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Blog posts of '2017' 'May'

World Oceans Day - Cambridge Scholars Publishing 31 May 2017

This month, we are pleased to support World Oceans Day, a global day of ocean celebration and collaboration for a better future. This year’s theme is “Our Oceans, Our Future”, which will focus on plastic pollution prevention and cleaning the ocean of marine litter. Not only is the protection of the world’s oceans of continuing ecological and environmental importance, but it is also worth remembering how oceans have been the source of artistic and literary inspiration for generations. In the words of American artist Robert Wyland, “The ocean stirs the heart, inspires the imagination and brings eternal joy to the soul.”

World Oceans Day was first proposed as a concept by the Government of Canada in 1992, and has been promoted and co-ordinated by the Ocean Project since 2002. In 2008, it was officially recognised by the United Nations. Every year, on 8th June, World Oceans Day provides a unique opportunity to honour, help protect, and conserve the world’s oceans.

To mark World Oceans Day, we are offering our readers a 50% discount on 4 of our best-selling related titles. To find out more about each title, click on the image.

To redeem your discount, please enter the promotional code OCEANS17 during checkout. Please note that this is a time-limited offer that will expire on 2nd July 2017.

Rapid change in trade, demographics, culture and environment around the Indian Ocean demands a revaluation of how communities, sustainability and security are constituted in this globally strategically important region. Indian Ocean Futures: Communities, Sustainability and Security raises awareness of threats and opportunities beyond popular notions of communities through an examination of issues of concern to local, national, regional and transnational communities around the Indian Ocean Rim. This edited book is organized into three broad areas: the heritage and identity of communities, their sustainability and their security. As such, this volume offers the reader valuable engagement with the complex relations of communities and environments and key discourses shaping understandings of the future of the Indian Ocean region.

Iceland, the Faroe Islands, Orkney, Shetland and, to some extent, the Hebrides, share both a Nordic cultural and linguistic heritage, and the experience of being surrounded by the ever-present North Atlantic Ocean. This has been a constant in the islanders’ history, forging their unique way of life, influencing their customs and traditions, and has been instrumental in moulding their identities. Northern Atlantic Islands and the Sea: Seascapes and Dreamscapes is an exploration of a rich, intimate and, at times, terrifying relationship. This book will be of interest to scholars of a wide range of disciplines, such as those involved in island studies, cultural studies, Old Norse literature, Icelandic studies, maritime heritage, oceanography, linguistics, folklore, British studies, ethnology, and archaeology. Similarly, it will also appeal to researchers from a wide geographical area, particularly the UK, and Scandinavia, and indeed anywhere where there is an interest in the study of islands or the North Atlantic.

“Oceans and Society: Blue Planet” is a global initiative bringing together many ocean-observing programmes with a societal benefit focus. Blue Planet held its inaugural Symposium in Ilhabela, Brazil, in November 2012. Participants from 25 countries presented and discussed issues including the coordination of and information access from global ocean observing systems for open ocean, coastal and inland ecosystems; operational ocean forecasting; applications of observations for sustainable fishery and aquaculture; and capacity building. A major outcome of the Symposium was the production of this book. Targeted at all stakeholders within the ocean and marine community, Oceans and Society: Blue Planet discusses current activities and future actions and raises awareness for the further development and implementation of the Blue Planet agenda. Readers will learn more about ocean observations, how they can be integrated, and their applications to benefit society as a whole.

What would you do if a category five monster cyclone was headed your way? Drive as far as you could, as quickly as you could in the opposite direction? What if there were no cars? What if there were no roads? What if you were on a tiny island? What if there was nowhere to run to? How would you feel, knowing that when it was over it could be weeks before anyone came to help? Thousands of people live with this possibility every day, and their resilience and coping skills are incredible. However, climate change threatens to make these events worse, and all the while the sea levels are rising, and these islands are sinking. Bringing together the perspectives of the people on small, remote islands in the South Pacific, the aid organisations who help after a disaster, and the governments, Rebuilding Sustainable Communities after Disasters: Remote Islands investigates how we should respond. These are the stories of people for whom climate change is not a theoretical future, but a daily reality.

To find out more about World Oceans Day, please click here.

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Book of the Month - June 2017 31 May 2017

Our June Book of the Month is Teaching Classics in English Schools, 1500-1840 by Matthew Adams.

