• Foreword
• Paul Croney
• 1. Why should we Co-Produce Research?
• Claire Sullivan and Gill O' Neill
• 2. Co-Production: The Academic Perspective
• Grant J. McGeechan, Louisa J Ells, and Emma L. Giles
• 3. Co-Production: The Public Health Practitioner's Perspective
• Keith Allan, Michelle Baldwin, Kirsty Wilkinson, and Dianne Woodall
• 4. Working with Schools to Develop Complex Interventions for Public Health Improvement
• Jeremy Segrott and Joan Roberts
• 5. Pupils, Teachers and Academics Working Together on a Research Project Examining How Students and Teachers Feel About the New GCSEs
• Michael Chay Hayden, Gillian Waller, Abbey Hodgson, Scott Brown, Sean Harris, Katie Miller, Daniel Barber, Lewis Hudson, and Dorothy Newbury-Birch
• 6. Public Health Practioners and Academics working together to evaluate a Mental Health Youth Awareness Programme
• Natalie Connor, Michelle Baldwin, Gill O'Neill, Gillian Walker, and Dorothy Newbury-Birch
• 7. "It's not about telling people to eat better, stop smoking or get on the treadmill"
• Mandy Cheetham, Sarah Gorman, Emma Gibson, and Alice Wiseman
• 8. Co-Producing a Story of Recovery: A "Books Beyond Words" Book Group
• Jane Bourne
• 9. How Do We Co-Produce Research in the Prison Environment?
• Jennifer Ferguson, Aisha Holloway, Victorial Guthrie, and Dorothy Newbury-Birch
• 10. Police Officers and Academics Working Together
• Dorothy Newbury-Birch, Tony Power, Angela Tomlinson, Mark Hatcher, and Mick Urwin
• 11. Discussion: What are the Barriers and Facilitators to Co-Production Working and Tools for Working Effectively?
• Dorothy Newbury-Birch and Keith Allan.
• (source: Nielsen Book Data)

The importance of a strong evidence-base is widely recognised in contemporary health, social care and education practice, meaning that there is a real need for research which can be quickly and easily translated into real world situations. Research co-produced by practitioners and academics from early stages to end results can draw on each party's knowledge and experience, in order to create high quality evidence that is relevant and appropriate to practice needs. This guide introduces the basics of co-producing research, looking at the evidence for co-produced research and outlining its theoretical underpinnings, as well as discussing barriers and facilitators to consider. It includes a practitioner perspective and an academic perspective on the benefits and challenges of co-produced research. The substantive chapters are each co-written by an academic and practitioner team and give examples of work carried out - and lessons learned - in public health, education and criminal justice settings. Key learning points are included throughout and drawn together to comprise a toolkit at the end of the book. This book teaches academics and practitioners more about how they can find practical evidence-based answers to complex questions.
(source: Nielsen Book Data)

• Introduction
• Part I: Theorizing/Observing/Thinking
• 1. Methods on the Move: Moving Methods
• 2. Theorizing Walking in the Sociological Imagination - Walking in Context
• 3. Walking, Art-Making and Biographical Research
• Exercise One: Walking and Theorizing - Observing/Thinking
• Part II: Experiencing
• 4. Migration, Memory and Place - Connecting with Memory and Place in Urban Landscapes
• 5. Walking as Re-Formative and Transgressive: Health, Pilgrimage, Trespass, Marching
• 6. Walking in the Downtown Eastside - Experiencing the WIBM as Participatory, Visual and Ethnographic
• Exercise Two: Walking, Sensing, Experiencing
• Part III: Imagining
• 7. Walking, Sex Work, and Community: Towards a Radical Democratic and Imaginative Space for addressing Sexual and Social Inequalities
• 8. The Phenomenology of Walking in a Garden
• 9. Walking Artists: Critical Dialogues and Imaginaries
• 10. Auto/Biographical Encounters in Time and Space - Roots and Routes
• Exercise Three: Walking and Imagining - Time/Memory/Making
• Conclusion: The Future of the Walking Interview as a Biographical Method
• Exercise Four: WIBM Exercise - Observing, Experiencing, Imagining
• The Walking Interview as a Biographical Method - Principles and Practice: A Framework.
• (source: Nielsen Book Data)

This book introduces and critically explores walking as an innovative method for doing social research, showing how its sensate and kinaesthetic attributes facilitate connections with lived experiences, journeys and memories, communities and identities. The book situates walking methods historically, sociologically, and in relation to biographical and arts-based research, as well as new work on mobilities, the digital, spatial, and the sensory. The book is organised into three sections: theorising; experiencing; and imagining walking as a new method for doing biographical research. There is a key focus upon the Walking Interview as a Biographical Method (WIBM) on the move to usefully explore migration, memory, and urban landscapes, as part of participatory, visual, and ethnographic research with marginalised communities and artists and as re-formative and transgressive. The book concludes with autobiographical walks taken by the authors and a discussion about the future of the walking interview as biographical method. Walking Methods combines theory with a series of original ethnographic and participatory research examples. Practical exercises and a guide to using walking as a method help to make this a rich resource for social science researchers, students, walking artists, and biographical researchers.
(source: Nielsen Book Data)

• I. Doing Evaluation and Thinking Evaluatively
• 1. Speaking the Language
• 2. The Tale of the Researcher and Evaluator
• 3. Starting the Evaluative Journey
• 4. How We Know What We Know and Why We Think That
• 5. Data and Credibility: What Inquiring Evaluator Minds Need to Know
• 6. Linking Problem Statements, Interventions, and Results
• 7. All About Results
• 8. Talking Intervention Theory (and Logic)
• 9. Assessing and Evaluating Progress
• 10. Completing the Evaluation Journey: Pulling It All Together II. Being an Evaluator
• 11. The Personal Choices of Being an Evaluator
• 12. Thinking About Values
• 13. Evaluation: It Is So Much More Than Methods
• 14. The Scholarly Side of Being an Evaluator
• 15. Navigating the Maze of Evaluation Choices
• 16. The World of Recommendations
• 17. The Dirty Laundry Chapter Epilogue.
• (source: Nielsen Book Data)

Demystifying the evaluation journey, this is the first evaluation mentoring book that addresses the choices, roles, and challenges that evaluators must navigate in the real world. Experienced evaluator and trainer Donna R. Podems covers both conceptual and technical aspects of practice in a friendly, conversational style. She focuses not just on how to do evaluations but how to think like an evaluator, fostering reflective, ethical, and culturally sensitive practice. Extensive case examples illustrate the process of conceptualizing and implementing an evaluation--clarifying interventions, identifying beneficiaries, gathering data, discussing results, valuing, and developing recommendations. The differences (and connections) between research, evaluation, and monitoring are explored. Handy icons identify instructive features including self-study exercises, group activities, clarifying questions, facilitation and negotiation techniques, insider tips, advice, and resources. Purchasers can access a companion website to download and print reproducible materials for some of the activities and games described in the book.
(source: Nielsen Book Data)

• Foreword
• Acknowledgements
• Introduction
• Chapter 1. What is Big Data?
• Chapter 2. Big Data in Historical Context
• Chapter 3. Challenges of Big Data for Qualitative Researchers
• Chapter 4. Potentials of Big Data Analytics for Qualitative Researchers
• Chapter 5. Big Data Ethics, Privacy, and Dataveillance
• Chapter 6. Anticipating Big Data Futures for Qualitative Researchers
• References
• Index.
• (source: Nielsen Book Data)

Big Data for Qualitative Research covers everything small data researchers need to know about big data, from the potentials of big data analytics to its methodological and ethical challenges. The data that we generate in everyday life is now digitally mediated, stored, and analyzed by web sites, companies, institutions, and governments. Big data is large volume, rapidly generated, digitally encoded information that is often related to other networked data, and can provide valuable evidence for study of phenomena. This book explores the potentials of qualitative methods and analysis for big data, including text mining, sentiment analysis, information and data visualization, netnography, follow-the-thing methods, mobile research methods, multimodal analysis, and rhythmanalysis. It debates new concerns about ethics, privacy, and dataveillance for big data qualitative researchers. This book is essential reading for those who do qualitative and mixed methods research, and are curious, excited, or even skeptical about big data and what it means for future research. Now is the time for researchers to understand, debate, and envisage the new possibilities and challenges of the rapidly developing and dynamic field of big data from the vantage point of the qualitative researcher.
(source: Nielsen Book Data)

• Introduction
• What is big data?
• Big data in historical context
• Challenges of big data for qualitative researchers
• Potentials of big data analytics for qualitative researchers
• Big data ethics, privacy, and dataveillance
• Anticipating big data futures for qualitative researchers.

Big Data for Qualitative Research covers everything small data researchers need to know about big data, from the potentials of big data analytics to its methodological and ethical challenges. The data that we generate in everyday life is now digitally mediated, stored, and analyzed by web sites, companies, institutions, and governments. Big data is large volume, rapidly generated, digitally encoded information that is often related to other networked data, and can provide valuable evidence for study of phenomena. This book explores the potentials of qualitative methods and analysis for big data, including text mining, sentiment analysis, information and data visualization, netnography, follow-the-thing methods, mobile research methods, multimodal analysis, and rhythmanalysis. It debates new concerns about ethics, privacy, and dataveillance for big data qualitative researchers. This book is essential reading for those who do qualitative and mixed methods research, and are curious, excited, or even skeptical about big data and what it means for future research. Now is the time for researchers to understand, debate, and envisage the new possibilities and challenges of the rapidly developing and dynamic field of big data from the vantage point of the qualitative researcher.
(source: Nielsen Book Data)

• Introduction
• The New Deal
• The Truman-Eisenhower Equilibrium
• The New Frontier/Great Society
• The Nixon-Ford-Carter Equilibrium
• The Reagan Revolution
• The Bush-Clinton Equilibrium
• George W. Bush and the Republican Non-Breakout
• New Directions in the Wake of the Great Recession?
• The Obama and Trump "Transformations".

