Digitization of Adsorption Isotherms from "The Thermodynamics and Hysteresis of Adsorption''

Sorption isotherms collected from tables in the seminal dissertation, “The Thermodynamics and Hysteresis of Adsorption” by A. J. Brown, have been digitized and made publicly available, along with supporting software scripts that facilitates usage of the data. The isotherms include laboratory measurements of xenon, krypton, and carbon dioxide adsorption (and, when possible, desorption) isotherms on a single sample of Vycor glass1, at various temperatures including subcritical conditions for xenon and krypton. The highlight of this dataset is the collection of “scanning” isotherms for xenon on Vycor at 131 K. The scanning isotherms examine numerous trajectories through the adsorption-desorption hysteresis region, such as primary adsorption and desorption scanning isotherms that terminate at the hysteresis boundary, secondary scanning isotherms made by selective reversals that return to the boundary, and closed scanning loops. This dataset was originally used to test the independent domain theory of adsorption and continues to support successor theories of adsorption/desorption scanning hysteresis including more recent theories based on percolation models. Through digital preservation and release of the tables from Brown’s dissertation, these data are now more easily accessible and can continue to find use in developing models of adsorption for fundamental and practical applications.

Using social domain theory to seek critical consciousness with young children

The question of ‘developmental appropriateness’ in education can be both empowering and inhibiting. When are students ‘ready’ to talk about social injustices and systemic inequalities? How might educators introduce social inequities using developmental findings about reasoning? This article presents social domain theory as a lens through which educators can approach critical consciousness education with young children. An overview of Freire’s critical consciousness construct is presented, including educational interventions, methods, and approaches that support critical consciousness. An overview of social domain theory is also presented. Social domain theory is a developmental theory of sociomoral reasoning that describes three domains of social knowledge that develop independently, and get applied/coordinated/prioritized differently in context by individuals. This theory, and the research stemming from it, has shown that there are developmental transition points during which children come to view their previous logic as inadequate, and are likely to shift their understandings of moral, conventional, and personal issues. A parallel is drawn between these transition points and the process of wrestling with and overturning ‘contradictions’ in critical consciousness education. Contradictions are theorized as dehumanizing power dynamics that show up in students’ everyday circumstances. This article provides tables outlining example contradictions for young children, key domain–related reasoning shifts for young children, and examples for how to create lesson plans that take these two factors into account. Finally, we propose a method of facilitating self-assessment of critical consciousness with young children. Self-reflection questions are provided for teachers and students.

Inconsistent Definitions of Bullying: A Need to Examine People’s Judgments and Reasoning about Bullying and Cyberbullying

Despite decades of research efforts, researchers have yet to reach a consensus on the definition of bullying. There are ambiguities around the conceptualization of bullying relating to the intent, harm, repetitions of an act, and power disparity in episodes of bullying. Practically, the lack of differentiation between bullying and playful teasing as well as between bullying and other types of aggression has made it difficult to accurately measure bullying and derive the prevalence rate. There has been scant attention to how people evaluate an intent, harm, repetitions of an act, and power disparity between bullies and targets. If bullying is a moral issue, it involves people’s moral judgments and cannot be understood solely by empirical descriptions of the behavior. In this paper, I considered how social domain theory can be applied to help understand people’s judgments about bullying behaviors, which, in turn, is helpful in improving our conceptualization of bullying.

A complexity management approach to servitization: the role of digital platforms

PurposeThis study aims to enhance the theoretical foundations of servitization research by establishing a theoretical connection with complexity management. The authors develop a conceptual framework to describe complexity management mechanisms in servitization and digital platforms' specific role in allowing synergies between complexity reduction and absorption mechanisms.Design/methodology/approachA theory adaptation approach is used. Theory adaptation introduces new perspectives and conceptualization to the domain theory (servitization, with a focus on the role of digital platforms) by informing it with a method theory (complexity management).FindingsThis study provides four key contributions to the servitization literature: (1) connecting the servitization and complexity-management terminologies, (2) identifying and classifying complexity-management mechanisms in servitization, (3) conceptualizing digital platforms' role in servitization complexity management and (4) recognizing digital platforms' complexity-management synergies.Originality/valueThis study highlights that by using digital platforms in servitization and understanding the platform approach more thoroughly, companies can gain new capabilities and opportunities to manage and leverage complexity.

Acceptance of Society-Level and Individual-Level Preventive Measures during the COVID-19 Pandemic among College Students in Three Societies

Drawing from social domain theory, this study examined people’s evaluation of society-level disease-prevention regulations (e.g., school closure) and personal precautions (e.g., wearing a facemask) during the coronavirus (COVID-19) crisis, as assessed in Spring, 2020. Participants from three countries (United States [US], China, and Japan; N = 528) rated their acceptance of a range of society-level and individual-level preventive measures and then indicated their main reasons for these ratings, which were categorized as moral, societal, personal, and prudential based on social domain theory. Consistent with this theoretical framework, we found both similarities and differences across the three societies. Specifically, we found that, across the three societies, moral considerations predicted higher acceptance of society-level preventive measures, whereas personal considerations predicted lower acceptance of both society-level and individual-level preventive measures. However, a stronger link between societal considerations and higher acceptance of society-level preventive measures was found for Chinese participants than for US and Japanese participants.