65+. The Best Years of Your Life

With lessons for people of every age

Peter Bowden, University of Sydney

August 2018 / ISBN: 978-1-62273-445-0
Availability: In stock
136pp. ¦ $43 £31 €35

What is the key to happiness in later life? Since the time of the ancient philosophers such as Plato and Aristotle, the human race has questioned and written about what makes us happy. But with the rise of life expectancy and rapidly ageing populations, happiness in later life has become a major topic of debate. Drawing on three sources, the lessons of history, a survey of 150 people aged over 65 and the findings of the present-day positive psychologists, this book analyses and considers what it means to be in happy in later life and how it can be achieved. Bowden reflects on our many and differing views of life after retirement and finds lessons that can also contribute to our happiness in earlier years. Importantly, this book also asks, and answers, what role governments and our social institutions play in bringing about happiness. This valuable and well-informed insight into happiness in later life leaves the reader with little doubt that the post-65 years can indeed be your best.

rock philosophy: meditations on art and desire

Torgeir Fjeld

July 2018 / ISBN: 978-1-62273-441-2
Availability: In stock
144pp. ¦ $55 £39 €45

Is the creative act like a volcano: an outburst that lights up the universe? This volume connects reason with desire and the arts in ways that enable us to imagine how creativity can bring us closer to the truth. The artistic quest for freedom stands in stark contrast to philosophy's call to subordinate art to reason and tradition. The struggle between them has culminated in artistic attempts to subsume philosophical matters within the domain of art. One central question in this study is what the consequences will be of a final dissolution of the boundary between the two domains: will all that remains of the artwork be an abstract howl of the rock – our rock, the planet – itself?

Frozen Justice: Lessons from Bosnia and Herzegovina’s Failed Transitional Justice Strategy

Jared O. Bell

July 2018 / ISBN: 978-1-62273-204-3
Availability: In stock
154pp. ¦ $55 £40 €45

In May 1993 the United Nations Security Council founded the International Criminal Tribunal for the former Yugoslavia (ICTY). Based in the Hague, Netherlands, the ICTY was formed with the objective of prosecuting those who had committed war crimes, crimes against humanity and genocide in Bosnia and Herzegovina and elsewhere in the former Yugoslavia during the early to mid-90s. During its mandate (1993-2017), the tribunal heard many cases and tried numerous perpetrators, from those who carried out the killings to those who orchestrated and ordered them. In spite of its accomplishments, the ICTY is considered to be highly controversial. It is debated if the ICTY did enough to foster healing and reconciliation in many of the conflict-torn societies. Many scholars argue that the tribunal operated adequately within their mandate and sought to promote justice and reconciliation, however, those who lived through the brutal wars would argue that there has simply been no justice. Importantly, Bosnia and Herzegovina still remains a country divided by issues of post-conflict justice, among other things. In 2010 a government-led strategic plan emerged that was intended to deal with the unfinished “business” of justice and promote reconciliation throughout the country. However, it failed to do this, and there is currently no political will or momentum to revive it. But, was this strategy doomed to failure from the beginning? In the form of a quantitative study, this book examines the possibility of reconciliation being achieved in Bosnia and Herzegovina through the methods fostered by the strategy. Focusing on three major cities, Sarajevo, Mostar, and Banja Luka, Dr. Jared Bell surveyed nearly 500 people in order to shed light on the subject of the national transitional justice strategy and reconciliation from the perspective of the everyday populace.

Memos from a Theatre Lab: Immersive Theatre & Time

Nandita Dinesh

June 2018 / ISBN: 978-1-62273-435-1
Availability: In stock
200pp. ¦ $59 £42 €48

Drawing from Dinesh’s findings in Memos from a Theatre Lab: Exploring What Immersive Theatre “Does” and Memos from a Theatre Lab: Spaces, Relationships, & Immersive Theatre, this practice-based-research project, the third in a series of Immersive Theatre experiments in Dinesh’s theatre laboratory, considers the impact of duration when using immersive theatrical aesthetics toward educational and/or socio-political objectives. Dinesh frames the third experiment in her New Mexican theatre laboratory by placing its data and analyses in conversation with Information for/from Outsiders: Chronicles from Kashmir: a twenty-four hour long immersive, theatrical experience that Dinesh has been developing with Kashmiri theatre artists since 2013. In doing so, Dinesh seeks to create ‘conceptual bridges': between practice and theory; between her experiments in New Mexico and the work that she does in Kashmir; between the generation of frameworks to develop Dinesh’s own repertoire as a practitioner-researcher, and the creation of shareable strategies that might be used by other Immersive Theatre scholars, artists, and students.

The Potency of the Principalship: Action-Oriented Leadership at the Heart of School Improvement

Nicholas D. Young, American International College et al.

July 2018 / ISBN: 978-1-62273-444-3
Availability: In stock
170pp. ¦ $57 £41 €46

This book examines the diverse responsibilities of the 21st century principal, who is tasked with continuous school improvement. Recognizing that principals must lead educators and staff in all facets of school life, this book reviews research-based strategies, practices and theories that can be readily translated into the enhanced praxis. The authors present an in-depth analysis into principal identity, working effectively with families, how a collaborative school culture can offer dividends, helping teachers educate an increasingly diverse student body, and successful instructional leadership approaches. Additional emphasis is placed on school law, teachers’ unions, hiring and evaluation, budgeting, curriculum and program assessment, professional development, and the use of technology. Notably, throughout their investigation, the authors bear in mind cutting-edge practices that can be employed in these areas to leverage the best from schools and those that inhabit their halls. The reader will be left with an expanded understanding of principal practices that directly and indirectly improve student achievement as well as a resource section for further consideration and use.