Skill formation in Central and Eastern Europe. A search for patterns and directions of development offers holistic analytical insight into skill formation processes and institutions in Central and Eastern European countries by referring to the timeframe of historical development of skill formation from the fall of communism to the present time and future development trends. Leading researchers of skill formation from Lithuania, Latvia, Estonia, Poland, the Czech Republic, Slovakia, Hungary, Slovenia, Croatia, Bulgaria, Romania and Ukraine refer to critical junctures and the findings are compared and discussed in five concluding chapters focused on important cross-cutting topics: development of social dialogue over skill formation, qualifications policy and development of qualifications systems, implications of European integration and EU policies for governance and institutional reform of skill formation, features and implications of policy borrowing and policy learning from the Anglo-Saxon and German speaking countries, respectively.

Emotions have emerged as a topic of interest across the disciplines, yet studies and findings on emotions tend to fall into two camps: body versus brain, nature versus nurture. Emotions as Bio-cultural Processes offers a unique collaboration across the biological/social divide-from psychology and neuroscience to cultural anthropology and sociology-as 15 noted researchers develop a common language, theoretical basis, and methodology for examining this most sociocognitive aspect of our lives. Starting with our evolutionary past and continuing into our modern world of social classes and norms, these multidisciplinary perspectives reveal the complex interplay of biological, social, cultural, and personal factors at work in emotions, with particular emphasis on the nuances involved in pride and shame. A sampling of the topics: (1) The roles of the brain in emotional processing. (2) Emotional development milestones in childhood. (3) Social feeling rules and the experience of loss. (4) Emotions as commodities? The management of feelings and the self-help industry. (5) Honor and dishonor: societal and gender manifestations of pride and shame. (6) Emotion regulation and youth culture. (7) Pride and shame in the classroom. A volume of such wide and integrative scope as Emotions as Bio-cultural Processes should attract a large cohort of readers on both sides of the debate, among them emotion researchers, social and developmental psychologists, sociologists, social anthropologists, and others who analyze the links between humans that on the one hand differentiate us as individuals but on the other hand tie us to our socio-cultural worlds.

The ongoing economic crisis raises fundamental questions about the political and social goals of the European Union, particularly the feasibility of harmonising social and education policy across member states. The forward momentum of the European project is clearly faltering, raising the possibility that the high water mark of European integration has been achieved, with implications for many aspects of education and social policy, including lifelong learning. This timely book makes a major and original contribution to the development of knowledge and understanding of lifelong learning in an expanded Europe. Its wide range of contributors look at the contribution of lifelong learning to economic growth and social cohesion across Europe, focusing its challenge to social exclusion. It draws on comparative data from the EU Sixth Framework Project Lifelong Learning Policy and Practice in Europe (LLL2010), which ran from 2005 - 2011 and involved twelve European countries and Russia. Very little research has been conducted to date on the nature of lifelong learning in post-Soviet countries, and this book provides important insights into their evolving education and lifelong learning systems. The book will be of interest to researchers and academics in the UK and Europe, especially those from social policy, adult and comparative education, equality studies and practice of lifelong learning.

Autobiographical memory constitutes an essential part of our personality, giving us the ability to distinguish ourselves as an individual with a past, present and future. This book reveals how the development of a conscious self, an integrated personality and an autobiographical memory are all intertwined, highlighting the parallel development of the brain, memory and personality.

Focusing strongly on developmental aspects of memory and integrating evolutionary and anthropological perspectives, areas of discussion include:

• why non-human animals lack autobiographical memory
• development of the speech areas in the brain
• prenatal and transnatal development of memory
• autobiographical memory in young children.

This book offers a unique approach through combining both neuroscientfic and social scientific viewpoints, and as such will be of great interest to all those wanting to broaden their knowledge of the development and acquisition of memory and the conscious self.

Autobiographical memory constitutes an essential part of our personality, giving us the ability to distinguish ourselves as an individual with a past, present and future. This book reveals how the development of a conscious self, an integrated personality and an autobiographical memory are all intertwined, highlighting the parallel development of the brain, memory and personality. Focusing strongly on developmental aspects of memory and integrating evolutionary and anthropological perspectives, areas of discussion include: why non-human animals lack autobiographical memory development of the speech areas in the brain prenatal and transnatal development of memory autobiographical memory in young children. This book offers a unique approach through combining both neuroscientfic and social scientific viewpoints, and as such will be of great interest to all those wanting to broaden their knowledge of the development and acquisition of memory and the conscious self.