• Cover; Comparative Policy Agendas: Theory, Tools, Data; Copyright; Contents; List of Figures; List of Tables; List of Contributors; Part I: Roots, Foundations, and Evolution;
• 1: The Comparative Agendas Project: Intellectual Roots and Current Developments; 1.1 Roots and Goals of the Comparative Agendas Project; 1.2 Using Agendas to Study Public Policy across and within Nations; 1.3 Comparative Policy Agendas as a Field of Study; 1.4 The Current State of the CAP Infrastructure; 1.5 Structure of the Book; References

• 2: Gone Fishing: The Creation of the Comparative Agendas Project Master Codebook2.1 The Comparative Agendas Project: A Philosophy and a Beginning; 2.1.1 But What Is CAP Data?; 2.1.2 Coding Limited by Design; 2.1.3 Policy Not Targets? Terrorism and the Economic Crisis; 2.2 Coding through Compromise: The CAP Master Codebook; 2.2.1 The Master Codebook Process; 2.2.2 The Devil in the Details; 2.2.3 A Cold War Mentality: Addressing the Country and Regional Subtopics; 2.3 The Validity of Policy Differences; 2.3.1 Defense Policy: The United States vs Switzerland

• 2.3.2 Culture: Something France Has and the United Kingdom Does Not?2.3.3 Universal Health: Policy Attention; 2.4 Conclusion; Acknowledgements; Notes; References;
• 3: The Comparative Agendas Project: The Evolving Research Interests and Designs of the CAP Scholarly Community; 3.1 What CAP Scholars Are Interested in; 3.2 Designs Used by CAP Scholars; 3.3 Conclusion: Past and Future of the Comparative Agendas Project; Note; References; Part II: Country Projects;
• 4: The Australian Policy Agendas Project; 4.1 The Australian Political System; 4.2 Datasets of the Australian Policy Agendas Project

• 4.2.1 Legislation4.2.2 Governor-General's Speeches (1945-2013); 4.2.3 Opposition Questions; 4.2.4 The Media; 4.2.5 Public Opinion; 4.2.6 The High Court of Australia; 4.3 An Example; Notes; References;
• 5: The Belgian Agendas Project; 5.1 The Belgian Agendas Project; 5.2 The Belgian Political System; 5.3 Belgian Datasets Description; 5.4 Focus of the Belgian Project; 5.5 Example: State Reform; Notes; References;
• 6: The Canadian Agendas Project; 6.1 The Canadian Political System; 6.2 Canadian Political Agendas; 6.3 Contributions of the Project and Perspectives; References

• 7: Croatian Political Agendas7.1 Introduction; 7.2 The Croatian Political System; 7.3 Datasets; 7.4 Specificities; 7.5 Automated Classification Procedure; 7.6 Example: Government Confidentiality Policies; References;
• 8: The Danish Agendas Project; 8.1 The Danish Political System; 8.2 Datasets; 8.3 Parliamentary Data Series; 8.4 Local Government Agendas; 8.5 Major Findings from the Danish Project; Notes; References;
• 9: The French Agendas Project; 9.1 The French Political System; 9.2 Datasets; 9.3 Specificities and Perspectives; Note; References;
• 10: Political Agendas in Germany

This book summarizes recent advances in the work on agenda-setting in a comparative perspective. The book first presents and explains the data-gathering effort undertaken within the Comparative Agendas Project over the past ten years. Individual country chapters then present the research undertaken within the many national projects. The third section illustrates the possibilities and directions for new research in comparative public policy using the data presented in this book. All the data used and discussed in the book is moreover publicly available. The book represents a significant contribution to the study of comparative public policy. By introducing a unified research infrastructure it opens up new possibilities for both empirical and theoretical research in this area.
(source: Nielsen Book Data)

"Creating a University is a collection of short essays by more than 30 former faculty and staff of Memorial University--a series of “MUNographies,”--about personal and professional experiences working at Newfoundland’s only university. It is something of a Memorial University family reunion, without a drunken uncle. In the years covered by this volume, primarily 1950 to 1990, few Memorial faculty were Canadians, let alone Newfoundlanders. These “come from aways” arrived in the middle of a post-colonial cultural renaissance, which saw a movement toward new interdisciplinary studies, and laid the groundwork for many of the programs and courses that are offered at the University today."-- Provided by publisher.

• Theory Development in Comparative Social Research.- Varieties of Capitalism and Welfare Regime Theories: Assumptions, Accomplishments, and the Need for Different Methods.- Internationally Comparative Research Designs in the Social Sciences: Fundamental Issues, Case Selection Logics, and Research Limitations.- Multilevel Models for the Analysis of Comparative Survey Data: Common Problems and Some Solutions.- Multilevel Structural Equation Modeling for Cross-National Comparative Research.- How to Obtain Comparable Measures for Cross-National Comparisons.- Immigrants' Labor Market Outcomes: Contributions from Multilevel Studies.- Employment and Its Institutional Contexts.- Comparative Analyses of Housework and Its Relation to Paid Work: Institutional Contexts and Individual Agency.- Policy Effects on Political Engagement.- Party Competition and Vote Choice.- Political Systems and Electoral Behavior: A Review of Internationally-Comparative Multi-Level Research.- Families and Their Institutional Contexts: The Role of Family Policies and Legal Regulations.- Conditions and Consequences of Unequal Educational Opportunities in the Life Course: Results from the Cross-National Comparative eduLIFE Project.- How Much do Sources of Happiness Vary Across Countries? A Review of the Empirical Literature.- The Role of Welfare State Characteristics for Health and Inequalities in Health from a Cross-National Perspective: A Critical Research Synthesis.- Is the Influence of Religiosity on Attitudes and Behaviors Stronger in less Religious or more Religious Societies? A Review of Theories and Contradictory Evidence.- Values in Life Domains in a Cross-National Perspective.- Media Use and Its Effects in a Cross-National Perspective.
• (source: Nielsen Book Data)

Cross-National Comparative Research is concerned with observing social phenomena across countries, and with developing explanations for their similarities and differences. This Special Issue focuses on the use of Cross-National Comparative Research to study the effects of national and sub-national contexts on behaviors and attitudes of individual actors. Moreover, it is of interest how behaviors and attitudes at the individual level lead to national and sub-national outcomes at the meso and macro levels. How do immigration policies affect migrants' well-being? Does the number of divorcees in a country influence individual divorce risks? Are human values universal, or do they vary from one country to another? Under which conditions is political protest triggered, and when does it lead to revolutionary changes within society? These and other questions are typical of cross-national comparative analyses that seek to ascertain how upper-level (macro, meso) contexts influence micro-level phenomena, and how outcomes at the individual level are once more reflected at the meso and macro levels. Prof. Dr. Hans-Jurgen Andress, Prof. Dr. Detlef Fetchenhauer and Prof. Dr. Heiner Meulemann teach sociology and social psychology at the University in Cologne, Germany.
(source: Nielsen Book Data)

• The relevance question : professional social science and the fate of security studies
• How war opened the door to the ivory tower during the First World War and peace closed it again
• World War II : social scientists in the physicists' war
• Social science's cold war : the behavioral revolution's quixotic effort to construct a "policy science"
• Summer studies, centers, and a governmentwide clearinghouse: federal efforts to mobilize social science for the Cold War
• The scientific strategists follow the economists to an intellectual dead end
• Strategic modernization theory bogs down in the Vietnam quagmire
• The "renaissance of security" languished until the owl of Minerva flew after 9/11
• Conclusions, responses to objections, and scholarly recommendations.

How professionalization and scholarly "rigor" made social scientists increasingly irrelevant to US national security policy To mobilize America's intellectual resources to meet the security challenges of the post-9/11 world, US Secretary of Defense Robert M. Gates observed that "we must again embrace eggheads and ideas." But the gap between national security policymakers and international relations scholars has become a chasm. In Cult of the Irrelevant, Michael Desch traces the history of the relationship between the Beltway and the Ivory Tower from World War I to the present day. Recounting key Golden Age academic strategists such as Thomas Schelling and Walt Rostow, Desch's narrative shows that social science research became most oriented toward practical problem-solving during times of war and that scholars returned to less relevant work during peacetime. Social science disciplines like political science rewarded work that was methodologically sophisticated over scholarship that engaged with the messy realities of national security policy, and academic culture increasingly turned away from the job of solving real-world problems. In the name of scientific objectivity, academics today frequently engage only in basic research that they hope will somehow trickle down to policymakers. Drawing on the lessons of this history as well as a unique survey of current and former national security policymakers, Desch offers concrete recommendations for scholars who want to shape government work. The result is a rich intellectual history and an essential wake-up call to a field that has lost its way.
(source: Nielsen Book Data)

How professionalization and scholarly "rigor" made social scientists increasingly irrelevant to US national security policy To mobilize America's intellectual resources to meet the security challenges of the post-9/11 world, US Secretary of Defense Robert M. Gates observed that "we must again embrace eggheads and ideas." But the gap between national security policymakers and international relations scholars has become a chasm. In Cult of the Irrelevant, Michael Desch traces the history of the relationship between the Beltway and the Ivory Tower from World War I to the present day. Recounting key Golden Age academic strategists such as Thomas Schelling and Walt Rostow, Desch's narrative shows that social science research became most oriented toward practical problem-solving during times of war and that scholars returned to less relevant work during peacetime. Social science disciplines like political science rewarded work that was methodologically sophisticated over scholarship that engaged with the messy realities of national security policy, and academic culture increasingly turned away from the job of solving real-world problems. In the name of scientific objectivity, academics today frequently engage only in basic research that they hope will somehow trickle down to policymakers. Drawing on the lessons of this history as well as a unique survey of current and former national security policymakers, Desch offers concrete recommendations for scholars who want to shape government work. The result is a rich intellectual history and an essential wake-up call to a field that has lost its way.
(source: Nielsen Book Data)

• Introduction: Design Research in the Social Studies: History, Methodology, and Promise
• [Eric B. Freedman and Jongsung Kim]
• Part I: Improving Practice through Iterative Design
• 2. From Form to Function: Learning with Practitioners to Support Diverse Middle School Students' Disciplinary Reasoning and Writing
• [Chauncey Monte-Sano, Ryan E. Hughes, and Sarah Thomson]
• 3. Using Iterative Design to Improve Student Access and Engagement in an Online Political Communications Simulation
• [Jeremy Stoddard and Kimberly Rodriguez]
• 4. Developing Authentic Performance Assessments in a Classroom Mini-Economy: Reflections on the Process of Design
• [Stephen Day and Christine Bae]
• Part II: Using and Producing Theory
• 5. Applying Theory to Problematic Practice: Lessons Learned from Two Implementations of a Unit on Gender
• [Jennifer Burke]
• 6. From Practice to Theory: Ontological Innovation in a Ninth-Grade History Classroom
• [Eric B. Freedman]
• Part III: Collaborating with Educators
• 7. Intersecting Goals in an Elementary Social Studies Design Project: Confessional Tales of Teacher and Researcher Relationships
• [Kathryn M. Obenchain, Julie L. Pennington, and Maricela Bardem]
• 8. Design-Based Implementation Research in a Government Classroom: A Teacher's Shifting Pedagogy over Four Years
• [Jane C. Lo, Carol M. Adams, Alexandra Goodell, and Sara Nachtigal]
• Part IV: Contextualizing DBR Historically, Socially, and Politically
• 9. Theorizing Context in DBR: Integrating Critical Civic Learning into the U.S. History Curriculum
• [Beth C. Rubin]
• 10. Beyond National Discourses: South Korean and Japanese Students "Make a Better Social Studies Textbook"
• [Jongsung Kim]
• 11. Conclusion:Towards Socially Transformative Design for Social Studies: A Critical Epistemological Approach
• [Beth C. Rubin].
• (source: Nielsen Book Data)

This edited volume showcases work from the emerging field of design-based research (DBR) within social studies education and explores the unique challenges and opportunities that arise when applying the approach in classrooms. Usually associated with STEM fields, DBR's unique ability to generate practical theories of learning and to engineer theory-driven improvements to practice holds meaningful potential for the social studies. Each chapter describes a different DBR study, exploring the affordances and dilemmas of the approach. Chapters cover such topics as iterative design, using and producing theory, collaborating with educators, and the ways that DBR attends to historical, political, and social context.
(source: Nielsen Book Data)

