Johnny Evers was widely considered the brainiest ballplayer of his day and, along with Ty Cobb, one of the most guileful and cantankerous. (He and Joe Tinker, two thirds of the famous double-play combination, battled each other nearly as viciously and as often as they did their opponents.) One of the great practitioners of the inside game, Evers was quick to pick up on the unwatched-for advantage that might upend his opponent and propel his team to victory. In 1910's Touching Second, Evers and sports writing great Hugh Fullerton describe the game as it was played during the first decade of the 20th century. With an emphasis on what Evers saw as baseball's development "into an exact mathematical sport," he describes the great plays and players, shares "anecdotes and incidents of decisive struggles on the diamond," and discusses "the signs and systems used by championship teams."

Expanded new edition of a classic examination of the psychological roots of our ecological crisis.

The revised and expanded edition of Touching Base examines the myths, realities, symbols, and rituals of America's national pastime. Steven Riess details the relationships among urban politics, communities, and baseball while exploring how Progressive Era sensibilities shaped debates over issues like Sunday games, ballpark construction, and promotion of the games. Focusing on Atlanta, New York, and Chicago, Riess looks at all the participants--from spectators to owners to players--in analyzing how baseball both influenced and mirrored broader society.

Touch screen tablets have greatly expanded the technology accessible to preschoolers, toddlers and even infants, given that they do not require the fine motor skills required for using traditional computers. Many parents and educators wish to make evidence-based decisions regarding young children’s technology use, yet technological advancements continue to occur faster than researchers can keep up with. Accordingly, despite touch screen tablets entering society more than 5 years ago, we are in the infancy of research concerning interactive media and children. The topic has gained traction in the past couple of years. For example theoretical papers have discussed how interactive media activities differ from physical toys and passive media (Christakis, 2014), and how educational apps development should utilise the four “pillars” of learning (Hirsh-Pasek et al., 2015). Yet there has been little experimental research published on young children and touch screen use.