WAhrend das VerstAndnis, die Bearbeitung und die LAsung von existierenden Umweltproblemen sowie die Vermeidung neuer Probleme immer schwieriger werden, werden im gleichen Zuge die finanziellen Ressourcen immer knapper. Deshalb stellt sich die Frage nach dem Erfolg von MaAnahmen und nach den MAglichkeiten ihrer Steuerung und Verbesserung umso dringender. Die Erfolgskontrolle stellt eine Schnittstelle zwischen den Umweltnatur- und den Umweltsozialwissenschaften dar. So werden zu ihrer DurchfA1/4hrung einerseits ein detailliertes SystemverstAndnis von Problem und MaAnahme vorausgesetzt, andererseits sind die Formulierung von Zielen, die Ableitung geeigneter Erfolgskriterien und deren Bewertung eindeutig gesellschaftliche Prozesse. Aufgabe der Erfolgskontrolle ist es, diese Aspekte zu verbinden bzw. die Grundlagen hierfA1/4r zu schaffen. Erfolgskontrollen von umweltrelevanten AktivitAten spielen sowohl in Unternehmen als auch in staatlichen Institutionen eine wichtige Rolle.

This book describes a pathway for sustainable phosphorus management via the Global Transdisciplinary Processes for Sustainable Phosphorus Management project (Global TraPs). Global TraPs is a multi-stakeholder forum in which scientists from a variety of disciplines join with key actors in practice to jointly identify critical questions and to articulate what new knowledge, technologies and policy processes are needed to ensure that future phosphorus use is sustainable, improves food security and environmental quality and provides benefits for the poor. The book offers insight into economic scarcity and identifies options to improve efficiency and reduce environmental impacts of anthropogenic phosphorus flows at all stages of the supply and use chain.

Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics. Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.

"If you were part of a study team trying to figure out what to do in a complicated (i.e., multi-party, multi-issue, technically complex) situation, you would want to rush out and get a copy of Embedded Case Study Methods by Roland Scholz and Olaf Tietje. Using their own Zurich North case study to explain the proper use of case study methods, they demonstrate how eleven different techniques -- including integrated risk assessment, multi-attribute utility theory, scenario analysis, future workshops, and a kind of mediation called Area Development Negotiation -- ought to be used to develop collaborative solutions. Along the way, they destroy conventional distinctions between quantitative and qualitative methods and offer (finally!) an integrated approach that applies equally well to problem framing, option generation, and the management of stakeholder encounters. Most of the relevant literature (from more than a dozen disciplines) is reviewed in detail. What more could a study team member want?"

?LAWRENCE SUSSKIND, Ford Professor of Urban and Environmental Planning at the Massachusetts Institute of Technology and co-author of the award-winning Consensus Building Handbook (Sage, 1999)."Scholz and Olaf have developed an important methodology to integrate complex cases. Their approach combines the best of quantitative and qualitative methodologies to create new insights that would not be available to researchers using more conventional approaches."

?MAX H. BAZERMAN, Jesse Isador Straus Professor of Business Administration, Harvard Business School  

Bridging the gap between quantitative and qualitative approaches, this book presents methods for interrelating and integrating the variables, findings, and evaluations from the facets of the case (i.e., different perspectives of inquiry such as participant observation, open-ended interviews, etc.) or subunits of case inquiry. Using case examples from five different disciplines (neuropsychology, education, law, business, and environmental sciences), the authors show the reader how to use the embedded case design to enhance synthesis and knowledge integration. The authors share their broad knowledge of the philosophy of science to explain the rationale behind each step of embedded case designs, and recap each explanation with concept recaps called "lessons to be learned." In addition, they include a variety of boxes that offer statistical models for doing the analysis. This book offers readers a sophisticated approach to integrating mixed methods in case studies.

Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics. Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.

