This book was written by undergraduate students at The Ohio State University (OSU) who were enrolled in the class Introduction to Environmental Science. The chapters describe some of Earth's major environmental challenges and discuss ways that humans are using cutting-edge science and engineering to provide sustainable solutions to these problems. Topics are as diverse as the students, who represent virtually every department, school and college at OSU. The environmental issue that is described in each chapter is particularly important to the author, who hopes that their story will serve as inspiration to protect Earth for all life.
Written by leading social psychologists with expertise in leadership, health and emergency behaviour – who have also played an important role in advising governments on COVID-19 – this book provides a broad but integrated analysis of the psychology of COVID-19 It explores the response to COVID-19 through the lens of social identity theory, drawing from insights provided by four decades of research. Starting from the premise that an effective response to the pandemic depends upon people coming together and supporting each other as members of a common community, the book helps us to understand emerging processes related to social (dis)connectedness, collective behaviour and the societal effects of COVID-19. In this it shows how psychological theory can help us better understand, and respond to, the events shaping the world in 2020. Considering key topics such as: LeadershipCommunicationRisk perceptionSocial isolationMental healthInequalityMisinformationPrejudice and racismBehaviour changeSocial Disorder This book offers the foundation on which future analysis, intervention and policy can be built. We are proud to support the research into Covid-19 and are delighted to offer the finalised eBook for free. All Royalties from this book will be donated to charity.
Are human beings less violent than before? Why do we adopt certain moral and political judgements? Why is the gap between rich and poor getting bigger? How do we decide which criminal policies are effective? What is the Population Challenge for the 21st Century? What is social science? In Big Ideas in Social Science, David Edmonds and Nigel Warburton put these and more of our society’s burning questions to 18 of the world’s leading social scientists including Steven Pinker, Ann Oakley, Lawrence Sherman, Kate Pickett, Robert J. Shiller and Doreen Massey. The result is a collection of thought-provoking discussions that span the fields of sociology, politics, economics, criminology, geography and many more.From the people who brought us the Philosophy Bites series, Big Ideas in Social Science is a fascinating and accessible introduction to the key ideas and findings of the social sciences. The interviews for this book are based on a series of podcasts, Social Science Bites, sponsored by SAGE. Social Science Bites was inspired by the popular Philosophy Bites podcast (www.philosophybites.com), which was founded by David and Nigel in 2007 and has so far had 26 million downloads. Philosophy Bites has spawned three books, Philosophy Bites, Philosophy Bites Back and Philosophy Bites Again.
In science, concepts such as organism, evolution and life, are used almost every day. Every scientist knows the general meaning of such concepts. At the same time, nature is complex, and for this reason, it is difficult to draw stringent lines around classes of things. Scientists therefore accept the use of so called 'working definitions' for many concepts. It is frequently advocated that working on definitions has little use for practical research. This book explores a different viewpoint, in which definitions are compared with tools. If your toolbox contains too few tools, tools that are worn down, or tools that don't fit, it becomes difficult to carry out even the most easy maintenance or repair job. Experts know: suitable tools make the work easier. The aim of this book is to examine much-used concepts in science as if these are tools in a scientific toolbox. Do the current definitions represent quality tools? To explore this question, this book uses a recently developed hierarchy theory, the operator theory, as a reference. This theory is explained in the first chapter. Whenever the analyses suggest to do so, the ScienceBites offer directions for improvement of current definitions. 'These delicious bites of science will inspire readers to devour much more scientific knowledge, and to reflect on the importance for humanity of progress in the sciences.' Prof. Dr Herman Philipse Utrecht University 'In this "golden age of biology" SCIENCEBITES provides a much needed critical reflection on its core terms' Prof. Dr Bart Gremmen Wageningen University & Research 'This is one of the most fascinating books I have read recently. Do not be deceived by the brevity of the chapters. Each gave me food for thought during many days.' Dr Peter Roessingh University of Amsterdam
What is the responsibility, or the task of the arts as we face environmental crisis? Ecologies in Practice is an edited collection of dynamic and multi-formatted contributions that explore the ways in which cultural production informs perceptions, communications, and knowledge of environmental distress in a Canadian context, pointing to the significance of the arts in the creation and sharing of crucial counter narratives and alternative possibilities. Ecologies in Practice identifies the arts as an important mode of inquiry for reimagining, and for public engagement and understanding of pressing environmental and social concerns, while acknowledging the ways in which it contributes important work to the growing interdisciplinary field of Environmental Humanities. Bringing together artistic perspectives from a range of lenses and voices, including artists, writers, scholars, activists, curators, theorists, and makers, Ecologies in Practice offers important tools for artists, scholars, students, and research-creators invested in arts and the environment. Contributors present artistic methods as alternative sites of understanding that contribute significant and affective work to environmental scholarship, while thinking outside of the disciplinary borders and confines of the artworld. Ecologies in Practice aims to initiate vital conversations among practitioners, and together with readers, consider what environmentally engaged arts lend differently to these conversations.
When their boat is burned and they are cast adrift in the South China Sea, Titty, Roger, Peggy, John, Nancy, Susan, and Captain Flint make their way to land only to find themselves the captives of the redoubtable Missee Lee, one of the last pirates operating off the China coast.
In this engaging book—the first to historicize our understanding of sexual harassment in the workplace—Julie Berebitsky explores how Americans' attitudes toward sexuality and gender in the office have changed since the 1860s, when women first took jobs as clerks in the U.S. Treasury office. Berebitsky recounts the actual experiences of female and male office workers; draws on archival sources ranging from the records of investigators looking for waste in government offices during World War II to the personal papers of Cosmopolitan editor Helen Gurley Brown and Ms. magazine founder Gloria Steinem; and explores how popular sources—including cartoons, advertisements, advice guides, and a wide array of fictional accounts—have represented wanted and unwelcome romantic and sexual advances. This range of evidence and the study's long scope expose both notable transformations and startling continuities in the interplay of gender, power and desire at work.
This book challenges the centrality of the prison in our understanding of punishment, inviting us to see, hear, imagine, analyse and restrain 'mass supervision'. Though rooted in social theory and social research, its innovative approach complements more conventional academic writing with photography, song-writing and storytelling.
Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers’ lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher’s Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher’s Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.
