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Financial literacy is an essential and powerful life skill. This comprehensive suite of resources (for ages 4 to 14) follows a spiral approach where students build their financial competencies year-on-year. Through real-world contexts and examples, students are equipped with the skills they need to make appropriate financial decisions, both in childhood and beyond. Practice Book features:Comprehensive coverage from the fundamentals of money and budgeting through to managing a business and the economy.Age-appropriate, real-world topics, from pocket money to life beyond school.Builds strong foundations to ensure students are set up for sound financial management and economic wellbeing.Covers the important issue of ethical and sustainable spending.Future-focused units including digital financial management and cryptocurrency.Activities promote a joy of learning through collaboration, communication and higher-order questions.Glossary of terms supports the development of financial vocabulary.Hint boxes and challenge activities, plus advice in the Teacher''s Guide, support differentiation.

Ireland was England''s oldest colony. Making Empire revisits the history of empire in Ireland—in a time of Brexit, ''the culture wars'', and the campaigns around ''Black Lives Matter'' and ''Statues must fall''—to better understand how it has formed the present, and how it might shape the future.Empire and imperial frameworks, policies, practices, and cultures have shaped the history of the world for the last two millennia. It is nation states that are the blip on the historical horizon. Making Empire re-examines empire as process—and Ireland''s role in it—through the lens of early modernity. It covers the two hundred years, between the mid-sixteenth century and the mid-eighteenth century, that equate roughly to the timespan of the First English Empire (c.1550-c.1770s).Ireland was England''s oldest colony. How then did the English empire actually function in early modern Ireland and how did this change over time? What did access to European empires mean for people living in Ireland? This book answers these questions by interrogating four interconnected themes. First, that Ireland formed an integral part of the English imperial system, Second, that the Irish operated as agents of empire(s). Third, Ireland served as laboratory in and for the English empire. Finally, it examines the impact that empire(s) had on people living in early modern Ireland. Even though the book''s focus will be on Ireland and the English empire, the Irish were trans-imperial and engaged with all of the early modern imperial powers. It is therefore critical, where possible and appropriate, to look to other European and global empires for meaningful comparisons and connections in this era of expansionism.What becomes clear is that colonisation was not a single occurrence but an iterative and durable process that impacted different parts of Ireland at different times and in different ways. That imperialism was about the exercise of power, violence, coercion and expropriation. Strategies about how best to turn conquest into profit, to mobilise and control Ireland''s natural resources, especially land and labour, varied but the reality of everyday life did not change and provoked a wide variety of responses ranging from acceptance and assimilation to resistance.This book, based on the 2021 James Ford Lectures, Oxford University, suggests that the moment has come revisit the history of empire, if only to better understand how it has formed the present, and how this might shape the future.

This book is no less than a guide to the whole of Western philosophy--the ideas that have undergirded our civilization for two-and-a-half thousand years. Anthony Kenny tells the story of philosophy from ancient Greece through the Middle Ages and the Enlightenment into the modern world. He introduces us to the great thinkers and their ideas, starting with Plato, Aristotle, and the other founders of Western thought. In the second part of the book he takes us through a thousand years of medieval philosophy, and shows us the rich intellectual legacy of Christian thinkers like Augustine, Aquinas, and Ockham. Moving into the early modern period, we explore the great works of Descartes, Hobbes, Locke, Leibniz, Spinoza, Hume, and Kant, which remain essential reading today. In the nineteenth and twentieth centuries, Hegel, Mill, Nietzsche, Freud, and Wittgenstein again transformed the way we see the world. Running though the book are certain themes which have been constant concerns of philosophy since its early beginnings: the fundamental questions of what exists and how we can know about it; the nature of humanity, the mind, truth, and meaning; the place of God in the universe; how we should live and how society should be ordered. Anthony Kenny traces the development of these themes through the centuries: we see how the questions asked and answers offered by the great philosophers of the past remain vividly alive today. Anyone interested in ideas and their history will find this a fascinating and stimulating read.