• Preface Acknowledgments About the Author
• 1. Discovering Cause and Effect Causation Experiments Compared to Other Methods Basic Criteria for Experiments Elements of Experiments Starting a Study of Your Own
• 2. Ethics and Famous Experiments in History The Scurvy Studies The Contributions of Charles Peirce Ronald Fisher's Plots and Tea B. F. Skinner: Small Samples, High Tech Stanley Milgram Shocks the World Philip Zimbardo: Raising Consciences in a Stanford Basement Conclusion
• 3. Theory, Literature, and Hypotheses The Literature Review Hypotheses and Research Questions
• 4. Types of Experiments Campbell and Stanley's Typology of Experiments Quasi Experiments Natural Experiments Field Experiments
• 5. Internal and External Validity Ecological and External Validity Generalizability Cause and Effect Logical Inference Replication Internal Validity
• 6. Factorial Designs Single-Factor Designs Factorial Designs How Subjects Are Used in Designs Control Groups
• 7. Random Assignment The Purpose of Random Assignment Operationalizing Random Assignment Reporting Random Assignment Balanced and Unbalanced Designs Checking That Random Assignment Was Effective Blocking, Matching, and Other Strategies Random Assignment of Other Things Random Assignment Resistance
• 8. Sampling and Effect Sizes Student Samples Amazon's Mechanical Turk Other Subject Sources Recruiting Incentives Sample Size and Power
• 9. Stimuli and Manipulation Checks Examples of Stimuli Advice on Creating Stimuli Manipulation Checks Reporting the Stimuli and Manipulation Checks
• 10. Instruments and Measures Instruments Measurement Issues
• 11. The Institutional Review Board and Conducting Ethical Experiments Institutional Review Boards Ethical Issues in Experiments Protecting Subjects Researcher Issues Pilot Studies Glossary Index.
• (source: Nielsen Book Data)

"This book is a must for learning about the experimental design-from forming a research question to interpreting the results this text covers it all." -Sarah El Sayed, University of Texas at Arlington Designing Experiments for the Social Sciences: How to Plan, Create, and Execute Research Using Experiments is a practical, applied text for courses in experimental design. The text assumes that students have just a basic knowledge of the scientific method, and no statistics background is required. With its focus on how to effectively design experiments, rather than how to analyze them, the book concentrates on the stage where researchers are making decisions about procedural aspects of the experiment before interventions and treatments are given. Renita Coleman walks readers step-by-step on how to plan and execute experiments from the beginning by discussing choosing and collecting a sample, creating the stimuli and questionnaire, doing a manipulation check or pre-test, analyzing the data, and understanding and interpreting the results. Guidelines for deciding which elements are best used in the creation of a particular kind of experiment are also given. This title offers rich pedagogy, ethical considerations, and examples pertinent to all social science disciplines.
(source: Nielsen Book Data)

• 1. Introduction
• 2. Scientific Knowledge and Practice3. Social Science as Reconstruction of Social Phenomena4. The Logic and Methodological Rules of Reconstruction5. Design of Research Projects6. Variable-Centred Designs7. Case Designs8. Integrated Designs9. Comparative Designs10. Intervention-Oriented Designs11. The Design ProcessIndex.
• (source: Nielsen Book Data)

This book presents different research designs, their respective purposes and merits as well as their underlying assumptions. Research designs are characterised by a certain combination of knowledge aims and strategies for data production. An adequate design is the key to carrying out a successful research project. Nevertheless, the literature on design is scarce, compared to the literature on methods. This book clarifies the basic distinction between variable-oriented designs and case designs, and proceeds to integrated, comparative and intervention-oriented designs. A step-by-step guide to the design process and the choices to make is also included. The book's clear style makes it an excellent guide for master students and PhD students doing their first research exercises, while it is also useful for more experienced researchers who want to broaden their design repertoire and keep up to recent innovations in the field of research design.
(source: Nielsen Book Data)

• Le mystère Dick May : une femme invisible dans un monde d'hommes ?
• Histoire d'un pseudonyme, "devise pour ceux qui travaillent ou combattent"
• La part du pseudonyme dans le mystère Dick May
• De Jeanne Weill à Dick May, construction d'une personnalité publique
• Un nom pour une mission : un pseudonyme programmatique
• Un masque pour dissimuler sa judéité ?
• Une femme de plume à l'ère de la femme nouvelle
• Les débuts comme femme de lettres : à la recherche du "talent viril"
• La femme nouvelle, topos d'une plume féministe ?
• Des rapports ambigus au féminisme de la Belle Époque
• Une figure atypique dans le quartier latin : la transgression des codes de la féminité
• Sociabilité et engagements à l'heure de la "civilisation du journal"
• La Belle Époque des revues : lieux de sociabilité intellectuelle et politique
• Dick May et la défense des oeuvres sociales : la revue comme chambre d'échos
• Les travers de la presse : critique d'un instrument dévoyé
• Regard sur l'actualité et littérature engagée
• Dick May et la création d'un enseignement social : "une âme de fondateur d'empire"
• L'infatigable activité d'une propagandiste de l'enseignement social
• La pluridisciplinarité, essence de la science sociale
• "Un musée risque souvent d'être un désert" : Dick May du Musée social au Collège libre des sciences sociales
• Initiative privée et enseignement libre : le rêve d'une petite Sorbonne
• Faire face à la "crise morale" : aux racines de l'École des hautes études sociales
• Les conséquences de l'Affaire : le rôle de l'instruction dans une République en crise
• Dick May et le mouvement des universités populaires
• L'École des hautes études sociales : une institution bâtie sur les décombres de l'Affaire
• L'École des hautes études sociales au "centre d'un cyclone" intellectuel
• L'École de journalisme : une nouveauté audacieuse dans le paysage universitaire
• Une nouvelle école pour une presse en pleine mutation
• Former les "esprits directeurs de l'âme populaire" : une école pour le quatrième pouvoir
• Un accueil controversé : "l'école de tous les reniements et de toutes les apostasies"
• L'École de journalisme et de vie publique : former au pouvoir ou au contre-pouvoir ?
• Une missionnaire laïque ? Portrait d'une intellectuelle en République
• La pensée libre : une réflexion politique en dehors des partis
• Sensibilité sociale et éthique de l'action
• "L'humble travail de charpente" : l'éducation, préalable à toute action politique
• Et si l'intellectuelle était un couple ?
• Dick May et Alfred Croiset, un engagement commun
• Une femme dans le monde intellectuel, sanctuaire masculin
• L'Affaire : l'irruption dans le débat public d'une intellectuelle parmi les intellectuels ?
• Moyens d'action et consécration intellectuelle
• Dick May fondatrice d'écoles mixtes : un ferment de subversion sociale ?
• Une femme à la tête d'une Internationale intellectuelle ?
• Une Internationale de la paix et de l'éducation à l'épreuve de la Grande Guerre
• L'Orphelinat des Armées, modèle d'éducation novateur en pleine guerre
• Portrait d'une intellectuelle par ses détracteurs à l'heure de l'Union sacrée
• Du pacifisme à la culture de guerre

• Des projets internationaux pour la paix.

"Nombre d'historiens de la Belle Époque ont croisé dans leur travail une certaine Dick May. Mais, jusqu'alors, peu se sont vraiment plongés dans l'existence de cette intellectuelle. Enveloppée dans un pseudonyme masculin aux sonorités américaines, Jeanne Weill a cherché à se dissimuler dans un univers hostile aux femmes. Elle a en partie réussi, puisqu'on avait jusqu'alors perdu sa trace. En remontant les rares pistes laissées par Dick May, on retrace la naissance d'une dreyfusarde engagée dans tous les combats de la Belle Époque. Portée par une inépuisable foi en l'éducation populaire et animée par une énergie rare, Dick May fonde plusieurs institutions d'enseignement supérieur, dont la première école de journalisme française, et s'investit corps et âme dans le mouvement des universités populaires. Pour elle, l'instruction est la solution à l'urgente question sociale. Si la Première Guerre mondiale constitue une immense désillusion pour cette idéaliste, elle révèle aussi les permanences de l'antisémitisme et le retour en grâce des forces politiques conservatrices. C'est l'apogée d'une campagne de presse contre Dick May à l'heure de la prétendue Union sacrée. Comment cette femme, juive et autodidacte, réussit-elle à devenir une figure incontournable dans les réseaux intellectuels du Paris de la Belle Époque?"--Page 4 of cover.

• 1. How do I know I should use interviews in my research project?
• 2. How do I find people to interview?
• 3. How do I get people to agree to be interviewed?
• 4. What kind of questions will give me the most detailed data?
• 5. What practicalities do I need to plan?
• 6. How should I behave during the interview?
• 7. What should I do after the interview?
• (source: Nielsen Book Data)

Interviews are the most common data collection instrument undergraduates turn to. No matter what discipline or level, someone in the course will be doing some interviews. They're quick, cheap and students think they're easy. The first two are true, but it's more than just asking a list of questions. This Little Quick Fix lays out the basic how-to of choosing an interview as a method for a project or dissertation, and how to do it well enough so students aren't docked marks for poor or irrelevant data. Practical and hands-on, readers will be shown everything they need to prepare, how to do it quickly, and all the pitfalls to avoid. Packed with checklists, this is the foolproof solution to getting interview data quickly and effectively. Perfect for undergraduates who need to do this in a week or two. Little Quick Fix titles provide quick but authoritative answers to the problems, hurdles, and assessment points students face in the research course, project proposal, or design - whatever their methods learning is. Lively, ultra-modern design; full-colour, each page a tailored design. An hour's read. Easy to dip in and out of with clear navigation enables the reader to find what she needs - quick. Direct written style gets to the point with clear language. Nothing needs to be read twice. No fluff. Learning is reinforced through a 2-minute overview summary; 3-second summaries with super-quick Q&A DIY tasks create a work plan to accomplish a task, do a self-check quiz, solve a problem, get students to what they need to show their supervisor. Checkpoints in each section make sure students are nailing it as they go and support self-directed learning. How do I know I'm done? Each Little Quick Fix wraps up with a final checklist that allows the reader to self-assess they've got what they need to progress, submit, or ace the test or task.
(source: Nielsen Book Data)

