Expanding the study of Etruscan habitation sites to include not only traditional cities but also smaller Etruscan communities, Cetamura del Chianti examines a settlement that flourished during an exceptional time period, amid wars with the Romans in the fourth to first centuries BCE. Situated in an ideal hilltop location that was easy to defend and had access to fresh water, clay, and timber, the community never grew to the size of a city, and no known references to it survive in ancient writings; its ancient name isn’t even known. Because no cities were ever built on top of the site, excavation is unusually unimpeded. Intriguing features described in Cetamura del Chianti include an artisans’ zone with an adjoining sanctuary, which fostered the cult worship of Lur and Leinth, two relatively little known Etruscan deities, and undisturbed wells that reveal the cultural development and natural environment, including the vineyards and oak forests of Chianti, over a period of some six hundred years. Deeply enhancing our understanding of an intriguing economic, political, and cultural environment, this is a compelling portrait of a singular society.

The region of Rough Cilicia (modern area the south-western coastal area of Turkey), known in antiquity as Cilicia Tracheia, constitutes the western part of the larger area of Cilicia. It is characterised by the ruggedness of its territory and the protection afforded by the high mountains combined with the rugged seacoast fostered the prolific piracy that developed in the late Hellenistic period, bringing much notoriety to the area. It was also known as a source of timber, primarily for shipbuilding. The twenty-two papers presented here give a useful overview on current research on Rough Cilicia, from the Bronze Age to the Byzantine period, with a variety of methods, from surveys to excavations. The first two articles (Yağcı, Jasink and Bombardieri), deal with the Bronze and Iron Ages, and refer to the questions of colonisation, influences, and relations. The following four articles (Tempesta, de Souza, Tomaschitz, Rauh et al.) concern the pirates of Cilicia and Isauria who were a big problem, not only for the region but throughout the Mediterranean and Aegean during the late Hellenistic and especially Roman periods. Approaching the subject of Roman Architecture, Borgia recalls Antiochus IV of Commagene, a king with good relations to Rome. Six papers (Spanu, Townsend, Giobbe, Hoff, Winterstein, and Wandsnider) publish work on Roman architecture: architectural decoration, council houses, Roman temples, bath architecture, cenotaph, and public buildings. Ceramics is not neglected and Lund provides a special emphasis on ceramics to demonstrate how pottery can be used as evidence for connections between Rough Cilicia and northwestern Cyprus. Six contributions (Varinliog(lu, Ferrazzoli, Jackson, Elton, Canevello and Özy?ld?r?m, Honey) deal with the Early Christian and Byzantine periods and cover rural habitat, trade, the Kilise Tepe settlement, late Roman churches, Seleucia, and the miracles of Thekla. The final article (Huber) gives insight into methods applied to the study of architectural monuments.

Leadership, as a discipline, leadership education, as a field, and leadership educator, as a profession are still in their infancy and rapidly evolving. As professionals in higher education, we are constantly asked to provide opportunities for students to learn leadership, whether that is inside or outside of the classroom. However, very little, if any professional development occurs in how to create such learning opportunities. This book provides resources for leadership educators in three sections. The first section sets the stage for leadership education and the professional work of leadership educators, culminating with a variety of professional development resources for leadership educators. The second section introduces a leadership learning framework, provides characteristics and examples of strong leadership programs and assessment practices, and describes the transformative practice of leadership education. The third and final section offers specific instructional and assessment strategies ranging from discussion, case study, and reflection, to team-based- and service-learning to self-assessments, role-play, simulation, and games, to fulfill learning outcomes.