The Frontiers in Chemistry Editorial Office team are delighted to present the inaugural “Frontiers in Chemistry: Rising Stars” article collection, showcasing the high-quality work of internationally recognized researchers in the early stages of their independent careers. All Rising Star researchers featured within this collection were individually nominated by the Journal’s Chief Editors in recognition of their potential to influence the future directions in their respective fields. The work presented here highlights the diversity of research performed across the entire breadth of the chemical sciences, and presents advances in theory, experiment and methodology with applications to compelling problems. This Editorial features the corresponding author(s) of each paper published within this important collection, ordered by section alphabetically, highlighting them as the great researchers of the future. The Frontiers in Chemistry Editorial Office team would like to thank each researcher who contributed their work to this collection. We would also like to personally thank our Chief Editors for their exemplary leadership of this article collection; their strong support and passion for this important, community-driven collection has ensured its success and global impact. Laurent Mathey, PhD Journal Development Manager

''As the summary of a vision, the book is brilliant. One can feel the enthusiasm of the authors throughout...I see it as a vehicle for initiating a fruitful dialogue between chemical producers and regulatory enforcers without the confrontation, which often characterizes such interactions.' ' -Martyn Poliakoff, Green Chemistry, February ' Its is an introductory text taking a broad view and intergrating a wide range of topics including synthetic methodologies, alternative solvents and catalysts, biosynthesis and alternative feedstocks. There are exercises for students and the last chapter deals with future trends' Aslib

Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).

This book is open access under a CC BY-NC 2.5 license. On April 22, 1915, the German military released 150 tons of chlorine gas at Ypres, Belgium. Carried by a long-awaited wind, the chlorine cloud passed within a few minutes through the British and French trenches, leaving behind at least 1,000 dead and 4,000 injured. This chemical attack, which amounted to the first use of a weapon of mass destruction, marks a turning point in world history. The preparation as well as the execution of the gas attack was orchestrated by Fritz Haber, the director of the Kaiser Wilhelm Institute for Physical Chemistry and Electrochemistry in Berlin-Dahlem. During World War I, Haber transformed his research institute into a center for the development of chemical weapons (and of the means of protection against them). Bretislav Friedrich and Martin Wolf (Fritz Haber Institute of the Max Planck Society, the successor institution of Haber’s institute) together with Dieter Hoffmann, Jürgen Renn, and Florian Schmaltz (Max Planck Institute for the History of Science) organized an international symposium to commemorate the centenary of the infamous chemical attack. The symposium examined crucial facets of chemical warfare from the first research on and deployment of chemical weapons in WWI to the development and use of chemical warfare during the century hence. The focus was on scientific, ethical, legal, and political issues of chemical weapons research and deployment — including the issue of dual use — as well as the ongoing effort to control the possession of chemical weapons and to ultimately achieve their elimination. The volume consists of papers presented at the symposium and supplemented by additional articles that together cover key aspects of chemical warfare from 22 April 1915 until the summer of 2015.

'Overall, this collection of case studies provides an outstanding starting point for understanding the ethics of chemistry. It is an extremely important contribution to the study of chemical ethics … Ethics of Chemistry is a key resource for educators interested in integrating ethics instruction into their chemistry curricula … an important foundation for equipping students with the moral judgement and analytical skills necessary to contend with the ethical issues they are likely to face in their professional lives.'Nature Chemistry'… the book offers a general introduction to many relevant topics concerning the values, responsibilities, and judgements in (and of) chemistry. The volume could be helpful for university students and teachers or even general readers interested in the ethics of chemistry.' [Read Full Review]José Ramón Bertomeu-SánchezAmbixAlthough chemistry has been the target of numerous public moral debates for over a century, there is still no academic field of ethics of chemistry to develop an ethically balanced view of the discipline. And while ethics courses are increasingly demanded for science and engineering students in many countries, chemistry is still lagging behind because of a lack of appropriate teaching material. This volume fills both gaps by establishing the scope of ethics of chemistry and providing a cased-based approach to teaching, thereby also narrating a cultural history of chemistry.From poison gas in WWI to climate engineering of the future, this volume covers the most important historical cases of chemistry. It draws lesson from major disasters of the past, such as in Bhopal and Love Canal, or from thalidomide, Agent Orange, and DDT. It further introduces to ethical arguments pro and con by discussing issues about bisphenol-A, polyvinyl chloride, and rare earth elements; as well as of contested chemical projects such as human enhancement, the creation of artificial life, and patents on human DNA. Moreover, it illustrates chemical engagements in preventing hazards, from the prediction of ozone depletion, to Green Chemistry, and research in recycling, industrial substance substitution, and clean-up. Students also learn about codes of conduct and chemical regulations.An international team of experts narrate the historical cases and analyse their ethical dimensions. All cases are suitable for undergraduate teaching, either in classes of ethics, history of chemistry, or in chemistry classes proper.

This first book on this fascinating topic is edited by one of today's most famous and internationally respected organic chemists, renowned for his pioneering synthesis of the cyclopropenyl cation. For his part, Ronald Breslow has brought together leading scientists in this expanding area to provide a novel overview of protein-, cyclodextrin-, metal- and porphyrin-based artificial enzymes as well as enzyme-like polymers and dendrimers. A must for all scientists interested in this emerging field.

Recent serious and sometimes fatal accidents in chemical research laboratories at United States universities have driven government agencies, professional societies, industries, and universities themselves to examine the culture of safety in research laboratories. These incidents have triggered a broader discussion of how serious incidents can be prevented in the future and how best to train researchers and emergency personnel to respond appropriately when incidents do occur. As the priority placed on safety increases, many institutions have expressed a desire to go beyond simple compliance with regulations to work toward fostering a strong, positive safety culture: affirming a constant commitment to safety throughout their institutions, while integrating safety as an essential element in the daily work of laboratory researchers. Safe Science takes on this challenge. This report examines the culture of safety in research institutions and makes recommendations for university leadership, laboratory researchers, and environmental health and safety professionals to support safety as a core value of their institutions. The report discusses ways to fulfill that commitment through prioritizing funding for safety equipment and training, as well as making safety an ongoing operational priority. A strong, positive safety culture arises not because of a set of rules but because of a constant commitment to safety throughout an organization. Such a culture supports the free exchange of safety information, emphasizes learning and improvement, and assigns greater importance to solving problems than to placing blame. High importance is assigned to safety at all times, not just when it is convenient or does not threaten personal or institutional productivity goals. Safe Science will be a guide to make the changes needed at all levels to protect students, researchers, and staff.