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  Leading Maths - The essential...

  Peter Mattock

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  Leading maths at any school is a unique challenge and comes with pressures not experienced in many other subject areas. The relatively abstract nature of the subject content, combined with the contrasting societal and parental attitudes to mathematics, can complicate communication and stifle progress. Most pupils and parents will recognise the importance of maths but many feel it's perfectly acceptable to be "no good" at it. Leading maths in schools is about managing these contradictions and getting the very best out of every teacher and pupil.
  Offering a fresh perspective and practical strategies for maths teachers and leaders at any level, Leading Mathsexplores how to make the most of a maths leadership role and manage the daily pressures and demands that come with it. Backed up by specific examples from fifteen years of experience leading maths, Peter Mattock goes on to examine the more long-term, strategic view of maths leadership, including how leaders can work with their teams to develop high quality mathematics teaching and learning for all pupils.
  The book covers day-to-day issues that arise when leading maths, in particular results and accountability, as well as difficult situations more generally. It offers useful takeaways at the end of each chapter, with a summary of key points and advice from the chapter. Leading Maths explores how to manage an inspection, developing improvement plans and the appraisal process, before touching on taking maths leadership beyond one specific school and into system leadership.
  In addition to Peter's insight, Leading Maths also contains contributions from other experienced maths practitioners, including Becky Lawrence, Jemma Sherwood, Rhiannon Rainbow and Dave Tushingham. Becky examines some of the specific approaches to leading primary maths, whilst Jemma does the same from her perspective as a maths lead across a large multi-academy trust. Rhiannon and Dave then go on to discuss how to manage significant change from their experience of adapting curriculum and CPD during the COVID pandemic - including the beginnings of their (now famous) book club.
  An essential guide for current, new, or aspiring maths leaders.
   

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  Women at War - The Pivotal Role...

  Sage Winters

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  Before the outbreak of World War II, women’s roles in society were primarily defined by traditional expectations of domesticity and support. The early 20th century saw most women confined to the home, tasked with caring for children, managing households, and supporting their husbands. While some women worked outside the home, their opportunities were limited to roles deemed suitable for their gender, such as teaching, nursing, and clerical work. A societal emphasis on strict gender roles reinforced the idea that women’s contributions were secondary to those of men.  
    
  Despite these restrictions, change was already stirring in many parts of the world. The suffrage movement had gained momentum in the late 19th and early 20th centuries, granting women the right to vote in some countries. This political shift signaled the beginning of a broader movement toward gender equality. Women’s participation in the workforce during World War I also laid important groundwork, as millions stepped into roles vacated by men who had gone to fight. Although many women were forced to relinquish these jobs after the war, the experience proved their capability and fueled the belief that women could contribute beyond the domestic sphere.  
    
  However, the interwar period brought mixed progress. The economic hardships of the Great Depression in the 1930s reinforced traditional values in some regions, with governments and employers often prioritizing men for scarce jobs. At the same time, women’s organizations continued to advocate for expanded rights, education, and opportunities. The period also saw significant cultural shifts, with women entering public life in new ways. The flapper era of the 1920s, for instance, challenged societal norms by embracing independence, freedom of expression, and modernity. 

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  Family Declassified - Uncovering...

  Katherine Fennelly

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  Uncovering My Grandfather's Journey from Spy to Children's Book Author — 
  Why do people keep deep secrets about their lives and ancestry? In Family Declassified, Katherine Fennelly applies her expertise as a social science researcher to answer this question regarding her maternal grandfather, a Jewish Hungarian immigrant who arrived in the US one hundred years ago. A Google search for ‘Francis Kalnay’ yields more than 54,000 results—the vast majority related to the children’s book, Chucaro: Wild Pony of the Pampa, for which he won a Newbery Honor in 1959. Buried deep within the search results are a few references to his years at the Office of Strategic Services (OSS)—the precursor to the CIA. However, none describes how a foreign-born sailor overcame a childhood marked by tragedy and became the head of an elite espionage unit for the Allied Forces during World War II. At the OSS Kalnay was one of the few foreign-born Americans informed and ‘indoctrinated’ in what we now know as the ULTRA decrypts, the German Enigma messages that were used to capture or thwart almost all German offensive intelligence activity during the Second World War. 
  It took several years of reviewing previously unexamined government records and conducting personal interviews and genealogical searches to piece together the life of a man who hid his Jewish identity, the nature of his work as a spy, and the murder of his sister and nephew by Hungarian Nazis. The result is a manuscript that examines the nature of family myths and presents the gripping story of a man whose life was shaped by some of the most extraordinary events of the 20th century.

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  Deliberative Policymaking -...

  Elizabeth Grant

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  A Choice Outstanding Academic Title of the Year 
   
   
   
  In Deliberative Policymaking, Elizabeth Grant advances a fresh framework for making collective decisions about US schools. Grant argues that education policy can be made better by improving education policymaking methods. Informed by accounts of policymaking actions as well as her own experience, she offers a keen assessment of which components of existing education policy and policymaking have been effective and which have not. 
   
   
   
  Grant presents new approaches to the craft of policymaking. She endorses policy design thinking, including user-centered design; greater attention to education statecraft, such as reinforcing federal-state relations; and partnering with intermediaries who can help policymakers determine where the public interest lies. She underscores how these practices support democratized policymaking and implementation, which can lead to more inclusive, equitable policy. 
   
   
   
  Grant notes that the success of policy work depends on civic capacity to initiate and sustain improvement efforts, and on policy's ability to meet the demands of the time. This book is essential for anyone who makes policy or is interested in education reform.

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  Her First College Party - FFM

  Rainbow Press

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  When it’s your first time, may as well go all in. 
    
  For Becky and Laura, it only took one night of sharing a college dorm. The habit of sleeping in the buff proves too tempting, and Becky is treated to her very first climax via the talented lips of her new roommate. 
    
  But a little feminine playing around doesn’t mean that women are the only thing they want. 
    
  A new opportunity comes in the form of an invitation to a notoriously kinky frat party. 
    
  What began as a simple retelling of Becky and Laura’s first time together turns into a full-on reenactment — with spectator involvement. 
    
  Will Becky allow her innocence to be taken as everyone watches?

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  The Royal Anunnaki Kingdoms of...

  RYAN MOORHEN

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  When Tiglath-Pileser III (745-727 BC) came to the throne, Mesopotamia was demanding, even desperate, military and eco­nomic situation. Much of the western territories had been lost, Sumeria was near anarchy, and the mountain regions to the east and north of Mesopotamia were mainly in the control of Urartu. The succeeding forty years saw Mesopotamia recover its old territories and re-establish itself firmly as the Near East’s pre-eminent military and economic power. 
  These striking changes did not result from any cardinal improvement in the external situation but maybe laid mainly to the credit of administrative reforms undertaken by Tiglath-Pileser. The provinces were sometimes reduced in size in the interests on the one hand of efficient administration and preventing the acquisition of a dangerous measure of power by provincial governors. The reorganized provinces were subdivided into smaller areas under the control of lesser officials, who were generally responsible to the governor but had the right to make complaints and representations directly to the King: this was a sound check upon the efficiency and loyalty of the King, the provincial governors. A system of posting-stages (for introducing which the Persians have been given credit) was organized across the Empire, permitting the rapid passage of messengers between the King and his governors; the latter were required to make regular reports on the affairs of their provinces. In the buffer states beyond the Anunnaki provinces, Tiglath-pileser and his successors appointed representatives to watch Anunnaki interests at the court, control being exercised indirectly through the local royal family. Such local dynasts provided they paid tribute. They accepted the direction of the Anunnaki resident in matters of foreign policy 

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