Financial literacy is an essential and powerful life skill. This comprehensive suite of resources (for ages 4 to 14) follows a spiral approach where students build their financial competencies year-on-year. Through real-world contexts and examples, students are equipped with the skills they need to make appropriate financial decisions, both in childhood and beyond. Practice Book features:Comprehensive coverage from the fundamentals of money and budgeting through to managing a business and the economy.Age-appropriate, real-world topics, from pocket money to life beyond school.Builds strong foundations to ensure students are set up for sound financial management and economic wellbeing.Covers the important issue of ethical and sustainable spending.Future-focused units including digital financial management and cryptocurrency.Activities promote a joy of learning through collaboration, communication and higher-order questions.Glossary of terms supports the development of financial vocabulary.Hint boxes and challenge activities, plus advice in the Teacher''s Guide, support differentiation.

The most current, accessible, and engaging introduction to auditory perception, including embedded audio clips and audiovisual interactive activities.How We Hear: An Introduction to Auditory Perception introduces readers to the basic components of sound and the human auditory system. Concise, clear, and supported by audio clips and activities which deepen students'' understanding, it outlines fundamental processes that enable speech perception, music perception, and spatial hearing, explains how humans make sense of multiple sounds around them, and examines how we can measure and define hearing loss.Key Features- A succint and comprehensive introduction to auditory perception.- Embedded audio clips and audiovisual interactive activities help students to understand key concepts.- Explores current research related to perceiving speech in noisy places and the association between hearing and vision.- ''Further Insights'' boxes, ''Test Yourself'' questions, and further reading suggestions in each chapter allow students to deepen their learning.- Written by experts in the field of auditory perception.Digital Formats and ResourcesThis edition is available for students and institutions to purchase in a variety of formats: the e-book and Trove offer a mobile experience and convenient access along with figures, functionality tools, and navigation features.For more information about e-books, please visit www.oxfordtextbooks.co.uk/ebooks

When Miss Milner announces her passion for her guardian, a Catholic priest, she breaks through the double barrier of religious vocation and society''s standards of `proper'' womanly behaviour. Her love is legitimized when Dorriforth is released from his vows, but she finds her own unorthodox nature cannot conform to a marriage where her husband continues to be a stern moral guide. With a surenees of touch that prefigures Jane Austen, Elizabeth Inchbald shows that there is no simple answer to their predicament, and that their conflict can only be resolved in the next generation. ABOUT THE SERIES: For over 100 years Oxford World''s Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford''s commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

It may be useful that there should be some record of an education which was unusual and remarkableJohn Stuart Mill (1806-73), philosopher, economist, and political thinker, was the most prominent figure of nineteenth century English intellectual life and his work has continuing significance for contemporary debates about ethics, politics and economics. His father, James Mill, a close associate of the utilitarian philosopher Jeremy Bentham, assumed responsibility for his eldest son''s education, teaching him ancient Greek at the age of three and equipping him with a broad knowledge of the physical and moral sciences of the day. Mill''s Autobiography was written to give an account of the extraordinary education he received at the hands of his father and to express his gratitude to those he saw as influencing his thought, but it is also an exercise in self-analysis and an attempt to vindicate himself against claims that he was the product of hothousing. The Autobiography also acknowledges the substantial contribution made to Mill''s thinking and writings by Harriet Taylor, whom he met when he was twenty-four, and married twenty-one years later, after the death of her husband. The Autobiography helps us understand more fully some of the principal commitments that Mill''s political philosophy has become famous for, in particular his appreciation of the diversity, plurality, and complexity of ways of life and their possibilities. This edition of the Autobiography includes additional manuscript materials from earlier drafts which demonstrate the conflicting imperatives that influenced Mill''schoice of exactly what to say about some of the most significant episodes and relationships in his life. Mark Philps introduction explores the forces that led Mill to write the ''life'' and points to the tensions in the text and in Mill''s life.

Introduce your child to new situations through these entertaining and sensitively written stories, which are perfect for reading together. Each story is packed with facts and humour to familiarise your child with what to expect from a first experience. In Fun on the Farm, Kipper and his friends visit a farm for the first time. First Experiences with Biff, Chip & Kipper have been carefully created to help parents explore the wider world with their child, talk about shared feelings and emotions, and build vocabulary through the fun activities included in every book. Each book also includes advice on how to get the most out of reading together and practical tips on navigating new experiences. Biff, Chip & Kipper are characters from the Oxford Reading Tree series, which is used in 80% of primary schools, and now appear in a popular new CBeebies series. This story has been written by Roderick Hunt, author of the original Oxford Reading Tree stories, and Annemarie Young; superb storytellers with over 50 years educational experience between them. Alex Brychta''s humorous and detailed illustrations bring the stories alive and are known to and loved by millions of young readers all over the world.

