The editors and the contributors have produced what can only be described as the definitive guide to the growing field of critical policy studies. It is comprehensive and well written and will be welcomed by all students and practitioners of public policy and policy analysis. No personal or institutional library would be complete without it!' - Wayne Parsons, Cardiff University, UK 'This comprehensive Handbook, with contributions from leading figures in the field, is a valuable source of information on practical and theoretical aspects of critical policy studies, its argumentative and deliberative turn and its methods of analysis which is likely to stimulate further debate on the big issues in the study and analysis of policy.'BR>- Norman Fairclough, Lancaster University, UK 'The field of critical policy studies goes from strength to strength, and this Handbook provides a much-needed review that will be essential reading for scholars, students and practitioners. It is at the same time a critical introduction for those new to the field (including those coming from more conventional approaches to public policy), a comprehensive reference book for people in the field and a guide to emerging issues and challenges in the study of the communicative practice of public policy.' - John Dryzek, University of Canberra, Australia Critical policy studies, as this volume illustrates, challenges conventional approaches to public policy inquiry with its focus on discursive politics, policy argumentation and deliberation, and interpretive modes of analysis. Assembling the voices of established and emerging scholars, the Handbook of Critical Policy Studies fills a major gap in the policy literature. Moving beyond the false neutrality of empiricism and positivism, this Handbook highlights the responsibility of inquirers to take account of social and political context - including present conditions, past trends and prevailing power relationships - to advance inquiry that relies not only on experts but also on citizens in a manner supporting and encouraging democracy. Not only does this call for a reconsideration of the interplay of qualitative and quantitative methods but also for robust attention to the role of values. Accessible to scholars, practitioners and students alike, the book offers a compilation of new critical work that both assesses past developments and appraises emerging issues. Contributors: H. Am, M.R. Banjade, M. Barbehoen, K. Braun, V. Dubois, A. Durnova, L. Elgert, S.A. Ercan, S.S. Fainstein, F. Fischer, S. Griggs, D. Howarth, H. Ingram, B. Jessop, S. Jin Park, W. Lamping, R.P. Lejano, E. Loevbrand, T.W. Luke, R.F. Mendonca, S. Munch, H.R. Ojha, M. Orsini, S.J. Park, S. Paterson, D. Plehwe, T. Saretzki, F. Scala, V.A. Schmidt, A.L. Schneider, K.K. Shrestha, H. Strassheim, J. Stripple, N.-L. Sum, D. Torgerson, H. Wagenaar, D. Yanow

Addressed to the growing concerns about norms and values in policy assessment, this study develops a methodology for the political evaluation of public policy. It is designed to move policy evaluation beyond its current emphasis on efficient achievement of goals, focusing instead on the assessment of the acceptability of the goals themselves, emplo

Addressed to the growing concerns about norms and values in policy assessment, this study develops a methodology for the political evaluation of public policy. It is designed to move policy evaluation beyond its current emphasis on efficient achievement of goals, focusing instead on the assessment of the acceptability of the goals themselves.

The phenomenon of post-truth poses a problem for the public policy-oriented sciences, including policy analysis. Along with "fake news," the post-truth denial of facts constitutes a major concern for numerous policy fields. Whereas a standard response is to call for more and better factual information, this Element shows that the effort to understand this phenomenon has to go beyond the emphasis on facts to include an understanding of the social meanings that get attached to facts in the political world of public policy. The challenge is thus seen to be as much about a politics of meaning as it is about epistemology. The analysis here supplements the examination of facts with an interpretive policy-analytic approach to gain a fuller understanding of post-truth. The importance of the interpretive perspective is illustrated by examining the policy arguments that have shaped policy controversies related to climate change and coronavirus denial.

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

Competence in scientific reasoning is one of the most valued outcomes of secondary and higher education. However, there is a need for a deeper understanding of and further research into the roles of domain-general and domain-specific knowledge in such reasoning. This book explores the functions and limitations of domain-general conceptions of reasoning and argumentation, the substantial differences that exist between the disciplines, and the role of domain-specific knowledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, Scientific Reasoning and Argumentation presents new perspectives on a decades-long debate about the role of domain-specific knowledge and its contribution to the development of more general reasoning abilities.

This book presents a key piece of the vision and strategy developed in STELLAR. It sets out a new mid-term agenda by defining Grand Challenges for research and development in technology-enhanced learning. Other than mere technology prizes, STELLAR Grand Challenges deal with problems at the interface of social and technical sciences. They pose problems that can be solved only in interdisciplinary collaboration. The descriptions of the Grand Challenge Problems were sent out to a number of stakeholders from industry, academia, and policy-making who responded with insightful, creative and critical comments bringing in their specific perspectives. This book will inspire everyone interested in TEL and its neighboring disciplines in their future projects. All of the listed problems, first hints with respect to the approach, measurable success indicators and funding sources are outlined. The challenges focus on what noted experts regard as important upcoming, pending, and innovative fields of research, the solution of which is within reach in a timeframe of a mere 2 to 15 years of work.

The editors and the contributors have produced what can only be described as the definitive guide to the growing field of critical policy studies. It is comprehensive and well written and will be welcomed by all students and practitioners of public policy and policy analysis. No personal or institutional library would be complete without it!' - Wayne Parsons, Cardiff University, UK 'This comprehensive Handbook, with contributions from leading figures in the field, is a valuable source of information on practical and theoretical aspects of critical policy studies, its argumentative and deliberative turn and its methods of analysis which is likely to stimulate further debate on the big issues in the study and analysis of policy.'BR>- Norman Fairclough, Lancaster University, UK 'The field of critical policy studies goes from strength to strength, and this Handbook provides a much-needed review that will be essential reading for scholars, students and practitioners. It is at the same time a critical introduction for those new to the field (including those coming from more conventional approaches to public policy), a comprehensive reference book for people in the field and a guide to emerging issues and challenges in the study of the communicative practice of public policy.' - John Dryzek, University of Canberra, Australia Critical policy studies, as this volume illustrates, challenges conventional approaches to public policy inquiry with its focus on discursive politics, policy argumentation and deliberation, and interpretive modes of analysis. Assembling the voices of established and emerging scholars, the Handbook of Critical Policy Studies fills a major gap in the policy literature. Moving beyond the false neutrality of empiricism and positivism, this Handbook highlights the responsibility of inquirers to take account of social and political context - including present conditions, past trends and prevailing power relationships - to advance inquiry that relies not only on experts but also on citizens in a manner supporting and encouraging democracy. Not only does this call for a reconsideration of the interplay of qualitative and quantitative methods but also for robust attention to the role of values. Accessible to scholars, practitioners and students alike, the book offers a compilation of new critical work that both assesses past developments and appraises emerging issues. Contributors: H. Am, M.R. Banjade, M. Barbehoen, K. Braun, V. Dubois, A. Durnova, L. Elgert, S.A. Ercan, S.S. Fainstein, F. Fischer, S. Griggs, D. Howarth, H. Ingram, B. Jessop, S. Jin Park, W. Lamping, R.P. Lejano, E. Loevbrand, T.W. Luke, R.F. Mendonca, S. Munch, H.R. Ojha, M. Orsini, S.J. Park, S. Paterson, D. Plehwe, T. Saretzki, F. Scala, V.A. Schmidt, A.L. Schneider, K.K. Shrestha, H. Strassheim, J. Stripple, N.-L. Sum, D. Torgerson, H. Wagenaar, D. Yanow

Theoretically, the term "script" appears to be rather ill-defined.

This book clarifies the use of the term "script" in education. It approaches the term from at least three perspectives: cognitive psychology perspective, computer science perspective, and an educational perspective. The book provides learners with scripts that support them both in communication/coordination and in higher-order learning.

Competence in scientific reasoning is one of the most valued outcomes of secondary and higher education. However, there is a need for a deeper understanding of and further research into the roles of domain-general and domain-specific knowledge in such reasoning. This book explores the functions and limitations of domain-general conceptions of reasoning and argumentation, the substantial differences that exist between the disciplines, and the role of domain-specific knowledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, Scientific Reasoning and Argumentation presents new perspectives on a decades-long debate about the role of domain-specific knowledge and its contribution to the development of more general reasoning abilities.

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

The study of public policy and the methods of policy analysis are among the most rapidly developing areas in the social sciences. Policy analysis has emerged to provide a better understanding of the policymaking process and to supply decision makers with reliable policy-relevant knowledge about pressing economic and social problems. Presenting a broad, comprehensive perspective, the Handbook of Public Policy Analysis: Theory, Politics, and Methods covers the historical development of policy analysis, its role in the policy process, and empirical methods. The handbook considers the theory generated by these methods and the normative and ethical issues surrounding their practice. Written by leading experts in the field, this book- -Deals with the basic origins and evolution of public policy -Examines the stages of the policy-making process -Identifies political advocacy and expertise in the policy process -Focuses on rationality in policy decision-making and the role of policy networks and learning -Details argumentation, rhetoric, and narratives -Explores the comparative, cultural, and ethical aspects of public policy -Explains primary quantitative-oriented analytical methods employed in policy research -Addresses the qualitative sides of policy analysis -Discusses tools used to refine policy choices -Traces the development of policy analysis in selected national contexts The Handbook of Public Policy Analysis: Theory, Politics, and Methods describes the theoretical debates that have recently defined the field, including the work of postpositivist, interpretivist, and social constructionist scholars. This book also explores the interplay between empirical and normative analysis, acrucial issue running through contemporary debates.

Anhand einer durchlaufenden Ubung wird der Leser durch ein breites Spektrum der Moglichkeiten die ARCHICAD 17 bietet gefuhrt. Durch die schrittweise Anleitung gelingt der Einstieg in die 3D-Architektursoftware problemlos.

Der Focus der Ubung, einem Einfamilienhaus, liegt auf der Verwendung des wichtigsten Repertoires an Werkzeugen und Befehlen, die dem Leser die Sicherheit zum Erstellen eigener Modelle und Planunterlagen gib.

Dabei erhalt der Leser einen Uberblick uber die unterschiedlichen Funktionen, den haufig auch erfahrene Nutzer nicht haben. "

This open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors. Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation. The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular. This is an open access book.

This open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors. Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation. The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular. This is an open access book.

This book reports on the proceedings at the STELLAR Alpine Rendez-Vous 2013, presenting strategies in handling challenges that arise when using technology-enhanced learning (TEL). With insightful contributions from leading teachers, practitioners, researchers and policy makers, this volume will inspire everyone interested in TEL in their future projects. This book continues the influential work of the STELLAR network which was funded by the European Commission to structure the research area of technology-enhanced learning and continues to the work on the previously developed research vision. It has potential to become influential in Europe, North America and Asia.

In computer-supported collaborative learning (CSCL) environments, it is often observed that learners' collaboration processes are suboptimal in at least two aspects: First, learners often experience problems concerning acting in CSCL environments, e.g., how to establish smooth coordination and communication in an environment that is quite often new and unfamiliar to the learners. Secondly, similar to collaborative learning in face-to-face settings, learners often fail to engage in higher-order learning like explaining complex issues or monitoring one's own learning processes. A promising way to deal with these problems is to provide learners with scripts that support them both in communication/coordination and in higher-order learning. In this book, the term script is approached from at least three perspectives: cognitive psychology perspective, computer science perspective, and an educational perspective.

Rejecting the notion that policy analysis and planning are value-free technical endeavors, an argumentative approach takes into account the ways that policy is affected by other factors, including culture, discourse, and emotion. The contributors to this new collection consider how far argumentative policy analysis has come during the past two decades and how its theories continue to be refined through engagement with current thinking in social theory and with the real-life challenges facing contemporary policy makers.

The approach speaks in particular to the limits of rationalistic, technoscientific policy making in the complex, unpredictable world of the early twenty-first century. These limits have been starkly illustrated by responses to events such as the environmental crisis, the near collapse of the world economy, and the disaster at the nuclear power plant in Fukushima, Japan. Addressing topics including deliberative democracy, collaborative planning, new media, rhetoric, policy frames, and transformative learning, the essays shed new light on the ways that policy is communicatively created, conveyed, understood, and implemented. Taken together, they show argumentative policy inquiry to be an urgently needed approach to policy analysis and planning.

Contributors. Giovanni Attili, Hubertus Buchstein, Stephen Coleman, John S. Dryzek, Frank Fischer, Herbert Gottweis, Steven Griggs, Mary Hawkesworth, Patsy Healey, Carolyn M. Hendriks, David Howarth, Dirk Jorke, Alan Mandell, Leonie Sandercock, Vivien A. Schmidt, Sanford F. Schram

Anschaulich, praxisnah und leicht verstandlich vermittelt dieses Lehrbuch alle wichtigen Inhalte der Psychologie fur den Lehrberuf sowie das gesamte Wissen fur Psychologieprufungen. Fur Lehramtsstudierende ist dieses Werk eine optimale Grundlage fur psychologische Lehrveranstaltungen und dient zur besseren Prufungsvorbereitung. Im Referendariat und Lehrberuf kann es zur Beantwortung von berufspraktischen Fragen auf der Basis gesicherter psychologischer Erkenntnisse genutzt werden. Von renommierten Expertinnen und Experten erfahren Sie in sieben Themenfeldern mehr uber die psychologischen Hintergrunde von Schule und Unterricht: - Lernen, Gedachtnis und Wissenserwerb - Persoenlichkeitsmerkmale von Lernenden - Entwicklung im Kindes- und Jugendalter - Lehren, Unterrichtsqualitat und Klassenfuhrung - Sozialpsychologie im Klassenzimmer - Diagnostik, Evaluation und Forschungsmethoden - Lern-, Leistungs- und Verhaltensstoerungen Diverse Denkanstoesse, Definitionen, Verstandnisfragen, aussagekraftige Forschungsstudien und die Aufdeckung von Mythen im Bildungswesen runden das Werk ab. Dazu erhalten Sie hilfreichen Online-Content zum Buch.

Public policy is made of language. Whether in written or oral form, argument is central to all parts of the policy process. As simple as this insight appears, its implications for policy analysis and planning are profound. Drawing from recent work on language and argumentation and referring to such theorists as Wittgenstein, Habermas, Toulmin, and Foucault, these essays explore the interplay of language, action, and power in both the practice and the theory of policy-making.
The contributors, scholars of international renown who range across the theoretical spectrum, emphasize the political nature of the policy planner's work and stress the role of persuasive arguments in practical decision making. Recognizing the rhetorical, communicative character of policy and planning deliberations, they show that policy arguments are necessarily selective, both shaping and being shaped by relations of power. These essays reveal the practices of policy analysts and planners in powerful new ways--as matters of practical argumentation in complex, highly political environments. They also make an important contribution to contemporary debates over postempiricism in the social and policy sciences.

"Contributors. "John S. Dryzek, William N. Dunn, Frank Fischer, John Forester, Maarten Hajer, Patsy Healey, Robert Hoppe, Bruce Jennings, Thomas J. Kaplan, Duncan MacRae, Jr., Martin Rein, Donald Schon, J. A. Throgmorton

Can contemporary democratic governments tackle climate crisis? Some argue that democracy has to be a central part of a strategy to deal with climate change. Others argue that experience shows it not to be up to the challenge in the time frame available-that it will require a stronger hand, even a form of eco-authoritarianism. A question that does not lend itself to an easy assessment, this volume seeks to out and assess the competing answers. While the book supports the case for environmental democracy, it argues that establishing and sustaining democratic practices will be difficult during the global climate turmoil ahead, especially in the face of state of emergencies. This inquiry undertakes a search for an appropriate political-ecological strategy for preserving a measure of democratic governance during hard times. Without ignoring the global dimensions of the crisis, the analysis finds an alternative path in the theory and practices participatory environmental governance embodied in a growing relocalization movement, and global eco-localism generally. Although such movements largely operate under the radar of the social sciences, the media and the political realm generally, these vibrant socio-ecological movements not only speak to the crisis ahead, but are already well established and thriving on the ground, including ecovillages, eco-communes, eco-neighborhoods, and local transition initiatives. With the help of these ideas and projects, the task is to influence the discourse of environmental political theory in ways that can be of assistance to those who will face climate crisis in its full magnitude.

Studienarbeit aus dem Jahr 2007 im Fachbereich Gesundheitswissenschaften, Note: 1,0, Hamburger Fern-Hochschule, Veranstaltung: Zur Gesundheitssituation alterer Menschen. Ergebnisse der Epidemiologie und der Gesundheitsberichterstattung, 30 Quellen im Literaturverzeichnis, Sprache: Deutsch, Anmerkungen: Zusammenfassende Bewertung: Herrn Fischer gelingt es, einen umfassenden Uberblick uber den aktuellen Forschungsstand zur Demenz zu geben. Er verwendet die neueste Literatur und geht besonders auf die pflegerische Versorgung ein. Eine sehr gute Arbei , Abstract: Nicht nur fur den Einzeln spielt Gesundheit eine grosse Rolle, sondern Gesundheit ist auch fur die Gesellschaft von immenser Bedeutung, da die sozialen Sicherungssysteme zu einem grossen Teil fur die Kosten durch entstehende Krankheiten aufkommen. Es ist daher im Interesse aller, wenn moglichst umfangreiche und wissenschaftlich gesicherte Informationen vorliegen, um die begrenzten personellen und finanziellen Ressourcen moglichst gezielt und effektiv einzusetzen. Diese Informationen und Daten zu liefern ist Aufgabe der Epidemiologie und der Gesundheitsberichterstattung (GBE). Zu Beginn der Arbeit werden beide dargestellt, da sie von grundlegender Bedeutung fur die Probleme und Fragestellungen sind, die sich bei der Beschaftigung mit der Gesundheitssituation alterer Menschen ergeben, die anschliessend erortert wird. Mit zunehmendem Alter wird die Gesundheitssituation durch das Auftreten und die Manifestation von chronischen Erkrankungen und naturlichen Alterungsprozessen bestimmt, die von grossen interindividuellen Unterschieden gepragt sind und nicht immer Leiden und Pflegebedurftigkeit bedeuten (vgl. RKI 2002, 7). Ab dem 65. Lebensjahr taucht aber mit der Demenz eine spezielle Erkrankung des hohern Alters auf, die fur den Betroffenen, die Angehorigen und auch fur die Gesellschaft von immer grosserer Bedeutung werden wird. Deshalb wird in dieser Arbeit, im Rahmen des Themenkomplexes Gesundheitssituation