Daniel Jew - Böcker

Historians constantly wrestle with uncertainty, never more so than when attempting quantification, yet the field has given little attention to the nature of uncertainty and strategies for managing it. This volume proposes a powerful new approach to uncertainty in ancient history, drawing on techniques widely used in the social and natural sciences. It shows how probability-based techniques used to manage uncertainty about the future or the present can be applied to uncertainty about the past. A substantial introduction explains the use of probability to represent uncertainty. The chapters that follow showcase how the technique can offer leverage on a wide range of problems in ancient history, from the incidence of expropriation in the Classical Greek world to the money supply of the Roman empire.

This book guides readers to transition their teaching to learning-centred practices. Based on Weimer’s (2002, 2013) and Blumberg’s (2009, 2019) framework, the authors describe their faculty learning community-based journey through the adaptation, implementation, and assessment of a series of practical learning-centred teaching strategies.While furnishing a critical discussion of challenges, directions, and development of learning-centred pedagogy as applied to an Asian context, this book provides suggested pathways for educators around the world to embark on their own journey toward learning-centred teaching. These pathways cover a range of disciplines and teaching contexts from architecture and engineering to systems thinking and general education, illustrating the robustness and flexibility of learning-centred teaching. The authors provide examples of good teaching practice to help instructors, instructional designers, faculty developers and university administrators see how principles of learning-centred teaching and assessment can translate practically into quality classroom teaching and learning. The rigorous assessment methodology is both highly reflective and readily applicable to teaching assessment and portfolio development. It also shows how Blumberg’s rubrics (2019, Making Learning-Centered Teaching Work, Appendix B, available for download on our website) and Cole & Stavros’ (2019) SOAR (Strengths, Opportunities, Aspirations and Results) framework can be used to evaluate the impact of interventions.Contributing unique insights, this is a valuable guide for anyone interested in implementing student learning-centred pedagogical approaches and using rubrics for assessing teaching practice.

This book guides readers to transition their teaching to learning-centred practices. Based on Weimer’s (2002, 2013) and Blumberg’s (2009, 2019) framework, the authors describe their faculty learning community-based journey through the adaptation, implementation, and assessment of a series of practical learning-centred teaching strategies.While furnishing a critical discussion of challenges, directions, and development of learning-centred pedagogy as applied to an Asian context, this book provides suggested pathways for educators around the world to embark on their own journey toward learning-centred teaching. These pathways cover a range of disciplines and teaching contexts from architecture and engineering to systems thinking and general education, illustrating the robustness and flexibility of learning-centred teaching. The authors provide examples of good teaching practice to help instructors, instructional designers, faculty developers and university administrators see how principles of learning-centred teaching and assessment can translate practically into quality classroom teaching and learning. The rigorous assessment methodology is both highly reflective and readily applicable to teaching assessment and portfolio development. It also shows how Blumberg’s rubrics (2019, Making Learning-Centered Teaching Work, Appendix B, available for download on our website) and Cole & Stavros’ (2019) SOAR (Strengths, Opportunities, Aspirations and Results) framework can be used to evaluate the impact of interventions.Contributing unique insights, this is a valuable guide for anyone interested in implementing student learning-centred pedagogical approaches and using rubrics for assessing teaching practice.

M. I. Finley (1912-86) was the most famous ancient historian of his generation. He was admired by his peers, and was Professor of Ancient History at the University of Cambridge and Fellow of the British Academy. His unmistakable voice was familiar to tens of thousands of radio listeners, his polemical reviews and other journalism were found all over the broadsheets and weeklies, and his scholarly as well as his popular works sold in very large numbers as Penguin paperbacks. Yet this was also a man dismissed from his job at Rutgers University when he refused to answer the question of whether he was or had ever been a member of the Communist Party. This pioneering volume assesses Finley's achievements and analyses the nature of the impact of this charismatic individual and the means by which he changed the world of ancient history.