• Foreword and Acknowledgements
• List of Contributors
• Introduction: Emotions, Emotions, Everywhere Emotions! - On Emotions, Everyday Life and Sociology (Michael Hviid Jacobsen)
• 1. Trust - What Is It and Why Do We Need It? (Paul R. Ward)
• 2. Loyalty - The Emotion of Future Expectation, Felt Now, Based on the Past (James M.) Connor
• 3. Dignity - An Exploration of Dignity's Role and Meaning in Daily Life (Barbara A. Misztal)
• 4. Compassion - Conflicted Social Feeling and the Calling to Care (Iain Wilkinson)
• 5. Courage - It's Not All About Overcoming Fear (Amir B. Marvasti)
• 6. Excitement - Risk and Authentic Emotion (Stephen Lyng)
• 7. Embarrassment - Experiencing Awkward Self-Awareness in Everyday Life (Michael Hviid Jacobsen and Soren Kristiansen)
• 8. Shyness - Self-Consciously Perceived Relative Social Incompetence (Susie Scott)
• 9. Envy - Hostility Towards Superiors (Gordon Clanton)
• 10. Guilt - What's So Good about Feeling Bad about Yourself? (Vessela Misheva)
• 11. Anger - An Emotion of Intent and of Desire for Change in Relationships
• (Keith Oatley and Jennifer M. Jenkins)
• 12. Grief - The Painfulness of Permanent Human Absence (Anders Petersen and Michael Hviid Jacobsen)
• 13. Boredom - Emptiness in the Modern World (Patrick Gamsby)
• 14. Laziness - From Medieval Sin to Late Modern Social Pathology (Michael Hviid Jacobsen)
• Index.
• (source: Nielsen Book Data)

This volume explores the emotions that are intricately woven into the texture of everyday life and experience. A contribution to the literature on the sociology of emotions, it focuses on the role of emotions as being integral to daily life, broadening our understanding by examining both `core' emotions and those that are often overlooked or omitted from more conventional studies. Bringing together theoretical and empirical studies from scholars across a range of subjects, including sociology, psychology, cultural studies, history, politics and cognitive science, this international collection centres on the `everyday-ness' of emotional experience.
(source: Nielsen Book Data)

• Vorwort
• Suchbewegungen und Ortsbestimmung
• Der Altersblick
• Auf Motivsuche
• Exterritoriale Distanz : Einladung nach Wien
• Lösung aus der Klammer der Näheverhältnisse : Arbeitsplatz zwischen zwei Kirchen
• Fremdheit und Ankommen : die Arbeitssituation
• Er dreht sich nicht um : Tierischer Eigensinn
• Offene Gedanken : Abschied von Wien
• Über meine Familie
• Nachholende Bildung : Lebensbegleitendes Grundstudium
• Frankfurter Lehrjahre
• Frühe Wissensaneignung : Regulierte Anarchie
• Fluchterfahrungen und Erkenntnissuche
• Irrwege : Jurastudium und schlagende Verbindung in Göttingen
• Wendepunkt
• Genesis und Geltung
• Frankfurt : das neue Milieu
• Dialektik und Erfahrung : Auf der Suche nach einem undogmatischen Marx-Verständnis
• Der akademische Lehrer : Horkheimers Faszination
• Zwei Bildungserlebnisse : Protokoll und Referat bei Adorno
• Die Veränderungskraft der bestimmten Negation
• Im Frankfurter SDS
• Marx-Arbeitskreis
• Grundlegende Theoriearbeit
• Es ist genug! : Erschöpftes Lernen
• Neue Schlüsselerfahrungen : Assistent an der Gewerkschaftsschule Oberursel
• Erfahrungszusammenhänge des politischen Intellektuellen
• Theorie und Praxis
• Kritische Theorie
• Eigensinn der Theoriebildung
• Ende aller idealistischen Auswege
• Adorno als Marxist?
• Die "Fülle der Wirklichkeiten" und das Ich
• Kritik an der Verdinglichung : Notwendigkeit von Kulturkritik
• Am Anfang stand Marx : Assistent bei Habermas in Heidelberg
• Paradoxes Kennenlernen
• Heidelberger Schatten- und Sonnenseiten
• Richtungsdifferenzen
• Erbschaftsverhältnisse der Frankfurter Schule
• Berufswege als politischer Intellektueller?
• RAF und die Folgen : über Terror und Sozialismus
• Angela-Davis-Kongress
• Rede auf dem Opernplatz, Frankfurt am Main, 3. Juni 1972
• Sozialistische Politik und der Terror
• Nicht nach Köpfen, sondern nach Interessen organisieren : das Sozialistische Büro und die Zeitschrift links
• Berufsrevolutionäre und Revolutionäre im Beruf
• Zum Zerreissen angespannte Polarität
• Ein unaufgearbeiteter Komplex
• Grössenwahnphantasie : Waffengleichheit
• Bleierne Zeit, bleierne Solidarität : der "Baader-Meinhof-Komplex"
• Einerseits : Andererseits : die Frankfurter Spontis
• Ungewöhnliche Töne : Rudi Dutschke
• Gespensterbegegnung : Ulrike Meinhof
• Ironische Verse an die verirrten Genossen : Erich Fried
• Sozialismus mit menschlichem Antlitz : Erinnerung an Rosa Luxemburg und Karl Liebknecht
• Frankfurter Schule : eine eigene Linie der Beziehung
• Soziologe? Philosoph?
• Zur Entstehung philosophischer Schulen
• Was ist das Wesen philosophischer Schulen?
• Gründungsidee der Frankfurter Schule
• Grösse und Macht des Geistes reichen nicht aus
• Schulbegriff und Weltbegriff der Philosophie
• Palimpseste
• Durch die Frankfurter Schule angestossene Arbeitsformen
• Die Universität : Öffentlicher Denkraum und Vorratskammer
• Fester Standort
• Universitätsreform
• Schwierige Berufung
• Unfreundlicher Empfang
• Hannover als Heimat
• Rückblick : Lehrerfahrungen in Heidelberg und Frankfurt
• Endlich Vorlesungen!
• Die Vorlesung : ein erkenntnistheoretisches Experimentierfeld
• Philosophieren, nicht Philosophie lernen : darauf kommt es an
• Die Bedeutung der Lehre : Gespräch mit Christine Morgenroth vom 31. Oktober 2017
• Eingriffe : Versuche, die Welt zu verbessern
• Theoretische Reflexion und praktische Veränderung
• Gewerkschaftliche Bildungsarbeit : DGB-Bundesschule Oberursel
• Eine besondere Assistenzzeit
• Das exemplarische Lernen
• Das Ende noch vor dem Anfang : Verhinderte Gewerkschaftskarriere
• Politischer Intellektueller, kein Berufspolitiker
• Basisarbeit : Entscheidung für die ausserparlamentarische Opposition
• Öffentlichkeit herstellen : Sozialistisches Büro
• Die Glockseeschule : eine staatlich finanzierte Alternativschule
• In der Zwischenwelt von Philosophie und Politik : Philosophische Politikberatung
• Nachdenken über Freundschaft
• Gespräche und gemeinsames Tun
• Das Wesen der Freundschaft
• Beziehungsarbeit und Charakter
• Kant über die Macht der Gefühle
• Jeder Mensch bedarf eines Anderen
• Über Kooperation und Vertrauen : die Zusammenarbeit mit Alexander Kluge
• Ein halbes Jahrhundert "gemeinsame Philosophie"
• In der Denkwerkstatt
• Achtung und Balancearbeit
• Litis contestatio
• Leidenschaftliche Öffentlichkeitsarbeiter
• Treffen in Wien : Nachdenken über das Gemeinsame
• Am Anfang war das Wort
• Der Gebrauchswert von Erzählungen und Analysen
• Festhalten am Möglichkeitssinn
• Marx und der Sozialismus : Was bleibt?
• Auf der Suche nach einem demokratischen Sozialismus
• Marx neu lesen
• Anerkennung der historischen Schranke
• Geschichtsmächtige Irrtümer : Selbstausgrenzungen des Marxismus
• Eine Art Phänomenologie des Marxismus : Stufen der Selbstverständigung
• Sozialistische Utopie und kapitalistische Gesellschaftsordnung
• Offene Fragen an einen Totgesagten
• Koda
• Täuschende Wirksamkeit der Ideologien
• Rückblick
• Aktive Geduld
• Anmerkungen.

• Préface / Nicolas Thély
• Des cercles de reconnaissance multiples et imbriqués
• La reconnaissance au pluriel ou l'art de "cocher toutes les cases" ?
• Entre autorité et notoriété. Une quête de reconnaissance
• Assumer la consécration par le grand public et les médias
• Universitaire et "intermittent de la recherche"
• Gagner la reconnaissance des pairs
• "J'adore mon métier"
• Chercheur savant et chercheur entrepreneur : quels dilemmes en sciences de gestion ?
• Regard critique d'une enseignante-chercheuse en droit sur son milieu professionnel
• La "double vie" : un seizièmiste dans l'art contemporain
• De l'université à la magistrature Entretien avec Maryline Boizard
• S'adresser au grand public
• Le monde des conférences dans la vie d'un historien
• Commenter les élections à la télévision : engager sa légitimité de politiste
• L'importance du prix Le Monde dans une trajectoire académique
• Composer avec les publics cibles
• Les possibles malentendus de la recherche en langue et littérature bretonnes
• Ce que l'urbanisme participatif fait à la quête de légitimité et de reconnaissance d'une chercheuse
• Les collaborations institutionnelles et associatives d'une chercheure en études sur le genre : un levier de légitimité au sein de l'Université
• "Faire impression" : le chercheur et l'estime des proches
• La condition d'une doctorante en science politique
• Pour ma famille, j'étais "premier de France"! Un destin "enchanté" ?
• "Pour ma mère, satisfaction et regrets mêlés, je n'appartenais plus à leur monde"
• De la thèse à la bande dessinée : légitimité et solitude d'une doctorante en littérature.

"Qu'est-ce qu'un chercheur reconnu ? Quels sont les leviers et les formes de la reconnaissance en sciences humaines et sociales ? En interrogeant la condition du chercheur dans son singulier métier, qu'il soit rattaché à un organisme de recherche ou enseignant-chercheur, l'ouvrage combine de manière originale des témoignages et des analyses, invitant à la réflexivité dans un monde professionnel où la question de la reconnaissance est souvent ignorée. Au-delà de la reconnaissance par les pairs, injonction est faite aujourd'hui aux chercheurs de "valoriser" leurs travaux, de "médiatiser" leurs résultats, au risque de brouiller les frontières qui définissent l'activité scientifique. Volontairement ou non, certains chercheurs se trouvent ainsi confrontés à des formes plurielles, et parfois concurrentes, de reconnaissance, émanant soit des médias et des publics non académiques (voire du "grand public"), soit des institutions intéressées à la recherche et à sa diffusion. La diversité et l'imbrication des cercles de reconnaissance sont interrogées dans cet ouvrage, depuis l'espace quasi domestique du chercheur devant rendre compte à ses proches de son métier, jusqu'à l'espace public le plus large, celui qui vaut à certains la visibilité médiatique et le statut d'"intellectuel". De l'histoire à la gestion, des études littéraires au droit, les ressorts des gratifications (y compris narcissiques) liées à la reconnaissance diffèrent entre chercheurs et entre disciplines, tout comme les coûts d'une reconnaissance parfois plus ambivalente qu'il n'y paraît."--Page 4 of cover.

• Foreword - Michael Quinn Patton Acknowledgments Introduction PART I. MANAGE THE EVALUATION
• Chapter 1. It's Not Me, It's You: The Value of Addressing Conflict Head On - Corey Newhouse
• Chapter 2. The Scope Creep Train Wreck: How Responsive Evaluation Can Go Off the Rails - E. Jane Davidson
• Chapter 3. The Buffalo Jump: Lessons After the Fall - Gail Vallance Barrington
• Chapter 4. Evaluator Self-Evaluation: When Self-Flagellation Is Not Enough - Emma Williams PART II. ENGAGE STAKEHOLDERS
• Chapter 5. That Alien Feeling: Engaging All Stakeholders in the Universe - Hallie Preskill
• Chapter 6. Seeds of Failure: How the Evaluation of a West African Agricultural Scale Up Project Went Awry - Thomas Archibald
• Chapter 7. I Didn't Know I Would Be a Tightrope Walker Someday: Balancing Evaluator Responsiveness and Independence - Rakesh Mohan
• Chapter 8. When National Pride Is Beyond Facts: Navigating Conflicting Stakeholder Requirements - Felix Muramutsa PART III. BUILD EVALUATION CAPACITY
• Chapter 9. Stars in Our Eyes: What Happens When Things Are Too Good to Be True - Jara Dean-Coffey PART IV. DESCRIBE THE PROGRAM
• Chapter 10. A "Failed" Logic Model: How I Learned to Connect With All Stakeholders - Chris Lovato
• Chapter 11. Lost Without You: A Lesson in System Mapping and Engaging Stakeholders - Kylie Hutchinson PART V. FOCUS THE EVALUATION DESIGN
• Chapter 12. You Got to Know When to Hold 'Em: An Evaluation That Went From Bad to Worse - Robert P. Shepherd
• Chapter 13. The Evaluation From Hell: When Evaluators and Clients Don't Quite Fit - Marla Steinberg PART VI. GATHER CREDIBLE EVIDENCE
• Chapter 14. The Best Laid Plans of Mice and Evaluators: Dealing With Data Collection Surprises in the Field - Jan Noga
• Chapter 15. Are You My Amigo, or My Chero? The Importance of Cultural Competence in Data Collection and Evaluation - Isaac D. Castillo
• Chapter 16. OMG, Why Can't We Get the Data? A Lesson in Managing Evaluation Expectations - Jennifer Bisgard and Mary Pat Selvaggio
• Chapter 17. No, Actually, This Project Has to Stop Now: Learning When to Pull the Plug - Karen Snyder
• Chapter 18. Missing in Action: How Assumptions, Language, History, and Soft Skills Influenced a Cross-Cultural Participatory Evaluation - Susan Igras PART VII. JUSTIFY CONCLUSIONS
• Chapter 19. "This Is Highly Illogical": How a Spock Evaluator Learns That Context and Mixed Methods Are Everything - Benoit Gauthier
• Chapter 20. The Ripple That Became a Splash: The Importance of Context and Why I Now Do Data Parties - Diana Tindall
• Chapter 21. The Voldemort Evaluation: How I Learned to Survive Organizational Dysfunction, Confusion, and Distrust - Lisa O'Reilly PART VIII. REPORT AND ENSURE USE
• Chapter 22. The Only Way Out Is Through - Stephanie Evergreen Conclusion.
• (source: Nielsen Book Data)

As the only book of its kind, editor Kylie Hutchinson has collected a series of engaging, real-life examples that are both entertaining and informative. Each story offers universal lessons as takeaways, and discussion questions for reflective practice. The book is the perfect companion to anyone working in the evaluation field, and to instructors of program evaluation courses who want to bring the real world into their classroom.
(source: Nielsen Book Data)

• L'événement en sciences sociales : ruptures historiques et mobilisations collectives
• L'événement comme approche
• Conception de l'ouvrage : approches théoriques et méthodologiques, l'événement politico-religieux et l'événement rituel
• Appréhender l'événement : approches théoriques et méthodologiques
• Les régimes de problématicité de l'événement
• Événement et champ problématique
• L'événement dans un temps profane
• Les deux vies de l'événement
• L'événement comme "terme du jugement"
• Retour aux événements en religion
• Affecté, troublé, transporté. Les émotions au principe de l'événement
• L'événement en sciences sociales
• Le trouble des sciences sociales
• Fendre le paradigme dichotomique
• L'événement comme forte oscillation des perceptions du possible
• Les sciences sociales se sont construites contre l'événement
• Les difficultés des sciences sociales face aux changements rapides
• L'autonomie (relative) de l'événement : une dynamique émergente
• Une théorie de l'événement ?
• L'événement politique au prisme du religieux
• La force de l'événement. Leaders et ancêtres en pays kanak (Nouvelle-Calédonie)
• Se souvenir
• Commémorer
• S'émouvoir
• La dialectique de l'événement : Rhétorique missionnaire, objets de dons et actes de pardon. Une réflexion sur le coup d'Étatfidjien de 2000
• L'événement en question, un coup d'État
• A posteriori, la dialectique de l'événement
• Objets de don, actes de pardon : entre ordre et désordre
• Conclusion : événement historique, don et fait social total
• L'événement-rituel : mobilisation et mise en scène des appartenances dans le catholicisme contemporain
• Faire événement dans le catholicisme français
• L'événement des JMJ de Paris (1997)
• Les logiques événementielles à l'oeuvre dans les diocèses
• Un catholicisme d'affirmation
• Eventization ofFaith as a marketing strategy : World Youth Day as an innovative response of the Catholic Church to pluralization
• Research question
• Methodological remarks
• Results
• Discussion
• Contextualization
• Bibliography
• Mathias Blanc, L'événement cerné par la sociologie visuelle, Analyse multifocale des rassemblements pontificaux de septembre 2011 en Allemagne
• La vidéographie accompagnée d'une captation socio-filmique
• La visite du pape à Fribourg-en-Brisgau le 25 septembre 2011
• Réflexions conclusives
• Ces événements qui nous affectent
• L'événement : entre phénoménologie et herméneutique
• L'épreuve de totalisation
• Événement pré-pensé vs événement im-pré-pensable. Conversions, visions et dynamiques collectives
• Sous le signe de l'émotion et du surnaturel
• L'événement comme rupture biographique : l'exemple des témoignages de conversion
• L'affaire du spectre de Levier : un événement en centre de vacances
• L'événement, ou ce qui fait communauté.

• L'événement en sciences sociales : ruptures historiques et mobilisations collectives
• L'événement comme approche
• Conception de l'ouvrage : approches théoriques et méthodologiques, l'événement politico-religieux et l'événement rituel
• Appréhender l'événement : approches théoriques et méthodologiques
• Les régimes de problématicité de l'événement
• Événement et champ problématique
• L'événement dans un temps profane
• Les deux vies de l'événement
• L'événement comme "terme du jugement"
• Retour aux événements en religion
• Affecté, troublé, transporté. Les émotions au principe de l'événement
• L'événement en sciences sociales
• Le trouble des sciences sociales
• Fendre le paradigme dichotomique
• L'événement comme forte oscillation des perceptions du possible
• Les sciences sociales se sont construites contre l'événement
• Les difficultés des sciences sociales face aux changements rapides
• L'autonomie (relative) de l'événement : une dynamique émergente
• Une théorie de l'événement ?
• L'événement politique au prisme du religieux
• La force de l'événement. Leaders et ancêtres en pays kanak (Nouvelle-Calédonie)
• Se souvenir
• Commémorer
• S'émouvoir
• La dialectique de l'événement : Rhétorique missionnaire, objets de dons et actes de pardon. Une réflexion sur le coup d'Étatfidjien de 2000
• L'événement en question, un coup d'État
• A posteriori, la dialectique de l'événement
• Objets de don, actes de pardon : entre ordre et désordre
• Conclusion : événement historique, don et fait social total
• L'événement-rituel : mobilisation et mise en scène des appartenances dans le catholicisme contemporain
• Faire événement dans le catholicisme français
• L'événement des JMJ de Paris (1997)
• Les logiques événementielles à l'oeuvre dans les diocèses
• Un catholicisme d'affirmation
• Eventization ofFaith as a marketing strategy : World Youth Day as an innovative response of the Catholic Church to pluralization
• Research question
• Methodological remarks
• Results
• Discussion
• Contextualization
• Bibliography
• Mathias Blanc, L'événement cerné par la sociologie visuelle, Analyse multifocale des rassemblements pontificaux de septembre 2011 en Allemagne
• La vidéographie accompagnée d'une captation socio-filmique
• La visite du pape à Fribourg-en-Brisgau le 25 septembre 2011
• Réflexions conclusives
• Ces événements qui nous affectent
• L'événement : entre phénoménologie et herméneutique
• L'épreuve de totalisation
• Événement pré-pensé vs événement im-pré-pensable. Conversions, visions et dynamiques collectives
• Sous le signe de l'émotion et du surnaturel
• L'événement comme rupture biographique : l'exemple des témoignages de conversion
• L'affaire du spectre de Levier : un événement en centre de vacances
• L'événement, ou ce qui fait communauté.

"Lorsqu'un événement survient dans le quotidien de l'histoire, il bouscule l'ordre des choses. Pendant un temps, le monde semble vaciller. La société fait face à une possible rupture, puis finit par trouver un nouvel équilibre. Confrontés à l'événement, les historiens, sociologues et anthropologues tentent d'en percer les secrets. Ils fouillent dans son passé pour découvrir les raisons de son surgissement ou analysent les conséquences du bouleversement qu'il a généré. Mais l'événement lui-même, qu'est-il ? Comment est-il produit et comment se déroule-t-il ? Comment la société se recompose-t-elle après une rupture ? Comment l'événement est-il vécu, appréhendé, interprété par celles et ceux qui l'éprouvent ? Comment les acteur-e-s, dans l'immédiateté angoissante du désordre que semble produire l'événement, élaborent-ils des alliances et des compromis pour réélaborer un nouvel ordre social ? C'est, entre autres, à ces questions que ce livre entend donner des réponses, en proposant de nouveaux outils conceptuels issus de la philosophie, de la sociologie et de l'anthropologie politique. Analysant les événements sous le prisme du politique et du religieux, les auteur-e-s appliquent leurs réflexions théoriques à des cas concrets. Entre crises sociales, rassemblements religieux, cérémonies mobilisatrices ou incidents politico-religieux, l'événement est au centre de l'analyse, à la fois prévisible et imprévisible, mais toujours aussi difficile à saisir dans son immédiateté."--Page 4 of cover.
"Lorsqu'un événement survient dans le quotidien de l'histoire, il bouscule l'ordre des choses. Pendant un temps, le monde semble vaciller. La société fait face à une possible rupture, puis finit par trouver un nouvel équilibre. Confrontés à l'événement, les historiens, sociologues et anthropologues tentent d'en percer les secrets. Ils fouillent dans son passé pour découvrir les raisons de son surgissement ou analysent les conséquences du bouleversement qu'il a généré. Mais l'événement lui-même, qu'est-il ? Comment est-il produit et comment se déroule-t-il ? Comment la société se recompose-t-elle après une rupture ? Comment l'événement est-il vécu, appréhendé, interprété par celles et ceux qui l'éprouvent ? Comment les acteur-e-s, dans l'immédiateté angoissante du désordre que semble produire l'événement, élaborent-ils des alliances et des compromis pour réélaborer un nouvel ordre social ? C'est, entre autres, à ces questions que ce livre entend donner des réponses, en proposant de nouveaux outils conceptuels issus de la philosophie, de la sociologie et de l'anthropologie politique. Analysant les événements sous le prisme du politique et du religieux, les auteur-e-s appliquent leurs réflexions théoriques à des cas concrets. Entre crises sociales, rassemblements religieux, cérémonies mobilisatrices ou incidents politico-religieux, l'événement est au centre de l'analyse, à la fois prévisible et imprévisible, mais toujours aussi difficile à saisir dans son immédiateté."--Page 4 of cover.

