Patrick Griffin – författare

A bold new account of the Age of Revolution, one of the most complex and vast transformations in human history  “A fresh and illuminating framework for understanding our past and imagining our future. Powerfully argued and engagingly written, Patrick Griffin’s timely account of revolutionary regime change and reaction shows how a world of empires became our world of nation-states.”—Peter S. Onuf, coauthor of Most Blessed of the Patriarchs  “When we speak of an age of revolution, what do we mean? In this synoptic, compelling book, Patrick Griffin asks the difficult questions and invites readers to reconsider the answers.”—Eliga Gould, author of Among the Powers of the Earth  The Age of Atlantic Revolution was a defining moment in western history. Our understanding of rights, of what makes the individual an individual, of how to define a citizen versus a subject, of what states should or should not do, of how labor, politics, and trade would be organized, of the relationship between the church and the state, and of our attachment to the nation all derive from this period (c. 1750–1850).  Historian Patrick Griffin shows that the Age of Atlantic Revolution was rooted in how people in an interconnected world struggled through violence, liberation, and war to reimagine themselves and sovereignty. Tying together the revolutions, crises, and conflicts that undid British North America, transformed France, created Haiti, overturned Latin America, challenged Britain and Europe, vexed Ireland, and marginalized West Africa, Griffin tells a transnational tale of how empires became nations and how our world came into being.

The captivating story of two British brothers whose attempts to reform an empire helped to incite rebellion and revolution in America and insurgency and reform in IrelandPatrick Griffin chronicles the attempts of brothers Charles and George Townshend to control the forces of history in the heady days after Britain’s mythic victory over France in the mid-eighteenth century, and the historic and unintended consequences of their efforts. As British chancellor of the exchequer in 1767, Charles Townshend instituted fiscal policy that served as a catalyst for American rebellion against the Crown, while his brother George’s actions at the same moment as lord lieutenant of Ireland politicized the kingdom, leading to Irish legislative independence. This fascinating study is the first to consider as a linked history the influence of two all-but-forgotten brothers, both of whom rose to national prominence in the same year. Griffin vividly reconstructs the many worlds the Townshends moved through and explores how their shared conception of an empire that could harness the wealth of America to the manpower of Ireland initiated an age of revolution.

More than 100,000 Ulster Presbyterians of Scottish origin migrated to the American colonies in the six decades prior to the American Revolution, the largest movement of any group from the British Isles to British North America in the eighteenth century. Drawing on a vast store of archival materials, The People with No Name is the first book to tell this fascinating story in its full, transatlantic context. It explores how these people--whom one visitor to their Pennsylvania enclaves referred to as "a spurious race of mortals known by the appellation Scotch-Irish"--drew upon both Old and New World experiences to adapt to staggering religious, economic, and cultural change. In remarkably crisp, lucid prose, Patrick Griffin uncovers the ways in which migrants from Ulster--and thousands like them--forged new identities and how they conceived the wider transatlantic community. The book moves from a vivid depiction of Ulster and its Presbyterian community in and after the Glorious Revolution to a brilliant account of religion and identity in early modern Ireland.Griffin then deftly weaves together religion and economics in the origins of the transatlantic migration, and examines how this traumatic and enlivening experience shaped patterns of settlement and adaptation in colonial America. In the American side of his story, he breaks new critical ground for our understanding of colonial identity formation and of the place of the frontier in a larger empire. The People with No Name will be indispensable reading for anyone interested in transatlantic history, American Colonial history, and the history of Irish and British migration.

The preeminent historians of the founding era speak their mind on the anniversary of the United States' birthIn these powerful and personal essays, some of the most celebrated historians of the American Revolutionary era reflect on the meaning of 1776 to the nation in 2026, offering fresh insights and food for thought on every page. They tackle the most pressing topics that Americans debated in 1776 and continue to debate today: the meaning of democracy; the nature of information wars; immigration and the rights and obligations of citizenship; race and slavery; public health; the various and conflicting legacies of the founders; and the shifting nature of commemoration itself. Like the Revolutionary generation they know so well, on some issues these scholarly authorities find themselves largely in accord; on others they vehemently disagree. This is historical debate at its most urgent.Contributors: Allison Bigelow * T. H. Breen * Katherine Carté * Lindsay M. Chervinsky * Marlene L. Daut * Andrew M. Davenport * Christa Dierksheide * Lauren Duval * Joanne B. Freeman * Annette Gordon-Reed * Eliga H. Gould * Patrick Griffin * Nicholas Guyatt * Ricardo A. Herrera * Woody Holton * Brendan McConville * Michael A. McDonnell * Peter S. Onuf * Robert G. Parkinson * Teresa R. Pollak * John A. Ragosta * Bertrand Van Ruymbeke * Rosemarie Zagarri

The globetrotting champion of the oppressed who shook his fist at the world in an era of profound changePrizefighter is the extraordinary saga of James "Yankee" Sullivan, who, in the first half of the nineteenth century, traveled the globe as a refugee, convict, laborer, and pugilist—and helped bring our modern world into being. Sullivan was born as Francis Ambrose in Ireland in 1813, ventured to London as a boy, was arrested for thieving and shipped to Australia (where he learned to box), escaped from New Zealand on a whaler, won his first match out of Liverpool, reigned as a prizefighter and leading political figure in New York City in the 1840s, moved to Gold Rush California, coached the king of Hawaii in boxing, and spent his last days in a jail cell in San Francisco in 1856. But Sullivan's life story is much more than a tale of adventure. He helped tie together a world being redefined by free trade, mass migration, industrialization, and democracy, becoming both a champion in the ring and a champion of the people. In this first era of globalization, as the life of Yankee Sullivan attests, prizefighters were world-makers.

Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers.

This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes.

This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes.

This book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills.

This book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills. The major element of this new volume is the presentation of research information from the global assessment of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. The outcomes presented include evidence to support the validity of assessment of 21st century skills and descriptions of consequent pedagogical approaches which can be used both to teach the skills and to use them to enhance key learning goals in secondary education systems. The sections of the volume are connected through a focus on the degree to which innovative assessment tasks measure the constructs of interest. This focus is informed by conceptual and methodological issues associated with affordances of 21st century computer-based assessment. How understanding of the nature of the skills, as derived from these assessments, can guide approaches to the integration of 21st century skills in the classroom, is informed by initiatives adopted by participating countries. The guiding questions in this volume are: "Do the assessment tasks measure the constructs?" and "What are the implications for assessment and teaching in the classroom?" It is the third volume of papers from this project published by Springer.

Rapid—and seemingly accelerating—changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research  conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about ‘21st-century’ skills and including operational definitions of those skills. The authors focus too on fresh approaches to educational assessment, and present methodological and technological solutions to the barriers that hinder ICT-based assessments of these skills, whether in large-scale surveys or classrooms. Equally committed to defining its terms and providing practical solutions, and including international perspectives and comparative evaluations of assessment methodology and policy, this volume tackles an issue at the top of most educationalists’ agendas.

Rapid—and seemingly accelerating—changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. It faces these new working environments head-on, delineating new ways of thinking about ‘21st-century’ skills and including operational definitions of those skills.

This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills.