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We paint a comprehensive picture of human wisdom and networking, striving for a holistic understanding of resilience. To make this perspective tangible, we use narratives. These narratives encompass scientific categories of the Anthropocene, ancient stories from antiquity, and deeply personal insights. We believe that the connections of humans with nature as well as with our inner selves will be crucial to develop forward-looking attitudes. Our perception of the world determines what we see, feel, and the actions we undertake. By using legends, fairy tales, and stories of sustainability and resilience, we aim to reconnect us. The essence of wisdom lies in the courage to write our own individual narratives as a contribution to the broader picture and to listen to each other with open hearts. Content Anthropocene and its narratives From knowledge to wisdom From Antiquity to Carlowitz Deciding with the heart Target Groups Learners, teachers and coaches working in the fields of sustainable development and resilience Citizens of Planet Earth interested in connections with nature, among people and with themselves Authors Prof. Dr. Katja Arzt is Professor of sustainable regional development and social processes at Eberswalde University for Sustainable Development (HNEE). Prof. Dr. Ronald Deckert is Dean and Professor at HFH · Hamburger Fern-Hochschule and also a member of the advisory board of Hands for Children (Hände für Kinder e.V.) in Hamburg, Germany. Prof. Dr. Hendrik Müller studied Classics and is Dean of Studies and Professor of Business Ethics at the University of Applied Sciences Fresenius at Hamburg, Germany. .

Philosophy and psychology of culture --- Psychology --- Sociology of culture --- Psychiatry --- psychologie --- sociologie --- cultuur --- psychotherapie --- Positive psychology. --- Psychotherapy. --- Culture. --- Positive Psychology. --- Sociology of Culture. --- Resilience (Personality trait) --- Històries de vida --- Psicologia positiva

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This volume describes and discusses some of the intricacies associated with qualitative research in this post-modern era. It is the second of a two-volume set. It strives to define terms, identifies paradigms, methodologies and approaches that are applicable to novice and expert researchers alike. The book pays special attention to the biographies of those individuals who have helped to shape and develop these methodologies or research designs. In addition, consideration is given to historical and political underpinnings that relate to the development of qualitative research methodologies. Each research design is described in detail and the similarities and differences among them are explored. This volume makes use of a contextual approach to research and features interviews with scholars who have assisted in developing such methodologies. Of interest are numerous features such as questions for further study and annotated bibliographies that extend the scope of each of the methodologies described.

Qualitative research --- Postmodernism. --- Methodology. --- Post-modernism --- Postmodernism (Philosophy) --- Arts, Modern --- Avant-garde (Aesthetics) --- Modernism (Art) --- Philosophy, Modern --- Post-postmodernism --- Education—Research. --- Educational sociology. --- Research Methods in Education. --- Educational Research. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Aims and objectives --- Investigació educativa --- Investigació qualitativa --- Postmodernisme --- Filosofia postmodernista --- Postmodernitat --- Postmodernisme (Estètica) --- Postmodernisme (Filosofia) --- Arquitectura postmoderna --- Avantguarda (Estètica) --- Anàlisi qualitativa (Investigació) --- Mètodes qualitatius (Investigació) --- Investigació --- Entrevista en profunditat --- Històries de vida --- Investigació amb mètodes mixtos --- Investigació pedagògica --- Ciències de l'educació --- Investigació activa en l'educació --- Mètodes educatius

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This book aims to address the challenges of defining measurement in social sciences, presenting a conceptualization of the practice of measurement from the perspective of the pragmatic tradition in philosophy. The book reviews key questions regarding the scope and limits of measurement, emphasizing that if the trust that the public places on mea­sures in the social sciences relies on their connection to the notion of measurement in the physical sciences, then the clarification of the similarities and differences between measurement in the physical and the social realms is of central importance to adequately contextualize their relative advantages and limitations. It goes on to present some of the most influential theories of measurement such as the “classical view” of measurement, operationalism, and the representational theory of measurement, as well as more methodological perspectives arising from the practice of researchers in the social sciences, such as the latent variable perspective, and from the physical sciences and engineering, represented by metrology. This overview illustrates that the concept of measurement, and that of quantitative methods, is currently being used across the board in ways that do not necessarily conform to traditional, classical definitions of measurement, pushing the boundaries of what constitutes our technical understanding of it. Moreover, what constitutes a technical understanding of measurement, and the theoretical commitments that it entails, must vary in different areas. In this context, disagreement on what is constitutive of measurement is bound to appear. Pragmatism is presented as a theoretical perspective that offers the advantage of being flexible and fallibilist, encouraging us to abandon the pursuit of a timeless and perfect definition that attempts to establish decontextualized/definitive demarcation criteria for what is truly measurement. This book will be of particular interest for psychologists and other human and social scientists, and more concretely for scholars interested in measurement and assessment in psychological and social measurement. The pragmatic perspective of measurement presents a conceptual framework for researchers to ground their assessment practices acknowledging and dealing with the challenges of social measurement. .

