Inspiring air: A history of air-related science

Pere Grapí, Universitat Autònoma de Barcelona, Spain

March 2019 / ISBN: 978-1-62273-614-0
Availability: In stock
380pp. ¦ $69 £52 €58

| Recommended by CHOICE, November 2019 Vol. 57 No. 3 | Eudiometers were instruments originally devised for checking the ‘goodness’ of common air. Seeking to be more than just a chronological inventory of eudiometers, this book presents a unique retrospective of these fascinating apparatuses from the end of the eighteenth century to the mid-nineteenth century. By paying particular attention to the experimental procedures involved over the course of the test, this book aims to understand and explore how eudiometers function, to describe the materials used in making them and the different reagents employed in each eudiometrical test. Importantly, eudiometers were employed within a variety of spheres including human and animal health, gas analysis, chemical theory, plant and animal physiology, atmospheric composition, chemical compound composition, gas lighting, chemical revolution and experimental demonstration. Finally, this book looks to redress the existing imbalance in the history of chemistry regarding the attention given to theoretical aspects of chemistry in comparison to chemical practice and apparatus. The few existing accounts of chemical devices written in the past century have not been sufficiently helpful for the understanding of experimental practice in chemistry. Until now no work that deals exclusively with eudiometers and gas analysis from a historical standpoint has been published. Thus, this book will not only cast new light on the subject, but will also contribute to further research on the history of chemical instruments.

Captivating Campuses: Proven Practices that Promote College Student Persistence, Engagement and Success

Nicholas D. Young, American International College et al.

February 2019 / ISBN: 978-1-62273-613-3
Availability: In stock
184pp. ¦ $45 £33 €38

What role does student engagement play in educational achievement on the post-secondary campus? And, what factors affect each student’s ability and motivation to engage with the full college experience, both in and outside of the classroom? It is now widely acknowledged that post-secondary institutions must not only focus on facilitating the transition from high school to college, but that they must also make a concerted effort to listen to the needs and experiences of their students in order to achieve maximal involvement within the college environment. Students need to be captivated by at least one element of their college experience - whether that be in the classroom, dorm, or extracurricular activities - in order to form a bond with their institution and feel motivated and attached enough to put in the hard work until graduation. Campuses that capture their students’ interests and passions, provide spaces for them to develop as individuals, and opportunities to form meaningful professional and personal relationships have a far greater chance of both retaining their students to graduation and helping them develop as whole human beings who will contribute. This book studies the many facets of student engagement as it attempts to define student engagement, differentiating it from involvement, and covers seminal theories of college student engagement. The contributions to this volume discuss the powerful role that relationships play in helping students identify their interests and talents, and other examples of best practice when it comes to creating engaging classroom experiences, such as collaborative projects with peers, study abroad, and learning that is situated in real-life problems that are of importance to the student.

Design School: After Boundaries and Disciplines

Edited by Paul A. Rodgers, University of Strathclyde, UK and Craig Bremner, Charles Sturt University, Australia

February 2019 / ISBN: 978-1-62273-586-0
Availability: In stock
228pp. ¦ $60 £45 €51

By examining the contemporary situation of the Design School from a global perspective, this book explores how the structure of design learning and teaching, research and practice, is being transformed by a number of internal, external, and contextual factors and the implications of these factors for future iterations of the Design School. Exploring contemporary design education, this book asks whether Design Schools are shaping a new type of designer, or if tomorrow’s designers will emerge from other professions such as business, health care, education, and computing, where design ‘thinking’ is now regularly applied. The book is proposed at a time when governments and markets across the world are reshaping education. In a time of rapid and intensive change, it looks internationally at the shape of the Design School of the future. The book has been developed from a series of summits that explored the future of the contemporary Design School informed by international perspectives from high level invited speakers from design education, culture and industry who were asked: * How can a Design School in the age of the Anthropocene best prepare future designers for this complex world? * How can the Design School maximize the potential opportunities suggested by this future, uncertain world at a time of rapid and intensive change? * Having changed the planet how should the Design School react to the planet changing us? The three summits reflect three significant turns in the contemporary Design School. The first focused on the current issues surrounding the Design School from the academic perspective. The second summit examined the increasingly intensive relationship between industry and Design Schools. The third summit focused on the increasingly close relationship between the Design School and the Cultural Sector. The book includes essays from the expanding landscape of the Design School, including educational providers, the design museum sector, the international design festival circuit and influential practitioners engaged in design education. The essays in this book provide a valuable, comprehensive examination of the future of the Design School and render a unique forecast of its probable trajectory.

Help is just a click away: Social Network Sites and Support for Parents of Children with Special Needs

I-Jung Grace Lu, University of Manchester, UK

March 2019 / ISBN: 978-1-62273-607-2
Availability: In stock
201pp. ¦ $58 £44 €49

Feeling alone, searching for help, searching for a sense of belonging and identity: parents of children with special needs face various difficulties in their daily lives. But help and support can be extremely hard to obtain for these parents since they are limited by resources, location and time. However, things started to change when the World Wide Web began to connect people together. We now live in an era when networks of power can be achieved and maintained through virtual connections on the internet, where instant communication can be a form of power. This book hopes to shed light on how the simple act of “clicking” can empower (and, contrariwise, in some cases, disempower) parents to locate help and support. This book also discusses the shifting role of these parents from those seeking help to those who provide help for other parents through the virtual networks they have built on various social networking sites. When examining these issues, this book takes into consideration the Asian concept of Face, in which identity is an image agreed by society. This book will offer insights for parents, researchers and social workers, as well as for anyone else who hopes to understand what is taking place on the ‘net’ and how to be involved in the networking process of providing support for people around you. It allows the readers to see how support nowadays can really be just a click away.

Conversations on Irving Street: Josiah Royce’s Contribution to Symbolic Interactionism

Edited by Corey Reiner and Frank Tridico

May 2019 / ISBN: 978-1-62273-505-1
Availability: In stock
124pp. ¦ $42 £31 €36

What influence did Josiah Royce’s academic work (1913-1917) have on the development of classical Symbolic Interactionist thought? And which philosophical influences shaped Royce’s social and philosophical thought? This book provides a holistic approach to Royce’s academic work and the social philosophy that shaped Symbolic Interactionist theory. By critically evaluating the works of Royce, this book reveals how his ideas and social philosophy made significant contributions to both Symbolic Interactionist thought and sociological theory. Situating his contributions within a socio-historical time frame, Royce’s social philosophy is compared and contrasted to the major concepts of George Herbert Mead (Mind, Self, and Society) and Herbert Blumer’s core synthesized components of classical symbolic interactionist thought (Symbolic Interactionism: Perspective and Method). Thus, demonstrating that Royce’s later academic works closely resemble not only the basic ideas of Mead but also have a strong correspondence with Blumer’s synthesis of the three basic premises and eight root images that outline the theoretical core of Symbolic Interactionist thought. For those looking to investigate or discover new aspects of symbolic interactionist theory from a classical viewpoint, this book offers a unique insight into an American philosopher whose contribution to the development of Symbolic Interactionism has been largely unnoticed.