• Chapter 1: Introduction
• Chapter 2: Truth, Politics, and Public Policy
• Chapter 3: Harold Lasswell and the Possibility of Political Science
• Chapter 4: John Dewey's Politics of Poetic Craftsmanship
• Chapter 5: Rationality in Action: Max Weber's Political Science
• Chapter 6: Hegel's Resolution
• Chapter 7: Self-Knowledge and the Everyday
• Chapter 8: Conclusion - Theory in Practice.
• (source: Nielsen Book Data)

With the increasing use of algorithms to govern public life, a proliferation of promises surrounding `big data, ' and an ever tighter union of academic specialists and the state bureaucracy, we are, it seems, on our way to an administrative utopia. At what cost, though? Executing Truth critically appraises this reformation of politics by way of the social sciences. It argues that what is lost with this reformation is a deeper consideration of the problematic relation of truth to politics; a problem which cuts deeper than any social science might plumb. In seeking to recover what is lost, this book offers a comprehensive study of the problem. The author works his way back from the debates in politically applied social science (or policy science) to the foundational thinkers. These include Harold Lasswell, John Dewey, Max Weber, and Georg Hegel. At the end of this journey, Executing Truth calls for a return to the everyday (or the most comprehensive basis for distinguishing between theoretical perspectives), and outlines the implications of this return for those political advisors - state executive actors - tasked with `speaking truth to power.'.
(source: Nielsen Book Data)

• Fanon, education, action: towards child as method
• Idiotic child
• Traumatogenic child
• Therapeutic child
• Extemic child
• Child as method.

• Introduction--
• 1. When to use focus groups--
• 2. Preparing for the focus groups--
• 3. Undertaking focus groups--
• 4. Analyzing focus groups and presenting the results-- Conclusion.
• (source: Nielsen Book Data)

What is a focus group? Why do we use them? When should we use them? When should we not? Focus Groups for the Social Science Researcher provides a step-by-step guide to undertaking focus groups, whether as a stand-alone method or alongside other qualitative or quantitative methods. It recognizes the challenges that focus groups encounter and provides tips to address them. The book highlights three unique, inter-related characteristics of focus groups. First, they are inherently social in form. Second, the data emerge organically through conversation; they are emic in nature. Finally, focus groups generate data at three levels of analysis: the individual, group, and interactive level. The book builds from these three characteristics to explain when focus groups can usefully be employed in different research designs. This is an essential text for students and researchers looking for a concise and accessible introduction to this important approach to data collection.
(source: Nielsen Book Data)

A formal model in the social sciences builds explanations when it structures the reasoning underlying a theoretical argument, opens venues for controlled experimentation, and can lead to hypotheses. Yet more importantly, models evaluate theory, build theory, and enhance conjectures. Formal Modeling in Social Science addresses the varied helpful roles of formal models and goes further to take up more fundamental considerations of epistemology and methodology. The authors integrate the exposition of the epistemology and the methodology of modeling and argue that these two reinforce each other. They illustrate the process of designing an original model suited to the puzzle at hand, using multiple methods in diverse substantive areas of inquiry. The authors also emphasize the crucial, though underappreciated, role of a narrative in the progression from theory to model. Transparency of assumptions and steps in a model means that any analyst will reach equivalent predictions whenever she replicates the argument. Hence, models enable theoretical replication, essential in the accumulation of knowledge. Formal Modeling in Social Science speaks to scholars in different career stages and disciplines and with varying expertise in modeling.
(source: Nielsen Book Data)

• Introduction: rethinking social theory with anthropology-- Part I. Maverick Anthropologists:
• 1. Arnold van Gennep: liminal rites and the rhythms of life--
• 2. Gabriel Tarde and Rene Girard: imitation and the foundations of social life--
• 3. Marcel Mauss: from sacrifice to gift-giving or revisiting foundations--
• 4. Lucien Levy-Bruhl and Colin Turnbull: participation, experience, and home--
• 5. Paul Radin: the trickster--
• 6. Gregory Bateson and Johan Huizinga: Schismogenesis and play--
• 7. Victor Turner: liminal experiences as the grounding of social theory-- Part II. Rethinking Modernity and Its Sociology:
• 8. A reflexive political anthropology of sociology--
• 9. A reflexive political anthropology of modernity.
• (source: Nielsen Book Data)

Presenting a ground-breaking revitalization of contemporary social theory, this book revisits the rise of the modern world to reopen the dialogue between anthropology and sociology. Using concepts developed by a series of 'maverick' anthropologists who were systematically marginalised as their ideas fell outside the standard academic canon, such as Arnold van Gennep, Marcel Mauss, Paul Radin, Lucien Levy-Bruhl and Gregory Bateson, the authors argue that such concepts are necessary for understanding better the rise and dynamics of the modern world, including the development of the social sciences, in particular sociology and anthropology. Concepts discussed include liminality, imitation, schismogenesis and trickster, which provide an anthropological 'toolkit' for readers to develop innovative understandings of the underlying power mechanisms of globalized modernity. Aimed at graduate students and researchers, the book is clearly structured. Part I introduces the 'maverick' anthropologists, while Part II applies the maverick tool-kit to revisit the history of sociological thought and the question of modernity.
(source: Nielsen Book Data)

• Preface Part I. Studies from Asia
• 1. Filipino Remittances
• 2. Can Tourism Solve the Poverty Problem? A Case Study from China
• 3. The Struggle over Historical Preservation in the People's Republic of China
• 4. Japan's Falling Birth Rate and What to Do about It
• 5. Japan's Great Tohoku Earthquake of
• 2011
• Part II. Studies from Central and Eastern Europe
• 6. The Erased of Slovenia
• 7. The Peasantry in Post-Socialist Hungary
• 8. Physical Education and Social Policy in Hungary
• 9. The Sociology of Everyday Life in Russia and Ukraine
• 10. The Russian Middle Class
• 11. Transylvanian Demography and World War I
• Part III. Studies from Australasia
• 12. How to Preserve Indigenous Languages: Twitter!
• 13. Sexual Abuse of Children in New Zealand
• Part IV. Studies from Africa
• 14. Is Hatred of the "Other" Universal? The Curious Case of African Immigrants in South Africa
• 15. Gender and Urban Agriculture in Nigeria
• 16. Public Health in Nigeria: TB, HIV, Depression, and Quality of Life
• Part V. Studies from the Middle East
• 17. Network Terrorism and the International Jihadi Movement
• 18. Muslims in Europe
• 19. Arab Sociology
• 20. Social Media and the Arab Spring
• Part VI. Studies from Latin America
• 21. The Maquiladoras of Mexico: Disaster or Economic Salvation?
• 22. Renationalization in Contemporary Argentina
• 23. Street Children in Honduras
• Part VII. Studies from Elsewhere
• 24. Cruise Ship Economics and Sociology
• 25. Indigenous Rights and Resource Governance in the Circumpolar Regions
• 26. The Lessons Learned
• Index.
• (source: Nielsen Book Data)

There are approximately 200 nations on Earth, and the social sciences are being practiced in each one, yet too little of this global enterprise is known to Western, particularly American, social scientists. Drawing upon five years of experience as Editor-in-Chief of a major international encyclopedia of the social and behavioral sciences, James D. Wright provides social scientists a representative sampling of the work of their international colleagues. The volume includes investigations into a myriad of questions. How have Muslims accommodated to life in Western societies? What were the demographic consequences of World War I? What are the economic, social, and environmental costs and benefits of hosting a cruise ship terminal? Has the situation of Honduran street children improved in the past two decades? What is the state of public health in Africa? Wright shows how social scientists outside the United States have answered all of these questions and many more. From efforts at historical preservation in the People's Republic of China to the sexual abuse of children in New Zealand, and from earthquake research in Japan to network jihadi terrorism, The Global Enterprise includes research that will intrigue anyone interested in what social scientists contribute to our understanding of contemporary social trends and advances, both locally and globally. Key research is underway in social science around the world, and it is far past time that Western social scientists learned of and learned from these findings.
(source: Nielsen Book Data)

Arbeitsteilige Organisation der Produktion in einem nationalstaatlich strukturierten Wirtschaftsraum kennzeichnet die Wirtschafts- und Sozialgeschichte Europas seit mindestens dem späten 19. Jahrhundert. Die ökonomische Integration war und ist eine Triebfeder der politischen Integration. Insofern gehen viele politische Diskussionen und Konflikte, etwa über Staatsverschuldung und Finanzpolitik, weit über die jeweiligen Einzelthemen hinaus--sie betreffen die Wurzeln des auf nachhaltigen Frieden und Wohlstand angelegten Projekts der Europäischen Integration. Die Autorinnen und Autoren dieses Bandes fragen nach konkreten Akteuren und Institutionen, Ereignissen und Entwicklungen dieses Prozesses: Welche beeinflussten die sozioökonomische Integration und Desintegration Europas? Welche beförderten, welche bremsten sie? In acht Fallbeispielen greifen die Beiträge in wirtschafts- oder sozialhistorischer Perspektive unterschiedliche Aspekte heraus: von der infrastrukturellen Integration über Logistik und Geldpolitik bis hin zu nationalen Schuldenkulturen. Diese historischen Analysen leisten einen wichtigen Beitrag zum Verständnis der Vor- und Nachteile von Integration (oder Desintegration), der Interessen, Handlungsspielräume und Strategien der Akteure.

• Introduction: How I came to interviewing
• Why interview
• A structure for in-depth, phenomenological interviewing
• Proposing research : from mind to paper to action
• Establishing access to, making contact with, and selecting participants
• The path to institutional review boards and informed consent
• Technique isn't everything, but it is a lot
• Interviewing as a relationship
• Analyzing, interpreting, and sharing interview material
• The ethics of doing good work.

This popular text provides step-by-step guidance for new and experienced researchers who want to use interviewing as a research method. Appropriate for individual and classroom use, this expanded edition explains the rationale for interviewing and the complexity of selecting interview participants, important interviewing techniques, and how to work with the results of interviews.
(source: Nielsen Book Data)

This popular text provides step-by-step guidance for new and experienced researchers who want to use interviewing as a research method. Appropriate for individual and classroom use, this expanded edition explains the rationale for interviewing and the complexity of selecting interview participants, important interviewing techniques, and how to work with the results of interviews.
(source: Nielsen Book Data)

This volume provides a history of how "the human" has been constituted as a subject of scientific inquiry in China from the seventeenth century to the present. Organized around four themes-"Parameters of Human Life," "Formations of the Human Subject," "Disciplining Knowledge," and "Deciphering Health"-it scrutinizes the development of scientific knowledge and technical interest in human organization within an evolving Chinese society. Spanning the Ming-Qing, Republican, and contemporary periods, its twenty-four original, synthetic chapters ground the mutual construction of "China" and "the human" in concrete historical contexts. As a state-of-the-field survey, a definitive textbook for teaching, and an authoritative reference that guides future research, this book pushes Sinology, comparative cultural studies, and the history of science in new directions.