Social sciences --- Psychometrics --- Research. --- Philosophy. --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychology --- Psychometry (Psychophysics) --- Scaling, Psychological --- Psychological tests --- Scaling (Social sciences) --- Social science research --- Measurement --- Scaling --- Methodology --- Psicometria --- Metodologia de les ciències socials --- Metodologia --- Anàlisi de dades de panel --- Anàlisi transcultural --- Escales (Ciències socials) --- Etnohistòria --- Històries de vida --- Investigació activa --- Mètode longitudinal --- Mostreig teòric --- Arqueologia experimental --- Filosofia social --- Treball de camp --- Escales psicològiques --- Mesuraments mentals --- Mesuraments psicològics --- Psicofisiologia --- Anàlisi factorial --- Escala multidimensional --- Metaanàlisi --- Tests i proves en educació --- Psicofísica --- Tests psicològics --- Psychology. --- Psychometrics. --- Pragmatics. --- Analysis (Philosophy). --- Behavioral Sciences and Psychology. --- Psychological Methods. --- Analytic Philosophy. --- Methodology. --- Analysis, Linguistic (Philosophy) --- Analysis, Logical --- Analysis, Philosophical --- Analytic philosophy --- Analytical philosophy --- Linguistic analysis (Philosophy) --- Logical analysis --- Philosophical analysis --- Philosophy, Analytical --- Language and languages --- Philosophy --- Logical positivism --- Semantics (Philosophy) --- General semantics --- Logic, Symbolic and mathematical --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Soul --- Mental health

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This open access book examines the complex relationship between education, media and power. Exploring the entanglement of education media and power structures, the contributions use various examples and case studies to demonstrate how subjectivation processes and digital structures interact with one another. The book asks which modes of subjectivation can be identified with current media cultures, how subjects deal with the challenges and potential of digitality, and how coping and empowerment strategies are developed. By addressing theoretical as well as empirical evidence, the chapters illuminate these connections and the subsequent significance for media education more widely. Patrick Bettinger is Professor for Educational Media at the Zurich University of Teacher Education, Switzerland. His research is focused on qualitative methodologies of educational media research, analysis and design of learning processes in the context of digitality and educational media theory.

Discourse analysis. --- Subjectivity (Linguistics) --- Qualitative research. --- Qualitative analysis (Research) --- Qualitative methods (Research) --- Research --- Subjectification (Linguistics) --- Linguistics --- Semantics --- Discourse grammar --- Text grammar --- Semiotics --- Anàlisi del discurs --- Subjectivitat --- Investigació qualitativa --- Anàlisi qualitativa (Investigació) --- Mètodes qualitatius (Investigació) --- Investigació --- Entrevista en profunditat --- Històries de vida --- Investigació amb mètodes mixtos --- Subjectivisme --- Subjecte (Filosofia) --- Teoria del coneixement --- Intersubjectivitat --- Objectivitat --- Relativisme --- Anàlisi del text --- Anàlisi textual --- Gramàtica del text --- Gramàtica textual --- Lingüística textual --- Semàntica --- Semiòtica --- Anàlisi del diàleg --- Coherència (Lingüística) --- Comunicació escrita --- Dixi --- Estil indirecte --- Focus (Lingüística) --- Marcadors del discurs --- Registre (Lingüística) --- Anàlisi de la conversa --- discourse analysis --- qualitative research --- educational media research --- subjectivation --- education discourse --- open access --- Education. --- Linguistics. --- Biotechnology. --- Communication. --- Information theory. --- Education --- Media and Communication Theory. --- Research Methods in Education. --- Research.

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An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL.

Language and languages --- Lingüística aplicada --- Llenguatge i llengües --- Ensenyament de la llengua --- Ensenyament de llengües estrangeres --- Metodologia de les ciències socials --- Study and teaching. --- Metodologia --- Anàlisi de dades de panel --- Anàlisi transcultural --- Escales (Ciències socials) --- Etnohistòria --- Històries de vida --- Investigació activa --- Mètode longitudinal --- Mostreig teòric --- Arqueologia experimental --- Filosofia social --- Treball de camp --- Ensenyament d'idiomes estrangers --- Ensenyament de segones llengües --- Ensenyament de llengües per a ús professional --- Mètode audiolingual (Ensenyament de llengües) --- Mètode de gramàtica-traducció (Ensenyament de llengües) --- Transferència (Ensenyament de llengües) --- Ensenyament bilingüe --- Llengua d'ensenyament --- Llengües modernes --- Ensenyament --- Llengües --- Llengües i llenguatge --- Antropologia --- Filologia --- Comunicació escrita --- Conversa --- Elocució --- Escriptura --- Espai i temps en el llenguatge --- Lingüística --- Llengua materna --- Llenguatge de les flors --- Llenguatge de signes --- Llenguatge infantil --- Llengües indígenes d'Amèrica --- Multilingüisme --- Oratòria --- Sociolingüística --- Traducció --- Veu --- Comunicació --- Didàctica de la llengua --- Gramàtica --- Llenguatge a Internet --- Origen del llenguatge --- Aprenentatge integrat de continguts i llengües estrangeres --- Lingüística computacional --- Lingüística contrastiva --- Lingüística forense --- Llengües d'especialitat --- Traducció automàtica --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Language acquisition. --- Education. --- Language Education. --- Language Acquisition and Development. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Interpersonal communication in children --- Psycholinguistics --- Education --- Llenguatge i llengües.