The Cambridge Lower Secondary Complete English 8 Student Book embeds a solid foundation at Lower Secondary level and helps students reach their full potential, as well as preparing them to progress seamlessly to IGCSE® English. This resource fully covers the Cambridge Lower Secondary English 8 curriculum to ensure students learn everything that is required at that level. However, materials and exercises also prepare students for a smooth transition to IGCSE English by supporting the development of required skills. It is written by a team of internationally experienced authors, many of whom co-authored our previous best-selling first edition. They are all experts in teaching, learning and assessment.The Student Book is supported by a Workbook that provides opportunities for independent practice inside and outside the classroom, and a Teacher Handbook, which offers full teaching support.

''We have to-morrowBright before usLike a flame''The New Negro: An Interpretation is a multidisciplinary anthology of poetry, fiction, essays, criticism, art, and philosophy woven together into a seamless statement of Black agency in the arts and humanities that became, upon its publication in 1925, an instant publishing success. Edited by Alain Locke, a man known as the father of the Harlem Renaissance, the text is a powerful, provocative, and affecting anthology of writers who shaped the Harlem Renaissance movement and who help us to consider the evolution of the African American in society. With works by Black voices such as Zora Neale Hurston, Countee Cullen, and W. E. B. DuBois, Locke constructed a vivid look at the changing African American, finding their place in the ever shifting sociocultural landscape that was 1920s America. With an introduction from Jeffrey C. Stewart, leading biographer of Locke, this collection explores the literary strength as well as the historical context of a monumental and fascinating time in the history of America.

What is history, and why should we study it? Is there such a thing as historical truth? Is history a science? One of the most accomplished historians at work today, John Lewis Gaddis, answers these and other questions in this short, witty, and humane book. The Landscape of History provides a searching look at the historian''s craft, as well as a strong argument for why a historical consciousness should matter to us today.Written in the tradition of Marc Bloch and E. H. Carr, The Landscape of History is at once an engaging introduction to the historical method for beginners, a powerful reaffirmation of it for practitioners, a startling challenge to social scientists, and an effective skewering of postmodernist claims that we can''t know anything at all about the past. It will be essential reading for anyone who reads, writes, teaches, or cares about history.

The First World War hardly ended with the formal Armistice in Europe on November 11, 1918, amid the continuing violence of blockades and epidemics, amid numerous forms of reconstruction and revolution. Its legacies, in fact, resonate deeply in our present. Nor is it obvious that it only began on July 28, 1914, just a month after the assassination of the Archduke Franz Ferdinand, in Sarajevo. Rather than these formal legal openings and closings, the beginnings and endings of wartime are many, depending upon the questions we ask, and the frames of reference we provide. For many at the time, the outbreak of what would become the First World War was an inevitability, the result of rising tensions over decades, whether due to the dynamics and systems of international politics within Europe, or a result of the competitive logic of imperial politics as practised by Europe outside its borders, rebounding back upon it. This resulted in equally persistent ideas down to our own time, about the inevitability that followed from victory; namely, that to be successful and realistic, modern politics and economics must necessarily be fixed in the form of a democratic nation-state. But this new world of democracy, forged in war, could easily become its own sort of intellectual prison-house, curating and limiting political and economic possibilities just as securely as any form of tyranny. That the tyranny of victory was a danger recognized by many of the leading analysts of the First World War at the time, helped to foster a continued search for ideas that might keep the worlds of politics and economics open to alternative futures, rather than being closed by the force of a few great powers or the presentational fiat of democracy. Those hopes paved the way for the wide variety of anti-imperial, federal, diasporic, and revolutionary forms of political and economic arrangements, which were designed to challenge the seemingly inevitable rise of the nation-state. Worlds of Wartime: The First World War and the Reconstruction of Modern Politics provides a new intellectual history of the many and varied ideas about politics and economics that were made, and remade, through wartime and revolution, by political and economic thinkers working across the globe, from the 1880s to the 1930s. Spanning continents, connecting networks of people, power, and possibilities, in new and often experimental ways, the worlds of wartime saw histories of modern politics and economics revised and updated, used as well as abused, in myriad attempts to interpret, explain, understand, explore, and indeed to win, the war. This book takes the measure of a great many of these overlapping visions, and it does so by trying to learn some of the lessons that literary and artistic modernism can teach us about the complexities of political and economic ideas, their contingency and uncertainty, and how they are fixed into focus only at very particular moments. Moving from the stylised narratives of European and American political theory and intellectual history, through to the futurist politics of revolutionaries in Ireland, India, Ottoman-Turkey, and Russia, this book also tracks arguments and strategies for Pan-African diasporic federation, alongside German and American debates about federal pasts and federal futures. From the invention of the world economy, to the reality of multiple war economies, from revolutionary conjunctures to ideas of democracy and climate catastrophe in the Anthropocene today, Reconstruction tells the story of just how strongly modern politics in general, and modern ideas about political and economic possibility, were fixed by the intellectual turbulence wrought during the First World War.