This book provides a concise and engaging history of classical education in English schools, beginning in 1500 and ending with the headmastership of Thomas Arnold of Rugby School. By examining the pedagogical origins of Latin and Greek in the school curriculum, the book provides historical perspective to the modern study of Classics, revealing how and why the school curriculum developed as it did. The book also shows how schools responded and adapted to societal needs, and charts social change through the prism of classical education in English schools over a period of 350 years. Teaching Classics in English Schools, 1500–1840 provides an overview and insight into the world of classical education from the Renaissance to the Victorians without becoming entrenched in the analytical in-depth interpretative questions which can often detract from a book’s readability. It includes previously unpublished material, and a new synthesis and analysis of the teaching of Classics in English schools. This will be the perfect reference book for those who teach classical subjects, in both schools and universities, and also for university students who are studying Classical Reception as part of their taught or research degree.

To find out more, please click here to read a sample extract and contents page. 

We are offering all of our readers a generous 60% discount on this best-selling title. To redeem your discount, please enter the promotional code BOMJUN17 during checkout. Please note that this is a time-limited offer that will expire on 2nd July 2017.

Please see below for highlights of the praise this book has been receiving:

“Lily’s Grammar, and all that it represents, underlies much of this highly engaging study of Classical education in English schools from ‘the arrival of humanism’ to nearly the end of Thomas Arnold’s transforming headmastership at Rugby School. Adams, equipped with the experience and perceptions of a twenty-first-century teacher of Classics, takes his reader into the classrooms of the three and a half centuries that he covers. By careful analysis of a range of sources ... a strikingly vivid picture is created. [...] This readable volume is a most welcome addition to the growing number of studies of the history of Classical reception.”

—Ceri Davies, Swansea University; The Classical Review, 27.12.2016

“The book is admirably well researched; Adams explores a range of sources such as diaries, letters, school statutes and books published as teaching aids in order to examine what was being taught, how, and why. [...] Altogether, I found this book to be a stimulating and informative read, which allowed me to understand and reflect on the history of both education in general and Classics teaching in particular in this country. I would recommend it to anyone interested in expanding their understanding of the history of teaching.”

—Claire Wood; The Classics Library, 05.04.2016

“[T]his is a fascinating monograph on the history of schools and education, particularly teaching establishments in England between 1500 and 1840, which taught Latin and Greek to boys. The author carefully traces the evolution of teaching philosophies and pedagogical strategies for teaching Classics as a subject. It is interesting to learn how Latin was taught in schools during this period and to witness how Classical Greek became fashionable, unfashionable, and then popular again. Readers will learn about the publishing history of Latin and Greek grammars and textbooks produced by educators for their peers and students. Most importantly, readers will gain a profound understanding of why Latin and Classical Greek are taught as they are today.”

—Dr Miriam Kahn, Kent State University; SHARP News, 18.12.2016

“Beginning as a graduate thesis Adams’ survey investigates the archives of some of the oldest schools in England and gives a vivid picture of the life in schools from the renaissance onwards.  His method is topical within a broad chronological approach, but the writing aims for pace and readability... As some opponents will still use the historical view of Classics as justification for their arguments today, those arguing in favour of Classics need to know where they are coming from. Adams supplies an approachable guide to this world of Classics teaching in one European country in the more recent past.”

—John Bulwer; Euroclassica, 23.06.2016

“This is ... a very detailed book which should certainly be bought by the libraries of all schools which offer classical teaching, and which may, one hopes, find a wider constituency than that.”

—Professor Colin Leach; Classics for All, 30.12.2016

“This book has much to say of great interest about the curriculum and teaching methods, which changed very little in the three hundred years after 1500. [...] [This] book is thought provoking [... and] is highly recommended to anyone interested in the history of our schools and of education in England.”

—Hugh Wright, Former Head of Classics at Cheltenham College; Conference & Common Room, 54:1 (2017)

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Featured Review: The Care Factory 31 May 2017

At Cambridge Scholars, we are very proud that many of our authors and their publications are critically acclaimed by eminent scholars in their respective fields. We put our authors at the centre of everything we do, and this month we would like to take this opportunity to highlight a particularly noteworthy review.

This month, we are delighted to showcase Dr Mike Dines’ review of David Mathew’s title The Care Factory. Mike is an independent scholar who is currently researching the subversive relationship between music and protest, with an edited anthology of the anarcho-punk scene forthcoming.

"The book’s strength lies in the interaction between reader and chapter; Mathew sets up a dialogue whereby his writing raises questions that are both stimulating and confrontational, where the author extends ‘an invitation to the reader to form an opinion on what care happens to be. What do we mean by care, and how do we know it when we see it, when we feel it, or when we miss its presence?’ (p.1). [...] I would contend that Mathew’s writing works on a number of different levels. On the one hand, The Care Factory is readable yet informative. On the other its cross-disciplinary approach cannot help but challenge the reader, encouraging them to take part in the unfolding narrative. For me, its varied subject matter, underpinned by the notion of care, provides a critique of a world beset by neoliberal ideology. As education, the NHS and other ‘caring’ professions become closer to privatization and, as the growing isolationism found in the rhetoric of Brexit and Trump hangs large, the notion of ‘caring’ becomes more important than ever. What is important about this book is that Mathew takes the machination of care from the workplace and places it where it should be: in the creative, the cultural and the everyday."