Roland W. Scholz' Die letzte Dekade des 20. Iahrhunderts war durch einige Besonderheiten und Er- eignisse gekennzeichnet, die bemerkenswerte Veranderungen der Umweltbe- lastungen und ein neues Denken bezogen auf die Beurteilung von UmweltmaB- nahmen zur Folge hatten. Zu ihnen gehoren neben dem Abschluss des Industrie- zeitalters, mit der eine weitgehende Reduktion von Emissionen im Bereich Pro- duktion einherging, sowie dem Phanomen der Globalisierung und vor allem der Trend zur Monetarisierung von Leistungen. Von letzterem ist auch der Umweltbe- reich erfasst worden. Bei einer Planung von UmweltmaBnahmen oder Umwelt- Projekten wird nicht nur nach der Wirksamkeit, sondern auch nach der Effizienz und Verhaltnismassigkeit gefragt. Gefordert sind wirtschaftliches und finanzpoliti- sches Denken sowie der Nachweis von Notwendigkeit und Ertrag von Umwelt- handeln. Es ist evident, dass dem Thema Erfolgskontrolle von Umweltmaj3nahmen vor diesem Hintergrund eine Schliisselrolle zukommt. Wie wir auch auf verschiedenen Veranstaltungen sehen konnten, stOsst dieses Thema bei Praktikern und Wissen- schaftern auf gleichermassen groBes Interesses. So mag es vielleicht erstaunen, dass der Begriff Erfolgskontrolle in der Literatur vergleichsweise eher selten ex- plizit behandelt wird. Hierzu gibt es aber einige Griinde.

In an era where humans affect virtually all of the earth's processes, questions arise about whether we have sufficient knowledge of human-environment interactions. How can we sustain the Earth's ecosystems to prevent collapses and what roles should practitioners and scientists play in this process? These are the issues central to the concept of environmental literacy. This unique book provides a comprehensive review and analysis of environmental literacy within the context of environmental science and sustainable development. Approaching the topic from multiple perspectives, it explores the development of human understanding of the environment and human-environment interactions in the fields of biology, psychology, sociology, economics and industrial ecology. The discussion emphasises the importance of knowledge integration and transdisciplinary processes as key strategies for understanding complex human-environment systems (HES). In addition, the author defines the HES framework as a template for investigating sustainably coupled human-environment systems in the 21st century.

"If you were part of a study team trying to figure out what to do in a complicated (i.e., multi-party, multi-issue, technically complex) situation, you would want to rush out and get a copy of Embedded Case Study Methods by Roland Scholz and Olaf Tietje. Using their own Zurich North case study to explain the proper use of case study methods, they demonstrate how eleven different techniques -- including integrated risk assessment, multi-attribute utility theory, scenario analysis, future workshops, and a kind of mediation called Area Development Negotiation -- ought to be used to develop collaborative solutions. Along the way, they destroy conventional distinctions between quantitative and qualitative methods and offer (finally!) an integrated approach that applies equally well to problem framing, option generation, and the management of stakeholder encounters. Most of the relevant literature (from more than a dozen disciplines) is reviewed in detail. What more could a study team member want?"

?LAWRENCE SUSSKIND, Ford Professor of Urban and Environmental Planning at the Massachusetts Institute of Technology and co-author of the award-winning Consensus Building Handbook (Sage, 1999)."Scholz and Olaf have developed an important methodology to integrate complex cases. Their approach combines the best of quantitative and qualitative methodologies to create new insights that would not be available to researchers using more conventional approaches."

?MAX H. BAZERMAN, Jesse Isador Straus Professor of Business Administration, Harvard Business School  

Bridging the gap between quantitative and qualitative approaches, this book presents methods for interrelating and integrating the variables, findings, and evaluations from the facets of the case (i.e., different perspectives of inquiry such as participant observation, open-ended interviews, etc.) or subunits of case inquiry. Using case examples from five different disciplines (neuropsychology, education, law, business, and environmental sciences), the authors show the reader how to use the embedded case design to enhance synthesis and knowledge integration. The authors share their broad knowledge of the philosophy of science to explain the rationale behind each step of embedded case designs, and recap each explanation with concept recaps called "lessons to be learned." In addition, they include a variety of boxes that offer statistical models for doing the analysis. This book offers readers a sophisticated approach to integrating mixed methods in case studies.