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Cities are at the heart of the biggest challenges facing humanity - from the cost-of-living crisis to the COVID-19 pandemic, to climate change to inequality and social injustice. Local governments around the world are facing increased expectations to support the transition to a more just and sustainable society and are under pressure to do more with fewer resources. Rapid urbanization is creating significant pressure on cities to expand and improve housing and infrastructure, and improve social equity, health and quality of life, all while fostering a robust economy that can provide good jobs for all. Nonetheless, cities are also our best hope for the future and remain at the heart of economic growth, innovation and job creation.

Collaborative applications of a variety of modeling methodologies have multiplied in recent decades due to widespread recognition of the power of models to integrate information from multiple sources, test assumptions about policy and management choices, and forecast the future states of complex systems. However, information about these modeling efforts often is segregated by both discipline and modeling approach, preventing modelers from learning from one another. This volume addresses the need for cross-disciplinary and cross-methodological communication about collaborative modeling. To enhance a shared understanding of systems problems, scientists and stakeholders need strategies for integrating information from their respective fields, dealing with issues of scale and focus, and rigorously investigating assumptions. The chapters in this volume first explore modeling methodologies for enhanced collaboration, then offer case studies of collaborative modeling across different complex systems problems. The volume will be useful for experienced and beginning modelers as well as scientists and stakeholders who work with modelers.

Improved computing technology combined with IoT-enabled smart devices and the digitization of personal health records (PHRs) has created vast quantities of patient data in recent years. The availability of this data and new processing methods are enabling clinicians to provide better care for patients and has sparked a growing interest in consumer health informatics (CHI) and in the potential of patient-generated health data (PGHD).

An essential teaching companion offering practical strategies for all teachers of history in higher education to enhance student learning.

The eighteenth century has been a notable recent growth area in historical studies and related disciplines and is key in university research and teaching. Although widely taught in history departments, the eighteenth century also presents challenges, including new students’ unfamiliarity with the period, the theoretical and interdisciplinary nature of the critical writings, and extensive online source material requiring digital skills for its evaluation.

Focusing on pedagogical innovation and current developments in the discipline, this collection of essays reflects on how we teach the history of the long eighteenth century, exploring current subfields such as histories of material culture, the senses, gender, crime, race, empire, and colonialism. It presents practical case studies showcasing how novel teaching methods can be employed in the classroom that promote active learning and invite students to think critically about the nature of their discipline. Methods covered include decolonizing the curriculum, digital history, transferable skills, engaging with objects, working in non-classroom settings, and multisensory approaches.

Grounded in real academic practice, this is a valuable guide for all history educators, whether specializing in the eighteenth century or beyond.
 

For over forty years, the Conference of Interpreter Trainers has provided opportunities for advancing teaching and learning in interpreter education. This volume highlights fifteen seminal papers from past conference proceedings, along with newly written responses to the selected papers. Many of the new contributions are co-written by the author of the original paper and one or more emerging scholars, giving readers a historical lens on how the field of signed language interpreting pedagogy has evolved. The volume also calls attention to issues with which the field must urgently contend, such as implementing a Deaf-centric approach, multicultural interpreting curricula, the recruitment and retention of African American/Black students, and social justice.

       The contributors explore other important topics in interpreter education including ethics, Deaf translation, performance evaluation, consecutive and simultaneous interpreting, discourse analysis, critical thinking, curriculum sequencing, the social construction of learning, and mentoring. Through this collaborative approach featuring more than thirty scholars, Signed Language Interpreting Pedagogy presents a wealth of theoretical and practical information for interpreter educators and their students.

Transforming Diné Education: Innovations in Pedagogy and Practice gathers the voices of Diné scholars, educators, and administrators to offer critical insights into contemporary programs that place Diné-centered pedagogy into practice.

Bringing together decades of teaching experience, contributors offer perspectives from school- and community-based programs, as well as the tribal, district, and university level. They address special education, language revitalization, wellness, self-determination and sovereignty, and university-tribal-community partnerships. These contributions foreground Diné ways of knowing both as an educational philosophy and as an active practice applied in the innovative programs the book highlights. The contributors deepen our understanding of the state of Navajo education by sharing their perspectives about effective teaching practices and the development of programs that advance educational opportunities for Navajo youth.

This work provides stories of Diné resilience, resistance, and survival. It articulates a Diné-centered pedagogy that will benefit educators and learners for generations to come. Transforming Diné Education fills a need in the larger literature of curricular and programmatic development and provides tools for academic success for all American Indian students.

Contributors
Berlinda Begay
Lorenda Belone
Michael “Mikki” Carroll
Quintina “Tina” Deschenie
Henry Fowler
Richard Fulton
Davis E. Henderson
Kelsey Dayle John
Lyla June Johnston
Tracia Keri Jojola
Tiffany S. Lee
Shawn Secatero
Michael Thompson
Pedro “Pete” Vallejo
Christine B. Vining
Vincent Werito
Duane “Chili” Yazzie