Book reviews

Book reviewed: The Brain and Emotion by E. Rolls (2000). ix + 367 pp., ISBN 0-19-852463-3, Price £17.99, Oxford: Oxford University Press. Anxiety, Depression and Emotion by R.D. Davidson (Ed.). (2000). ISBN 0-19-513358-7, New York: Oxford University Press.

Teaching To Trouble: Critical Book Reviews as Pedagogy to Interrogate Education Praxis

How might education professors disrupt traditional curriculum and teaching practices that teach future teachers to label, segregate, and marginalize students with disabilities? The Disability Studies in Education (DSE) approach grounds practice on the perspectives of people with disabilities and challenges practices that isolate and de-humanize individuals. The pedagogy for eliciting critical book reviews using a DSE perspective is described.

Book Reviews

Reviews of the following books: Helen Caldwell and James Bird, 2015, Teaching with Tablets, London: Sage, ISBN: 978-1-473-90679-2 Reviewed by Gurmit Uppal. Vivienne Baumfield, Elaine Hall and Kate Wall, 2013, Action Research in Education (2nd Edition), London: Sage, ISBN: 978-1-446-20719-2 Reviewed by Warren Kidd. Patricia Driscoll, Andrew Lambirth and Judith Roden, 2015, The Primary Curriculum: A Creative Approach (2nd Edition), London: Sage, ISBN 978-1-473-90387-6 Reviewed by Rebecca Bannocks

Book Reviews: How Secularists Deal with Traditionalists (or Don’t)

Review of The Paradox of Liberation: Secular Revolutions and Religious Counterrevolutions, by Michael Walzer. Yale University Press. 172pp. £16.99

Regeneration: the inner city in context

This chapter (12) reviews key publications by Sir Peter Hall in the period 1967-79. In this period he was particularly interested in the 'inner city' and how problems of deprivation, unemployment, poor housing, and increasingly immigration might best be addressed by public policy. Each chapter in the book reviews Sir Peter's publications over a long and distinguished career in research and policy advice to government in honour of his 80th birthday in 2013.

Creative urban regions : harnessing urban technologies to support knowledge city initiatives

In the rapidly growing knowledge economy, the talent and creativity of those around us will be increasingly decisive in shaping economic opportunity. Creativity can be described as the ability to produce new and original ideas and things. In other words, it is any act, idea, or product that changes an existing domain or transforms an existing domain into a new one. From an economic perspective, creativity can be considered as the generation of new ideas that is the major source of innovation and new economic activities. As urban regions have become the localities of key knowledge precincts and knowledge clusters across the globe, the link between a range of new technologies and the development of ‘creative urban regions’ (CURs) has come to the fore. In this sense, creativity has become a buzz concept in knowledge-economy research and policy circles. It has spawned ‘creative milieus,’ ‘creative industries,’ ‘creative cities,’ ‘creative class,’ and ‘creative capital.’ Hence, creativity has become a key concept on the agenda of city managers, development agents, and planners as they search for new forms of urban and economic development. CURs provide vast opportunities for knowledge production and spillover, which lead to the formation of knowledge cities. Urban information and communication technology (ICT) developments support the transformation of cities into knowledge cities. This book, which is a companion volume to Knowledge-Based Urban Development: Planning and Applications in the Information Era (also published by IGI Global) focuses on some of these developments. The Forward and Afterword are written by senior respected academic researchers Robert Stimson of the University of Queensland, Australia, and Zorica Nedovic-Budic of the University of Illinois at Urbana-Champaign, USA. The book is divided into four sections, each one dealing with selected aspects of information and communication technologies and creative urban regions.

Through the viewfinder : using multimedia techniques to engage Latino youth in community planning

This chapter reviews common barriers to community engagement for Latino youth and suggests ways to move beyond those barriers by empowering them to communicate their experiences, address the challenges they face, and develop recommendations for making their community more youth-friendly. As a case study, this chapter describes a program called Youth FACE IT (Youth Fostering Active Community Engagement for Integration and Transformation)in Boulder County, Colorado. The program enables Latino youth to engage in critical dialogue and participate in a community-based initiative. The chapter concludes by explaining specific strategies that planners can use to support active community engagement and develop a future generation of planners and engaged community members that reflects emerging demographics.

Street Computing : Urban Informatics and City Interfaces

This book develops tools and techniques that will help urban residents gain access to urban computing. Metaphorically speaking, it is taking computing to the street by giving the general public – rather than just researchers and professionals – the power to leverage available city infrastructure and create solutions tailored to their individual needs. It brings together five chapters that are based on presentations given at the Street Computing Workshop held on 24 November 2009 in Melbourne in conjunction with the Australian Computer-Human Interaction Conference (OZCHI 2009). This book focuses on applying urban informatics, urban and community sensing and open application programming interfaces (APIs) to the public space through the delivery of online services, on demand and in real time. It then offers a case study of how the city of Singapore has harnessed the potential of an online infrastructure so that residents and visitors can access services electronically. This book was published as a special issue of the Journal of Urban Technology, 19(2), 2012.

[Book review] Reviews. [1] Nicholas Crane, Mercator: The Man Who Mapped the Planet, London: Weidenfield and Nicolson, 2002. [2] Stephen Inwood: The Man Who Knew Too Much: The Strange and Inventive Life of Robert Hooke (1635-1703), London: Macmillan, 2002

Book reviews of: [1] Nicholas Crane, Mercator: The Man Who Mapped the Planet, London: Weidenfield and Nicolson, 2002, £20, ISBN: 0297646656. [2] Stephen Inwood: The Man Who Knew Too Much: The Strange and Inventive Life of Robert Hooke (1635-1703), London: Macmillan, 2002, £18.99, ISBN: 0333782860.

Learning from rural planning development to encourage urban and regional planning ; indigenous villages versus city development in Bali province

The most important crises in the planning system is related to the significance of "capitalist state" influences [3]. In the global context, Bengs states that there is a matter partiality between "global capitalism" and "national democracy"[4]. Bengs stresses that planning is closely related to the economy of a country, which is in one side the government wants to reduce taxes, while on the other side there is a dilemma of the global and indefinite solicitation of assets. Hall (2002) discusses the problems of the city; those are city planning, history of planning, and geographical setting. City planning is not only planning in one region but also including the district around the city, such as river basin and a certain regional culture. The urban planner should involve all those aspects in the city planning. Friedmann (2003) distinguishes planning theory into three types. First, planning theory is related to planning in particular fields such as land utilization, transportation, urban design, regional development, environmental planning etc. Second, the type of theory related to planning tout court, and the third type is the theory about planning itself. Sanyal (2002) states that although planners have limited autonomy, their actions affect policy result [5]. Friedman (2003) supports Sanyal's argument stressing that planners learned from their actions not from theories.