts'. The experts are wrong. This book uncovers what people really mean when they talk about 'the economy', taking the word off its pedestal and showing that it's just a lens for seeing the world around us. That, at its heart, economics is about you, and the society you're a part of. Explaining key concepts in economics in relation to how they directly affect your life – from your money to your home, your workplace to your future – What is the Economy? drags the obscure world of economics kicking and screaming towards the everyday and equips you with clarity and understanding.

Drawing on a wealth of previously unexamined material, this staggering account sheds new light on the Allies’ responsibility for a landmark agreement that had dire consequences. On returning from Germany on September 30, 1938, after signing an agreement with Hitler on the carve-up of Czechoslovakia, Neville Chamberlain addressed the British crowds: “My good friends…I believe it is peace for our time. We thank you from the bottom of our hearts. Go home and get a nice quiet sleep.” Winston Churchill rejoined: “You have chosen dishonor and you will have war.” P. E. Caquet’s history of the events leading to the Munich Agreement and its aftermath is told for the first time from the point of view of the peoples of Czechoslovakia. Basing his work on previously unexamined sources, including press, memoirs, private journals, army plans, cabinet records, and radio, Caquet presents one of the most shameful episodes in modern European history. Among his most explosive revelations is the strength of the French and Czechoslovak forces before Munich; Germany’s dominance turns out to have been an illusion. The case for appeasement never existed. The result is a nail-biting story of diplomatic intrigue, perhaps the nearest thing to a morality play that history ever furnishes. The Czechoslovak authorities were Cassandras in their own country, the only ones who could see Hitler’s threat for what it was, and appeasement as the disaster it proved to be. In Caquet’s devastating account, their doomed struggle against extinction and the complacency of their notional allies finally gets the memorial it deserves.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Language and the Joint Creation of Knowledge draws on the most prominent writing of Neil Mercer, covering his ground-breaking and critically acclaimed work on the role of talk in education, and on the relationship between spoken language and cognition. The text explores key themes, relating theoretical ideas to research evidence and to practical educational situations that improve children’s lives. Offering students and researchers a clear, accessible and up-to-date account of a sociocultural perspective on the relationship between spoken language and cognition, it explains one of the key themes in Neil Mercer’s work – that humans have uniquely evolved the capacity to think together, or ‘interthink’. Offering a crucial insight into the work of Neil Mercer, this selection showcases why his approach has become the dominant paradigm in educational research, and why it is increasingly influential in the psychology of teaching and learning. This unique collection of published articles and chapters, which represent the key themes and range of his research over the last 40 years, will be of interest to all followers of his work and any reader interested in the role of language in education.

**NOW A MAJOR MOTION PICTURE STARRING JODIE COMER, EXECUTIVE PRODUCED BY BENEDICT CUMBERBATCH, AND WRITTEN BY ALICE BIRCH (NORMAL PEOPLE)** “The End We Start From by Megan Hunter is a short, concentrated book—a shot of distilled story, like the pulp of a tale boiled to a thick spiced paste. . . . With passages from mythology interspersed with its imagined future, the book is engrossing, compelling and finally hopeful.” —Naomi Alderman, author of The Power “The End We Start From is a beautifully spare, haunting meditation on the persistence of life after catastrophe. I loved it.” —Emily St. John Mandel, author of Station Eleven Longlisted for the 2018 Aspen Words Literary Prize Finalist for the Barnes & Noble 2017 Discover Great New Writers Award An indelible and elemental debut—a lyrical vision of the strangeness and beauty of new motherhood, and a tale of endurance in the face of unimaginable change. In the midst of a mysterious environmental crisis, as London is submerged below flood waters, a woman gives birth to her first child, Z. Days later, the family is forced to leave their home in search of safety. As they move from place to place, shelter to shelter, their journey traces both fear and wonder as Z's small fists grasp at the things he sees, as he grows and stretches, thriving and content against all the odds. This is a story of new motherhood in a terrifying setting: a familiar world made dangerous and unstable, its people forced to become refugees. Startlingly beautiful, Megan Hunter's The End We Start From is a gripping novel that paints an imagined future as realistic as it is frightening. And yet, though the country is falling apart around them, this family's world—of new life and new hope—sings with love.

This book introduces readers to the development of Lesson Study (LS) in the UK, making historical connections to the growth of Lesson Study in Japan, East Asia, the US and Europe. It explains how to conduct LS in schools and educational institutions, providing examples of compelling, externally evaluated impact outcomes for both primary learners and teacher learners, and vivid exemplars of LS in action across age ranges and curricular contexts. Each chapter presents international research outcomes that clearly demonstrate how and why LS has a place within teacher learning approaches that have the greatest impact and the greatest capacity building potential for creating outstanding teaching. This is supported by primary research evidence, and linked with contemporary and recent high quality research worldwide into pupil learning, teacher learning, school improvement and system improvement. The book illustrates the diverse application of LS for innovating or transferring highly effective practices in a variety of contexts to boost learning for children with a range of challenges and specific needs. Lesson Study provides a global perspective on the development of LS worldwide, exploring its impact on innovation, creativity, curricula and achievement in a variety of contexts. It will be of key interest to practitioners in schools and teacher education institutions, researchers, and policy and decision-makers at local, national and international levels. The book’s explicit focus on the leadership of local authorities will also make it valuable reading for all leaders of professional development and school improvement.

Written in an accessible and jargon-free style, Interthinking: putting talk to work explores the growing body of work on how people think creatively and productively together. Challenging purely individualistic accounts of human evolution and cognition, its internationally acclaimed authors provide analyses of real-life examples of collective thinking in everyday settings including workplaces, schools, rehearsal spaces and online environments. The authors use socio-cultural psychology to explain the processes involved in interthinking, to explore its creative power, but also to understand why collective thinking isn’t always productive or successful. With this knowledge we can maximise the constructive benefits of our ability to interthink, and understand the best ways in which we can help young people to develop, nurture and value that capability.

An introduction, written by leading authorities, to many of the major modern achievements of Cambridge University.