• Introduction: How to make sense of complexity
• Insights from multi-level, complex and polycentric governance studies
• How to analyse and assess multi-centric governance
• How to hold people to account in multi-centric governance
• How to engage effectively within a multi-centric policymaking system
• Discussion and next steps.

This provocative Element is on the 'state of the art' of theories that highlight policymaking complexity. It explains complexity in a way that is simple enough to understand and use. The primary audience is policy scholars seeking a single authoritative guide to studies of 'multi-centric policymaking'. It synthesises this literature to build a research agenda on the following questions: 1. How can we best explain the ways in which many policymaking 'centres' interact to produce policy? 2. How should we research multi-centric policymaking? 3. How can we hold policymakers to account in a multi-centric system? 4. How can people engage effectively to influence policy in a multi-centric system? However, by focusing on simple exposition and limiting jargon, Paul Cairney, Tanya Heikkila, Matthew Wood also speak to a far wider audience of practitioners, students, and new researchers seeking a straightforward introduction to policy theory and its practical lessons.
(source: Nielsen Book Data)

• 1. Introduction - how to make sense of complexity--
• 2. Insights from multi-level, complex, and polycentric governance studies--
• 3. How to analyse and assess multi-centric governance--
• 4. How to hold people to account in multi-centric governance--
• 5. How to engage effectively within a multi-centric policymaking system--
• 6. Discussion and next steps.
• (source: Nielsen Book Data)

This provocative Element is on the 'state of the art' of theories that highlight policymaking complexity. It explains complexity in a way that is simple enough to understand and use. The primary audience is policy scholars seeking a single authoritative guide to studies of 'multi-centric policymaking'. It synthesises this literature to build a research agenda on the following questions: 1. How can we best explain the ways in which many policymaking 'centres' interact to produce policy? 2. How should we research multi-centric policymaking? 3. How can we hold policymakers to account in a multi-centric system? 4. How can people engage effectively to influence policy in a multi-centric system? However, by focusing on simple exposition and limiting jargon, Paul Cairney, Tanya Heikkila, Matthew Wood also speak to a far wider audience of practitioners, students, and new researchers seeking a straightforward introduction to policy theory and its practical lessons.
(source: Nielsen Book Data)

• Section 1. Codes of communication.
• Chapter 1. The post-material values of young people and interactive technologies in the formation of a culture of scientific dialogue in the student environment: based on the teaching of philosophical disciplines at the university ;
• Chapter 2. Visual storytelling as generative strategy for social educators ;
• Chapter 3. Technology of conducting group training to increase communicative competence for teachers of socio-humanitarian disciplines
• Section 2. Designing the educational environment.
• Chapter 4. Implementation of outcome-based education through activity-based teaching-learning system ;
• Chapter 5. Collaborative educational approach as contact work technology in higher school ;
• Chapter 6. Students' support in an odel context: students in Odel ;
• Chapter 7. A new model for acceptance of analytics in learning management systems at Jordanian Universities (JLMS)
• Section 3. Immersion in the professional environment.
• Chapter 8. Teaching methods and syllabus design in business strategy courses ;
• Chapter 9. Educational programs in social entrepreneurship: international experience and Russian peculiarities ;
• Chapter 10. Technologies of organization of students' independent work in studying pedagogical disciplines at classic universities.

Despite the modernization of the educational process both in colleges and universities, the main way of transferring information from teacher to learner remains their personal contact in classrooms and educational literature. One of the effective ways to optimize teaching and learning is the technological approach to the organization of the educational process. Modern Technologies for Teaching and Learning in Socio-Humanitarian Disciplines aims to systematize technologies for teaching social and humanitarian disciplines and discuss educational technologies that the modern teacher can and should possess including tools for person-oriented learning and for setting and achieving learning goals. The content within this publication examines interactive technologies, social educators, and visual storytelling and is designed for educators, researchers, academicians, administrators, and students.
(source: Nielsen Book Data)

• Prologue: Going Backstage OVERTURE: In the Beginning
• 1 Narratives of Suffering: Six Stories in Search of a Better World ACT I Setting Scenes: Narrative Power as a Way of Seeing
• 2 Narrative Actions of Power
• 3 Narrative Power as a Struggle for Human Value ACT
• 2 Locating Tensions: The Fragility of Narrative
• 4 Narrative Inequalities
• 5 Narrative Digitalism
• 6 Narrative States
• 7 Narrative Wisdom
• 8 Narrative Contingencies ACT
• 3 Moving On: Acts of Narrative Hope
• 9 Caring for Narrative Futures: Towards a Politics of Narrative Humanity Notes References Index.
• (source: Nielsen Book Data)

Narratives are the wealth of nations: they animate life, sustain culture and cultivate humanity. They regulate and empower us, bringing both joy and discontent. And they are always embedded in ubiquitous power: stories shape power, and power shapes story. In this provocative and original study, Ken Plummer takes us on a journey to explore some of the key dimensions of this narrative power. His main focus is on what he calls 'narratives of suffering' and how these change through transformative narrative actions across an array of media forms. The modern world is in crisis, and long-standing narratives are being challenged in five major directions: through deep inequalities, global state complexities, digital risks, the perpetual puzzle of truth and the ever-emerging contingencies of time. Asking how we can build sustainable stories for a better future, the book advocates the cultivation of a narrative hope, a narrative wisdom and a politics of narrative humanity. Narrative Power suggests novel directions for enquiry, discusses a raft of innovative ideas and concepts, and sets a striking new agenda for research and action.
(source: Nielsen Book Data)

Regulations impact a wide array of market and social activities that influence our daily lives. Regulations are attempts to correct perceived market failures, caused by information asymmetries, externalities, and principal-agent problems, and to provide public goods, which would otherwise be underprovided. Government actors are responsible for identifying these issues, weighing the costs and benefits of intervention, and designing and implementating regulations to improve society. Good regulations help mitigate issues in the economy without inciting new problems and without the costs exceeding the benefits of intervention. This requires intensive analysis and an awareness of the complexities of social life. Our society is complex and dynamic where people face knowledge and incentive problems, whether in the market, politics, or civil society. By examining this complex reality, we can better understand why regulations arise and persist and the challenges of reform. We argue that this approach to policymaking and policy analysis requires humility; an acknowledgment of the challenges we face when intervening in our society. This volume intends to cultivate an appreciation for the complexity of human decision making and the incentives that drive human behavior. By examining specific policy changes, it will delve into the effects of and lessons learned from regulations in financial markets, computer and internet governance, and health care innovation and delivery. This volume will be of interest to students, scholars, and policymakers who seek to understand the complexities of regulation in a dynamic social world.

Die Frage nach dem Verhältnis von "Ordnung und Chaos" betrifft die Organisation von Gesellschaft, Staat und Wirtschaft, der Verbände und Institutionen, aber auch das persönliche, individuelle Leben und den Alltag des Einzelnen. Die Wirtschafts- und Sozialgeschichte hat diese Grundfrage immer wieder aufgegriffen, etwa im Hinblick auf die Verteilung von Armut und Reichtum. Daran knüpfen die Autorinnen und Autoren dieses Bandes in ihren Beiträgen an, indem sie mit dem Fokus auf "Trends und Brüchen" danach fragen, welche Faktoren in Wirtschaft und Gesellschaft Wandel und Modernisierung bewirkten ? und welche Beharrung. Wie wurden Übergänge und neue Ordnungen gestaltbar gemacht und schließlich gestaltet? Kann man im Chaos der Erscheinungen Ordnungsmuster, Trends und Brüche erkennen und womöglich nutzbar machen? Anhand ausgewählter wirtschafts- und sozialhistorischer Beispiele vom 17. Jahrhundert bis zur Gegenwart geben die Beiträge Einblick in Versuche und Techniken, Regelhaftigkeit und Balance in einer chaotischen Welt herzustellen ? vom Umgang mit den Folgen einer Spekulationsblase über die Mechanismen der Währungssicherung bis hin zu den Praktiken des internationalen Handels und der Ausgestaltung von Steuersystemen.

• 1. Policy accumulation and the democratic responsiveness trap: 1.1 Accumulation and democratic overload-- 1.2 Caught in a responsiveness trap-- 1.3 Structure of the book--
• 2. Policy accumulation: concept and measurement: 2.1 Conceptual challenges-- 2.2 Targets and instruments: policy elements as a universal unit of policy accumulation-- 2.3 Data and measurement--
• 3. Policy accumulation: a uniform trend in democratic policy making: 3.1 Empirical patterns of policy accumulation-- 3.2 Origins of policy accumulation-- 3.3 The (false) promises of contemporary attempts to reverse this trend--
• 4. The threat to our ability to talk policy, not politics: 4.1 Public policies as complex systems-- 4.2 How policy accumulation affects the demandingness of policy debate-- 4.3 Towards a representative model of discourse quality-- 4.4 The divergence of policy debates-- 4.5 Old vs. young policy mixes-- 4.6 Implications: addressing the populist challenge-- 4.7 Meanwhile, our friend John Doe ...-- 4.8 Complex problems, simple conclusions?--
• 5. The threat to effective and even policy implementation: 5.1 The well-known challenges of policy implementation-- 5.2 Policy accumulation and the increasing burdens of implementation-- 5.3 The aggregate burdens of policy implementation-- 5.4 Structural overload and increasing prevalence of implementation deficits?-- 5.5 Meanwhile, our friend John Doe ...-- 5.6 Challenges for policy implementation in the twenty-first century--
• 6. The threat to evidence-based policy making: 6.1 Striving for evidence-based public policy-- 6.2 Evaluating policy effectiveness within increasingly complex policy mixes-- 6.3 Handling the aggravating independent variable problem-- 6.4 So what's the problem?-- 6.5 Meanwhile, our friend John Doe ...-- 6.6 Implications and conclusions--
• 7. Ways towards sustainable policy accumulation: 7.1 Why deregulation is not the answer-- 7.2 Strengthening our democratic infrastructure-- 7.3 How much should we worry?-- 7.4 How can we tell? Implications for policy research-- 7.5 Policy accumulation beyond politics: implications for organisational research?-- 7.6 Final remarks--
• 8. Appendix--
• 9. Index--
• 10. References.
• (source: Nielsen Book Data)

The responsiveness to societal demands is both the key virtue and the key problem of modern democracies. On the one hand, responsiveness is a central cornerstone of democratic legitimacy. On the other hand, responsiveness inevitably entails policy accumulation. While policy accumulation often positively reflects modernisation and human progress, it also undermines democratic government in three main ways. First, policy accumulation renders policy content increasingly complex, which crowds out policy substance from public debates and leads to an increasingly unhealthy discursive prioritisation of politics over policy. Secondly, policy accumulation comes with aggravating implementation deficits, as it produces administrative backlogs and incentivises selective implementation. Finally, policy accumulation undermines the pursuit of evidence-based public policy, because it threatens our ability to evaluate the increasingly complex interactions within growing policy mixes. The authors argue that the stability of democratic systems will crucially depend on their ability to make policy accumulation more sustainable.
(source: Nielsen Book Data)

• Introduction
• What is policy analysis? : mainstream and alternative perspectives
• Defining the problem and setting the stage
• Devising alternative policy options
• Objectives and criteria
• Technical aspects of policy analysis : discounting, cost-benefit analysis, and cost-effectiveness analysis
• Analysis and making recommendations
• Research and policy analysis
• Policy analysis in practice
• Epilogue.