–Dr Mike Dines, Culture, Pedagogy & Society

To find out more about The Care Factory, click here. To read the review in full, click here (requires subscription).

We are always very happy to hear from authors with reviews of their titles and have published an ever-increasing number of reviews on our website. Being well-reviewed is a strong selling point for any book, and at Cambridge Scholars we have a number of ways in which we can help authors and editors to this end.

In the first instance, following publication our dedicated Reviews Editor will contact individuals and publications from our wide-ranging list of contacts. We have up to 20 review copies to send directly to any interested scholars or publications as standard. We appreciate that our authors have specialist knowledge in their subject areas, and we always welcome suggestions of potential reviewers both during and after publication.

For more information on the post-publication process, please visit our dedicated Post-Publication page by clicking here or email

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Editorial Advisory Board’s ‘Recommended Read’ - June 2017 31 May 2017

This June, our Editorial Advisory Board member Professor Tim Connell has chosen his ‘Recommended Read’: one of our best-selling titles, noteworthy for the contribution it makes to its field. Tim is Professor Emeritus at City University, London, having been head of languages there for nearly twenty years. His particular interest is in the field of professional training for translators and interpreters.

Cambridge Scholars Publishing is offering all of our readers a 50% discount on Tim’s pick. To redeem your discount, please enter the promotional code EABJUN17 during checkout. Please note that this is a time-limited offer that will expire on 2nd July 2017.

Professor Tim Connell’s ‘Recommended Read’:

Translation Studies beyond the Postcolony

Editors: Kobus Marais and Ilse Feinauer.

This volume explores the role of (postcolonial) translation studies in addressing issues of the postcolony. It investigates the retention of the notion of postcolonial translation studies and whether one could reconsider or adapt the assumptions and methodologies of postcolonial translation studies to a new understanding of the postcolony.

Translation Studies beyond the Postcolony is a thoughtful and thought-provoking collection of papers drawn mainly from across Africa. As the authors point out, over 1300 languages are spoken within the Continent, and they have not perhaps been given the attention they deserve. However, the Southern Hemisphere is well-represented with papers from Brazil and some interesting thoughts on localising a distinguished information source such as Le Monde Diplomatique across nine Latin American states. There are also case studies on de-colonisation, with some quite original choices of country, such as the USA and Ireland. The articles will feed in neatly to the growing debate about the status and position of non-traditional groups and subjects in public life, which may be typified by recent campaigns at Oxford University about Cecil Rhodes, or the predominance of white philosophers in the syllabus at the School of Oriental and African Studies in London.” 

For further information on Professor Connell, please click here.

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Meet our Authors: Gerhard Besier – May 2017 11 May 2017

Gerhard Besier is a historian (PhD), theologian (DD and Habilitation) and psychologist (Diploma), and received an honorary doctorate from Lund University, Sweden in 2009. He is currently Director of the German-wide Sigmund Neumann Institute, which is situated in Berlin, Dresden and Flensburg, and teaches at several Universities in Europe and North America. He has also held chairs in Contemporary (Church) History and European Studies at the Universities of Berlin, Heidelberg and Dresden.

His publications include The Holy See and Hitler's Germany, which was published by Palgrave in 2007, European Border Regions in Comparison: Overcoming Nationalistic Aspects or Re-Nationalization? (Routledge, 2014) and Neighbourhood Perceptions of the Ukraine Crisis: From the Soviet Union into Eurasia? (Routledge, 2017), both co-edited with Katarzyna Stokłosa.

Under Cambridge Scholars Publishing, Gerhard has written and co-edited six titles, most recently releasing the first two parts of an extensive history of Jehovah’s Witnesses in Europe, which investigates the challenges that Jehovah’s Witnesses had to overcome as the religious association attempted to establish itself across Europe.