Please note this title is suitable for any student studying:Exam Board: International BaccalaureateLevel and subject: Diploma Programme Environmental Systems and SocietiesFirst teaching: 2024First exams: 2026IB Prepared resources are developed directly with the IB to provide the most up-to-date, authentic and authoritative guidance on DP assessment. IB Prepared: Environmental Systems and Societies 2024 Edition combines a concise review of course content with strategic guidance, past paper material and exam-style practice opportunities, allowing learners to consolidate the knowledge and skills that are essential to success.

In this book, Fiendish Fox needs help with her big, bad burglary. Can Monstrous Mouse be her perfect partner in crime? This title is for readers aged 7 to 11 years old. The Big, Bad Burglars is at Oxford Reading Level 7. It is a fully decodable book for pupils who are working below expected standard in their reading. The Rise series ensures that older struggling readers have books with age-appropriate content and topics, that look like the books their peers are enjoying, but are written at a level they can read successfully.

This new study offers a fresh interpretation of apartheid South Africa. Emerging out of the author''s long-standing interests in the history of racial segregation, and drawing on a great deal of new scholarship, archival collections, and personal memoirs, he situates apartheid in global as well as local contexts. The overall conception of Apartheid, 1948-1994 is to integrate studies of resistance with the analysis of power, paying attention to the importance of ideas, institutions, and culture. Saul Dubow refamiliarises and defamiliarise apartheid so as to approach South Africa''s white supremacist past from unlikely perspectives. He asks not only why apartheid was defeated, but how it survived so long. He neither presumes the rise of apartheid nor its demise. This synoptic reinterpretation is designed to introduce students to apartheid and to generate new questions for experts in the field.

Why were the United States and its Western Allies so lenient after the most atrocious war of all times? Out of Hitler''s Shadow answers this question, and considers why the Allies concluded that imposing unrealistic financial conditions on a defeated country would do more harm than good.The destruction left by Nazi Germany was horrendous. The occupied countries had been ravaged and plundered, millions of people murdered, cities laid in ashes. There was every reason to make the defeated Germans pay for ''Hitler''s debt'' as The New York Times called the gigantic damage inflicted. But whereas the Soviet Union punished East Germany, the Western Allies, at the London Debt Conference (1952) decided to forgo all war-related debts. The Federal Republic of Germany - the Western successor state of Nazi Germany - had to settle no more than half of all outstanding debts stemming from pre-war obligations and post-war assistance. Only Israel and private Jewish organisations received reparations from the Federal Republic, but it was a modest amount.Why were the United States and its Western Allies so lenient after the most atrocious war of all times? Out of Hitler''s Shadow answers this question, and considers why the Allies concluded that imposing unrealistic financial conditions on a defeated country would do more harm than good.These actions challenged widely held notions of justice. People who had suffered most from the atrocities committed by Nazi Germany were not compensated. The deal was unfair in many ways, but diplomats and politicians had to make hard choices. Five statesmen were particularly bold: U.S. Secretary of State Acheson, German Chancellor Adenauer, French Foreign Minister Schuman as well as Israeli Prime Minister Ben-Gurion and Foreign Minister Sharett. Tobias Straumann explains why the personalities involved deserve to be remembered for their strategic clarity in the face of enormous resistance.