Until recently jurisprudence largely ignored neuroscientific findings. The advent of sophisticated methodologies in the neurosciences - in particular brain imaging techniques - reduced this unawareness, and findings, pointing to clear and unequivocal relations between brain structure and brain function on the one side and personality dimensions on the other, led to a growing interest of jurisprudence in brain research. The Special Issue is intended to provide an overview over the most recent findings and technological refinements in the field of crime related neuroscientific investigations. It covers genetics, functional brain imaging, mind reading, lie detection, and many other topics.

Emotions have emerged as a topic of interest across the disciplines, yet studies and findings on emotions tend to fall into two camps: body versus brain, nature versus nurture. Emotions as Bio-cultural Processes offers a unique collaboration across the biological/social divide from psychology and neuroscience to cultural anthropology and sociology as 15 noted researchers develop a common language, theoretical basis, and methodology for examining this most sociocognitive aspect of our lives. Starting with our evolutionary past and continuing into our modern world of social classes and norms, these multidisciplinary perspectives reveal the complex interplay of biological, social, cultural, and personal factors at work in emotions, with particular emphasis on the nuances involved in pride and shame.

A sampling of the topics: (1) The roles of the brain in emotional processing. (2) Emotional development milestones in childhood. (3) Social feeling rules and the experience of loss. (4) Emotions as commodities? The management of feelings and the self-help industry. (5) Honor and dishonor: societal and gender manifestations of pride and shame. (6) Emotion regulation and youth culture. (7) Pride and shame in the classroom.

A volume of such wide and integrative scope as Emotions as Bio-cultural Processes should attract a large cohort of readers on both sides of the debate, among them emotion researchers, social and developmental psychologists, sociologists, social anthropologists, and others who analyze the links between humans that on the one hand differentiate us as individuals but on the other hand tie us to our socio-cultural worlds."

Die Sunden des Gedachtnisses - von Vergessen bis Umdeuten von Ereignissen - sind Thema dieses Sachbuches von Sina Kuhnel und Hans Markowitsch, die an den falschen Erinnerungen die Funktionsweise und den richtigen Gebrauch unseres Gedachtnisses verdeutlichen. Auf anregende und verstandliche Weise, sogar zum Entspannen, denn Stress - das ist ein spannendes neues Ergebnis aus der Hirnphysiologie, ist Gift fur genaues Erinnern."

Gehirn und Verhalten ist das Thema eines PrA1/4fungsfachs, das an allen psychologischen FakultAten gelehrt wird, wenn auch unter verschiedenen Bezeichnungen: Biologische oder kurz Bio-Psychologie, physiologische Psychologie, auch Neuropsychologie. Dieses Lehrbuch von drei physiologischen Psychologen aus Bielefeld und Landau ist mit Blick auf die faszinierenden Prozesse im KArper geschrieben, die unser Verhalten steuern, sei es wahrnehmen, denken oder handeln. In vier groAen Abschnitten werden die methodischen und physiologischen Grundlagen, die Sinnessysteme, die Regulationsfunktionen von Gehirn und Nervensystem zusammen mit Hormon- und Immunsystem, hAhere Funktionen des Bewusstseins wie GedAchtnis und Aufmerksamkeit und schlieAlich FunktionsstArungen bei neurologischen Erkrankungen, psychischen StrArungen oder Sucht beschrieben.

Diese Studie analysiert das praktische Wissen, welches PhysikerInnen im Labor benotigen, sowie dessen Aneignung und Vermittlung. Die erkenntnistheoretische Grundlage dazu bilden Michael Polanyis Konzept des impliziten Wissens und Ludwig Wittgensteins pragmatische Sprachauffassung. Die Untersuchung steht im Umfeld der sogenannten "Laborstudien" und zeichnet sich vor allem durch ihren problemorientierten Ansatz aus. Sie zeigt die Praxis der Physik, wie sie PhysikerInnen in ihren eigenen Worten beschreiben: Probleme im Umgang mit Apparaturen, Fehlersuche, Problemerkennen, Messen und Interpretieren ... Die Rolle von Frauen in der physikalischen Forschung bildet einen besonderen Schwerpunkt. Als Grundlage fur eine moderne Wissenschaftsdidaktik, Know-how-Vermittlung sowie fur die Evaluation und Kompetenzentwicklung von Forschungseinrichtungen wendet sich das Buch an eine breite Zielgruppe: In Forschung und Lehre tatige PhysikerInnen oder PhysiklehrerInnen an hoheren Schulen, Philosophen, Wissenschaftsforscher und -soziologen, Bildungs- und Berufsforscher."