It is Gerhard's second multiple-volume publication with Cambridge Scholars, and he explains why he returned to publish the anthology with us:

After releasing several books with various publishers in Britain, Germany and Poland, I approached Cambridge Scholars Publishing about publishing European Dictatorships: A Comparative History of the Twentieth Century (2013, co-edited with Katarzyna Stokłosa) and Neither Good Nor Bad: Why Human Beings Behave How They Do (2014). My experience of publishing these titles with Cambridge Scholars was excellent, and so I turned to them again with my edited collection of correspondence between two well-known historical figures: 'Intimately Associated for Many Years': George K. A. Bell's and Willem A. Visser't Hooft's common life-work in the service of the Church Universal – mirrored in their Correspondence (2015, two volumes). Despite the fact that the manuscript was rather challenging, due to its vast table of contents, footnotes and index, the team at Cambridge Scholars tackled it very well. Consequently, Katarzyna Stokłosa and I came to the conclusion that we should publish our extensive anthology on the history of Jehovah’s Witnesses in Europe with Cambridge Scholars too. The first two volumes, Jehovah's Witnesses in Europe: Past and Present Volume 1 Part 1/1 and 1/2 (2016), have just been released. As with my previous books, they look very good and have been well-received by our readership thanks to the well-done layout and robust binding.”

As part of the Meet our Authors campaign, we are offering our readers a 50% discount on Jehovah's Witnesses in Europe: Past and Present. Click here to purchase Part 1/1, which concerns Belgium, France, Luxembourg, Greece and Spain, or click here to purchase Part 1/2 on Italy, Netherlands and Portugal. To buy both volumes together, click here. To redeem your discount, please enter the promotional code MOAMAY17 during checkout. Please note that this is a time-limited offer that will expire on 14th June 2017.

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Meet our Authors: Brenda Domínguez-Rosado – May 2017 11 May 2017

Brenda Domínguez-Rosado is currently a tenured Professor of English at the University of Puerto Rico, Bayamón campus. She has a BA in Secondary Education in English (TESS=Teaching English to Spanish Speakers), an MA in American and British Literature, and a PhD in Language and Literature of the Anglophone Caribbean, all from the University of Puerto Rico, Rio Piedras campus. Brenda has been an educator for thirty-two years, has won awards for her teaching, and has presented multiple conferences and workshops both locally (Puerto Rico and the US) and internationally in countries such as Aruba, Barbados, Costa Rica, Cuba, Dominica, Portugal, Spain, and St. Kitts.

Brenda is also a linguistic consultant for the Emmy-nominated educational travel show Isla y Vuelta (produced for the Puerto Rican government TV channel WIPR), collaborating editor/translator for several academic journals, and is happily married and the proud mother of two sons and two grandsons. Her interests include sociolinguistics, bilingual and higher education, reading, and traveling the world. Her recent publications include “Creoles and Acts of Identity: Convergence and Multiple Voicing in the Atlantic Creoles” (with Faraclas et al., 2014), “Tú, Vos, Usted, or You? The Curious Case of Differences in the Use of Second Person Pronouns in Costa Rican Spanish, Puerto Rican Spanish, and English” (2015), “After the ‘Mutiny on the Bounty’: St Kitts Creole English and the Birth of Pitcairn/Norfolk Creole English” (2016) and The Unlinking of Language and Puerto Rican Identity: New Trends in Sight (Cambridge Scholars, 2015).

Brenda describes the experience of publishing her first book with us:

As a neophyte book author and a late bloomer (I obtained my PhD when I was fifty years old in 2012!), I was a bit intimidated by the whole publishing process but was encouraged to submit my doctoral dissertation to Cambridge Scholars Publishing after I saw the publication of conference proceedings of work near and dear to my heart: the Caribbean and its vast contributions to linguistics, literature, and the arts, among so many other spheres. I felt that Cambridge Scholars were amicable towards authors from our region and appreciated the value of our contributions, so I thought that my submission on language and identity in Puerto Rico might be well received. I was not mistaken, and from the very beginning of the process, I received guidance and support. Camilla Harding (Commissioning Editor) treated me with respect and consideration and once my publication was approved by the editorial panel, everyone else on the Cambridge Scholars team followed suit. I set my own schedule which allowed me to transform and streamline my dissertation into a more appealing book, and my book cover design was accepted without qualms (my daughter-in-law designed a very colourful hand-drawn image).

My book was launched on the Cambridge Scholars website and subsequently on various international online book stores, and has been well-received by the academic world. Because of its subject matter, I have been invited to present my book this summer at the Library of Congress in Washington, D.C., an opportunity that I would not have had if my dissertation had not been published by Cambridge Scholars. I recently submitted a second manuscript to them (this time on my research on poetry in the Caribbean) and hope to continue a congenial relationship with the wonderful Cambridge Scholars team.

As part of the Meet our Authors campaign, we are offering our readers a 50% discount on The Unlinking of Language and Puerto Rican Identity: New Trends in Sight. To redeem your discount, please enter the promotional code MOAMAY17 during checkout. Please note that this is a time-limited offer that will expire on 14th June 2017.

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