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• 10 Minuten Soziologie
• Digitalisierung / Katharina Block, Anne Deremetz, Anna Henkel und Malte Rehbein
• Anthropologie der Digitalisierung : Mensch, Leib, Psyche
• Wissenstheorie : Michael Polanyi und Künstliche Intelligenz (Kl) / Marina Fiedler
• Leibphänomenologie : Surfen mit Google als Erfahrung des Unverfügbaren / Katharina Block
• Diskursanalyse : Digitalisierung des Psychotherapeutischen und digitale Therapiepraktiken / Moritz von Stetten
• Beziehungen im digitalen Zeitalter
• Einsamkeitsforschung und Digitalisierung : Gibt es eine digitale Einsamkeit? / Anne Deremetz
• Theorie der Bewertungsspiele : Digitale intime Bewertung / Thorsten Peetz
• Digitale Wirtschaftsweisen
• Regulationstheorie : Chinas SozialKreditsystem und die Plattformökonomie / Lia Musitz
• Karl Polanyi und die gesellschaftliche Entbettung der Kryptowährungen / Yannick Kalff
• Digitalisierung und Nachhaltigkeit
• Soziologie der Rechtfertigung : Digitale Technologien und Nachhaltigkeit / Sarah Lenz
• Systemtheorie der Gesellschaft : Digital Farming / Anno Henkel
• Digitalisierung im Lichte : der Geistes- und Rechtswissenschaften
• Kultursemiotik : Entwürfe des Sozialen im Marketing digitaler Technologien / Martin Hennig
• Wissenschaftstheorie : Verdatung des Nicht-Verdatbaren und die Ebenen der Digitalisierung in der Geschichtswissenschaft / Malte Rehbein und Simon Honig
• Digitalrecht : Formatierung des Sozialen / Kai von Lewinski
• Autor:innen

• Getting started
• Develop the facilitation plan
• Plan the facilitation session
• Use tools and techniques to engage participants
• Integrate media and technology for impact
• Prepare to facilitate
• Leverage strategies to deal with group conflict and difficult participants
• Create an effective climate
• Facilitate with a business focus
• Evaluate the facilitation session.

10 Steps to Successful Facilitation teaches readers everything they need to develop and execute a facilitation program in their organization. Learn how to effectively guide participants through the learning experience using 10 comprehensive steps that cover everything from developing a facilitation program through dealing with uncooperative participants.
(source: Nielsen Book Data)

The 2012 London Olympics provided some of the best examples of the personal impact of the athletes. The impact for some resulted from leading from the front, for others the impact resulted from following and then choosing their moment to exert their authority. However, the impact for all the competitors resulted from their preparation and their ability to take decisions in the moment. They had to prepare physically, mentally and emotionally. Their performance resulted from their attitude of mind as well as their physical preparedness. Our personal impact flows from clarity about who we are, what we stand for, where we place our priorities, when we choose to act, and understanding why we respond in a particular way. Crucial to personal impact is knowing ourselves and our preferences well, knowing how we contribute effectively, and knowing what our end goals are. Personal impact is all about delivering outcomes. However elegant our attempt at personal impact, if there is no outcome, then our impact may have been irrelevant. A key starting point is what is the outcome you want to achieve after considering realistically, and boldly what might be possible. This book invites you to think through the personal impact you want to have, and gives prompts for thought and practical pointers. The 100 ideas encourage you to think positively about what you are seeking to build, how you intend to be, and what you intend to do and not do. It provides pointers about what you might demonstrate, share, ensure, remember and create.
(source: Nielsen Book Data)

• Preface Acknowledgments About the Author
• Part 1: Understanding what surveys are and how they are used 1. What is a survey? 2. How are surveys used? 3. What are the benefits of doing a survey? 4. What is the survey research process from beginning to end? 5. How are good empirical research questions developed? 6. What are the various types of survey design? 7. How do we choose the right survey design?
• Part 2: Addressing ethical concerns in survey research 8. What are the main ethical concerns of research? 9. If surveys are just about asking people questions, why are ethical considerations important? 10. Who ensures that research is ethical? 11. How Do IRBs Monitor Research Ethics? 12. What is the process of submitting a Survey Study to the IRB? 13. What is informed consent? 14. What Are Confidentiality and Anonymity, and How Are They Maintained? 15. What are the ethical concerns for collecting and analyzing data?
• Part 3: Selecting a sample 16. Who is asked to take the survey? 17. What Is a Sample, and What Is Sampling? 18. What is a sampling frame? 19. How do we know if the sample size is large enough? 20. How does probability work? 21. What is sampling theory? 22. What is the Central Limit Theorem? 23. What is random sampling error? 24. What are the types of probability samples? 25. How is a simple random sample collected? 26. What is stratified random sampling? 27. How is a proportionate stratified probability sample collected? 28. How is a disproportionate stratified probability sample collected? 29. How do we make disproportionate stratified samples representative of the population? 30. How is a cluster sample collected? 31. How do we select a sample if the population is not easy to find? 32. What is a response rate?
• Part 4: Writing good survey questions 33. What is involved in writing good survey questions? 34. How do we connect a theoretical concept to a survey question? 35. How do we write survey questions for complex theoretical concepts? 36. Do We Need to Create New Questions, or Can We Use Existing Questions? 37. What are the basic rules to writing good survey questions? 38. Are there more advanced rules to writing survey questions? 39. What are the best response options to use with survey questions? 40. What Is the Measurement Level of a Survey Question, and Why Is That Important? 41. When are open-ended questions used in survey research? 42. How do we order the survey questions?
• Part 5: Establishing the reliability and validity of survey questions 43. How do we ensure our survey questions measure what they are supposed to? 44. How is content validity established? 45. What is criterion validity? 46. What is construct validity? 47. What is measurement reliability, and how is it established? 48. What is measurement error? 49. How can measurement error be minimized? 50. How Can Pretesting and Pilot Testing Improve Reliability and Validity?
• Part 6: Conducting the survey 51. Once the survey is designed, how is the survey conducted? 52. How often can we contact the sample to get them to participate? 53. How are the potential members of the sample contacted? 54. How are the sample members persuaded to participate? 55. What should be included in a cover letter? 56. What other strategies can increase survey participation? 57. How do we keep track of who has and has not participated? 58. How do we conduct a longitudinal study? 59. What Other Survey Administration Issues May Arise? 60. How do we take care of survey participants?
• Part 7: Entering and cleaning the data 61. Do we need to plan ahead for data entry, cleaning, and analysis? 62. My data is collected. Now what do I do? 63. How do we do data entry? 64. What issues might arise with data entry? 65. What types of survey questions are difficult to enter into the database? 66. What is a codebook, and why is it important? 67. What other sorts of documentation are needed, and why? 68. What is data cleaning? 69. How Are "Other Specify" Responses Coded? 70. How are open-ended questions coded?
• Part 8: Exploring the data with univariate statistical analysis 71. What are the goals of data analysis? 72. What are variables? 73. What are descriptive statistics? 74. How do we estimate central tendency and variation in categorical and ordinal variables? 75. How do we examine central tendency in continuous variables? 76. How do we examine variation in continuous variables when using the median? 77. How do we examine variation in continuous variables when using the mean? 78. What are inferential statistics? 79. How do we infer the population parameter? 80. What is significance testing?
• Part 9: Assessing associations with bivariate statistical tests and regression 81. What is meant by association between variables? 82. How do we assess an association between two continuous variables? 83. How do we determine if a correlation between two continuous variables is statistically significant? 84. How do we assess association between a categorical and a continuous variable? 85. How do we assess association between two categorical variables? 86. How do we display and report these bivariate statistics? 87. What is linear regression, and what are its benefits? 88. What is OLS regression with a continuous independent variable? 89. How do we know if the regression coefficients are statistically significant? 90. How do we interpret OLS regression with a categorical independent variable? 91. How do we interpret linear regression with more than one predictor variable? 92. How do we display and report these regression statistics?
• Part 10: Writing up the analyses in report form 93. Who is my audience, and why does it matter? 94. What is a good report outline? 95. How much of the methodology needs to be included in the report? 96. What are the most important parts of the analyses to include in the report? 97. How do we report on the sample of respondents? 98. How many charts and tables should we include in the report? 99. How do we describe charts and tables in the report? 100. What is an executive summary, and why is it important? References and Resources Index.
• (source: Nielsen Book Data)

Students and researchers across the social sciences.
(source: Nielsen Book Data)

Matthias Horx beschäftigt sich seit über 25 Jahren mit der Zukunft und ganzheitlichen Ansätzen der Prognostik. Seit 10 Jahren gilt sein besonderes Interesse den mental-psychologischen Dimensionen der Zukunftsforschung. Wie konstruieren wir als Individuen und als Gesellschaft das Kommende? Wo irren wir uns fundamental über die Zukunft, und wie entwickeln wir einen besseren Instinkt für das Morgen? Daraus ist die Disziplin des Neurofuturismus« entstanden, eine Kognitionswissenschaft des Wandels. Horx zeigt, wie Ängste und Mythen unsere Zukunftsbilder verzerren, wie archaische Gefühle zu prognostischen Fehlannahmen führen, und wie wir durch diese Verzerrungen hindurch dennoch Welt und Wandel erkennen. Dieses Buch fasst in 15½ Regeln zusammen, wie wir uns auf konstruktive Weise mit der Zukunft verbünden können

• Vorwort
• Eine neue Zeit kündigt sich an bis 1900
• Hauptmann und Guttzeit
• Nietzsche
• Tolstoi
• Monte Verità, Ascona und Lago Maggiore
• Gemeinschaft (Streit) 1900
• Aufbruch (Berg) 1901
• Balabiott 1902
• Haus (Hütte) 1903 und 1904
• Tod 1905 und 1906
• Sex 1907 und 1908
• Krise 1909 und 1910
• Beziehungen 1911 und 1912
• Sprache (Gespräche) 1913
• Körper (Tanz) 1914
• Geld 1915 und 1916
• Träume (Fest) 1917
• Inseln 1918 und 1919
• Rosen in einem fremden Garten 1920
• Dank und Nachwort.

It was the year that Cold War protagonists sought a truce, the race into space stepped up a gear, feminism and civil rights flexed their political muscles, and President Kennedy's assassination numbed the world. But as the front pages of history were being printed, the scoop of the century slipped by unnoticed. On January 13th 1963, two then largely unknown acts made their first appearances on nationwide television in Britain. Neither The Beatles nor Bob Dylan could have known it at the time, but by some strange alchemy the anthems of a social upheaval were being heard by a mass audience-and they were the catalyst. Within the year, their voices were commanding millions of ears around the world. The Beatles had become the poster boys of a revolution that still influences us to this day, and Dylan its prophet. 1963, in short, saw the birth of a global demographic power shift. Within that one year, youth, for the first time in history had become a commercial and cultural force that commanded the attention of government and religion and exercised the power to shape society. 1963 is the first book to recount the kinetic story of the emancipation of youth through music, fashion, and the arts - and in the voices of those who changed the world so radically, from Keith Richards to Eric Clapton, Mary Quant to Vidal Sassoon, Graham Nash to Peter Frampton, Alan Parker to Gay Talese, Stevie Nicks to Norma Kamali, and many more. It is an oral history that records, documentary-style, the incredible roller-coaster ride of that year when a group of otherwise obscure teenagers would become global superstars. It serves not only as a fast-paced historical eyewitness record but as an inspiration to anyone in search of a passion, an identity, and a dream.
(source: Nielsen Book Data)

• Viele, viele
• Deutschlands stärkster Jahrgang
• Ein Gespräch mit Ilse Aigner
• Thomas und Sabine
• Kinder ohne komplizierte Namen
• Ein Gespräch mit Caroline Link
• Der längste Sommer
• Die goldenen 70er-Jahre
• Ein Gespräch mit llja Richter
• Testbild
• Fernsehen ohne Fernbedienung
• Ein Gespräch mit Johannes B. Kerner
• Hymnen
• Der Soundtrack ihres Lebens
• Ein Gespräch mit Wolfgang Niedecken
• Taxidriver
• Ihr sollt es einmal besser haben
• Ein Gespräch mit Peter John Mahrenholz
• Über die Mauer
• 1964 und 1989 in der DDR
• Ein Gespräch mit Jan Josef Liefers
• Klingeltöne
• Das vernetzte Leben
• Ein Gespräch mit Kai Diekmann
• Vater, Mutter, Kind
• Die Familienpackung
• Ein Gespräch mit Marion Ebeling
• Mitten in der Mitte
• 50 werden und 50 sein
• Ein Gespräch mit Nicole.

• Introduction: 1968 in Retrospect
• G.K.Bhambra & I.Demir PART I: RETHINKING HISTORICAL NARRATIVES Freedom Now: 1968 as a Turning Point for Black American Student Activism
• P.Hill Collins She's Leaving Home! Repositioning Women in the Narratives of the Sixties
• L.Segal Outsiders, Deviants and Countercultures: Subterranean Tribes and Queer Imaginations in 1968
• K.Plummer PART II: THEORETICAL ENGAGEMENTS From 1968 to 1951: How Habermas Turned Marx into Parsons
• J.Holmwood Critical Theory and Crisis Diagnosis: The Reconciliation of Reason and Revolution after 1968
• T.Skillington On Totalitarianism: The Continuing Relevance of Herbert Marcuse
• S.Hornstein Everyone Longs for a Master: Lacan and 1968
• S.Frosh PART III: OTHER VOICES May 1968 and the Postcolonial Immigrant in France: Mobilisation, Encounter, Difference
• M.A.Bracke Turning to Africa: Politics and Student Resistance in Africa since 1968
• L.Zeilig Riding the Waves: Feminism, Lesbian and Gay Politics, and the Transgender Debates
• S.Hines On the Limits of our Political Imagination? Interrogating 'the Other'
• M.Panu Conclusion: When did 1968 End?
• W.Outhwaite.
• (source: Nielsen Book Data)

What is the meaning of 1968, a year which figures large in the social imaginary? This volume brings together leading social theorists as well as promising younger scholars to examine the phenomenon of '1968' from a number of innovative perspectives, including situating 1968 in global context. The first section includes chapters by leading scholars who were witness to the events, reflecting on untold narratives of race, gender and sexuality as well as weaving their own personal stories into the analysis. The second section critically addresses the standard theoretical concepts and assumptions of 1968. The final section examines 'other voices', examining the struggles of African students, immigrants in France, transgender peoples, and provides a critique of the notion of 'other voices'. The volume also explores if and when 1968 'ended'.
(source: Nielsen Book Data)