Drawing extensively from real-life cases, Policy Analysis as Problem Solving helps students develop the analytic skills necessary to advise government officials and nonprofit executives on a wide range of policy issues. Unlike other texts, Policy Analysis as Problem Solving employs a pragmatic, heterodox approach to the field. Whereas most texts on policy analysis are anchored in microeconomics, emphasizing economic efficiency, this book takes a broader view, using realistic examples to illustrate the full scope of policy analysis. The book provides succinct but thorough discussions of the key elements of the policy-analytic process, including problem definition, objectives and criteria, development of alternative policy options, and analysis of these alternatives. The text's practical approach and extensive downloadable resources-which include interviews, case studies, and further readings-will be of enormous benefit to both students and instructors of policy analysis.
(source: Nielsen Book Data)

• Introduction
• Chapter 1 - The Development of the Policy Analysis Field
• Chapter 2 - Clients: A Moving Target
• Chapter 3 - The Analyst: Expectations and Constraints
• Chapter 4 - The Policy Environment: Increasing Acknowledgement of Complexity
• Chapter 5 - The Policy Issue Itself
• Chapter 6 - Information and Evidence
• Chapter 7 - Criteria and Values
• Chapter 8 - A Check List
• List of Cases
• List of References
• Index
• .
• (source: Nielsen Book Data)

The field called policy analysis focused originally on the formulation of new policies and was structured to give advice to those in the top reaches of government agencies. Within several decades the field moved beyond the formulation stage of the policy process (creating new policies) to agenda setting, implementation, and evaluation of existing policies. New skill sets emerged and staff were found in many parts of the policy world. Despite these changes, there has been little attention paid to the possible shifts in the relationship between analysts and clients, and students of policy analysis often enter the world of work with little exposure to the situations they might face. Policy Analysis in the Twenty-First Century is designed to familiarize students with the diversity of experiences that they can expect to face in their practitioner role. Author Beryl Radin bases the discussion on case studies that illustrate realities in the current policy analysis environment. Set in very different environments (including both US and international settings), the players in the cases illustrate three different stages of a career (beginning the career, mid-career, and people at the end of their career). The cases are based on realistic situations and demonstrate the volatility and complexity of the decision environments. At the same time, they provide attention to the analysts' personal values and career goals. This book will be required reading for faculty and masters level students in both public management and policy analysis classes. It may also be used in executive programs.
(source: Nielsen Book Data)

• Preface--
• 1. Pragmatism and the policy sciences--
• 2. The Chicago School of Pragmatism--
• 3. Functions of the decision process--
• 4. Functionalism and policy change--
• 5. The unity of knowledge and policy--
• 6. The roots of misinterpretation--
• 7. Conclusions - rediscovering the policy sciences.
• (source: Nielsen Book Data)

This Element presents an examination of the origins of the policy sciences in the School of Pragmatism at the University of Chicago in the period 1915-38. Harold D. Lasswell, the principal creator of the policy sciences, based much of his work on the perspectives of public policy of John Dewey and other pragmatists at Chicago. Characteristics of the policy sciences include orientations that are normative, policy-relevant, contextual, and multi-disciplinary. These orientations originate in pragmatist principles of the unity of knowledge and action and functionalist explanations of action by reference to values. These principles are central to the future development of the policy sciences.
(source: Nielsen Book Data)

• Preface--
• 1. Pragmatism and the policy sciences--
• 2. The Chicago School of Pragmatism--
• 3. Functions of the decision process--
• 4. Functionalism and policy change--
• 5. The unity of knowledge and policy--
• 6. The roots of misinterpretation--
• 7. Conclusions - rediscovering the policy sciences.
• (source: Nielsen Book Data)

This Element presents an examination of the origins of the policy sciences in the School of Pragmatism at the University of Chicago in the period 1915-38. Harold D. Lasswell, the principal creator of the policy sciences, based much of his work on the perspectives of public policy of John Dewey and other pragmatists at Chicago. Characteristics of the policy sciences include orientations that are normative, policy-relevant, contextual, and multi-disciplinary. These orientations originate in pragmatist principles of the unity of knowledge and action and functionalist explanations of action by reference to values. These principles are central to the future development of the policy sciences.
(source: Nielsen Book Data)

• Pragmatism and the policy sciences
• The Chicago school of pragmatism
• Functions of the decision process
• Functionalism and policy change
• The unity of knowledge and policy
• The roots of misinterpretation
• Rediscovering pragmatism.

This Element presents an examination of the origins of the policy sciences in the School of Pragmatism at the University of Chicago in the period 1915-38. Harold D. Lasswell, the principal creator of the policy sciences, based much of his work on the perspectives of public policy of John Dewey and other pragmatists at Chicago. Characteristics of the policy sciences include orientations that are normative, policy-relevant, contextual, and multi-disciplinary. These orientations originate in pragmatist principles of the unity of knowledge and action and functionalist explanations of action by reference to values. These principles are central to the future development of the policy sciences.
(source: Nielsen Book Data)

• Introduction
• Norman K. Denzin and Michael D. Giardina
• Part I: Performative Reflections
• Chapter 1. Between Bodies: Queer Grief in the Anthropocene
• Anne Harris and Stacy Holman Jones
• Chapter 2. "I Want the World to See": Black Feminist Performance Auto/Ethnography
• Wilson Okello
• Chapter 3. Canvassing the Body: A Radical Relationality of Art, Body, and Vibrant Materiality
• Tami Spry
• Chapter 4. Intersectionality in Education Research: Methodology as Critical Inquiry and Praxis
• Venus Evans-Winters and Jennifer Esposito
• Part II: Philosophical Inflections
• Chapter 5. Voice in the Agentic Assemblage
• Lisa A. Mazzei and Alecia Youngblood Jackson
• Chapter 6. Wondering in The Dark: The Generative Power of Unknowing in the Arts and In Qualitative Inquiry
• Liora Bresler
• Chapter 7. Virtuous Inquiry, Refusal, and Cynical Work
• Aaron M. Kuntz
• Chapter 8. Theorizing from the Streets: De/colonizing, Contemplative, and Creative Approaches in Consideration of Quality in Arts-Based Qualitative Research
• Kakali Bhattacharya
• Chapter 9. Stay Human: Can We Be Human After Posthumanism
• Svend Brinkmann
• Section III: Political Interventions
• Chapter 10. Resisting the Commodified Researcher Self: Interrogating the Data Doubles We Create for Ourselves when Buying and Selling Our Research Products in the Research Marketplace
• Julianne Cheek
• Chapter 11. Contesting Accountability Metrics in Troubled Times Through Communicative Methodology
• Aitor Gomez Gonzalez
• Chapter 12. Seduction and Desire: The Power of Spectacle
• Bronwyn Davies
• Chapter 13. Stitching Tattered Cloth: Reflections on Social Justice and Qualitative Inquiry in Turbulent Times
• Karen M. Staller
• Notes on Contributors.
• (source: Nielsen Book Data)

Qualitative Inquiry at a Crossroads critically reflects on the ever-changing dynamics of qualitative research in the contemporary moment. We live at a crossroads in which the spaces for critical civic discourse are narrowing, in which traditional political ideologies are now questioned: there is no utopian vision on the horizon, only fear and doubt. The moral and ethical foundations of democracy are under assault, global inequality is on the rise, facts are derided as `fake news'-an uncertain future stands at our door. Premised on the belief that our troubled times call for a critical inquiry that matters-a discourse committed to a politics of resistance, a politics of possibility-leading international contributors from the United States, United Kingdom, Australia, Spain, Norway, and Denmark present a range of perspectives, challenges, and opportunities for the field. In so doing, they wrestle with questions concerning the intersecting vectors of method, politics, and praxis. More specifically, contributors engage with issues ranging from indigenous and decolonizing methods, arts-based research, and intersectionality to debates over the research marketplace, accountability metrics, and emergent forays into post-qualitative inquiry. .
(source: Nielsen Book Data)

• Introduction: why this book is needed now
• Complex research teams on the rise
• Research design in team based qualitative research
• Writing up methods in team based qualitative research
• Substantive writing in team-based qualitative research
• Trends, issues, and considerations
• Appendices
• F Example of e-project from the top-down : overview of coding section of a project
• G Example of a qualitative research syllabus : team based perspective
• H Example of a qualitative research course schedule : team based perspective
• Index.

Most qualitative researchers work on teams at some point. Qualitative Research and Complex Teams charts new methodological territory by providing hands-on help for qualitative researchers working on team projects. Useful to those working with a purely qualitative research design or mixed methods, the text provides a unique focus on writing and communications, offering strategies for all stages of the process from research design to final product. This volume provides an overview of the research related to team-based work, as well as a discussion of relevant changes in approaches to writing in the field. Readers will learn how to initiate team-based work through a digital tool kit approach, organize systems to insure efficiency, and undertake the process of bringing together and training diverse teams. Jargon-free, this book provides strong guidance for thinking about the joint arenas of methodological and substantive writing, and it develops ways to further the aims of both as the project proceeds.
(source: Nielsen Book Data)

• Preface
• 1. The Basis For Qualitative Research
• 2. Analysis As Stepwise-Deductive Induction
• 3. Observational Studies
• 4. Field Notes And Recordings
• 5. Forms Of Qualitative Interviews
• 6. The Practice Of Interviewing
• 7. Document Studies
• 8. Quality And Presentation Of Research
• Index.
• (source: Nielsen Book Data)

This book provides thorough guidance on various forms of data generation and analysis, presenting a model for the research process in which detailed data analysis and generalization through the development of concepts are central. Based on an inductive principle, which begins with raw data and moves towards concepts or theories through incremental deductive feedback loops, the `stepwise-deductive induction' approach advanced by the author focuses on the analysis phase in research. Concentrating on creativity, structuring of analytical work, and collaborative development of generic knowledge, it seeks to enable researchers to extend their insight of a subject area without having personally to study all the data generated throughout a project. A constructive alternative to Grounded Theory, the approach advanced here is centred on qualitative research that aims at developing concepts, models, or theories on basis of a gradual paradigm to reduce complexity. As such, it will appeal to scholars and students across the social sciences with interests in methods and the analysis of qualitative data of various kinds.
(source: Nielsen Book Data)