This open acess book explores vaccine hesitancy as a primarily psychological phenomenon rather than a purely medical one. By analyzing the COVID-19 pandemic, it provides an evidence-based guide on how fear, social influence, and misinformation impact public health compliance.

The authors aim to equip educators, journalists, and policymakers with effective tools to Understand the psychological mechanisms behind skepticism, Strengthen arguments in favor of vaccinations, Counteract misinformation and demagogic rhetoric regarding personal freedom.

The ultimate goal is to influence human behavior and attitudes, ensuring society is psychologically prepared for future health crises like upcoming pandemics.

This monograph provides a rare sociological analysis of China's efforts to globalise its academic knowledge through translation and international publication. Centring on the Chinese Outbound Academic Translation Initiative (COATI), a major State-funded programme administered by the National Office for Philosophy and Social Sciences, it examines how academic knowledge is translated, negotiated, and institutionally positioned within global knowledge economies. A distinctive contribution of the book lies in its use of first-hand auto-ethnographic data drawn from the authors' direct involvement in COATI-funded projects, offering unique insider perspectives on institutional processes, professional negotiations, and translation decision-making. These insights are complemented by interviews with authors, translators, editors, and publishers, alongside analysis of policy documents, translation drafts, and detailed case studies of selected volumes. Theoretically, the book reconceptualises translation as a socially embedded practice shaped by networks of human and nonhuman actors, policy agendas, institutional structure, and agency. This volume will appeal to scholars and postgraduate students in Translation Studies, Chinese Studies, sociolinguistics, and global knowledge studies concerned with contemporary knowledge circulation.

Updated third edition covering every step of Experience Sampling Method research

As obvious as it may sound, the essence of human experience - our thoughts, emotions, behaviours and social interactions - plays out in the course of everyday life.

Experience Sampling Methodology (ESM) is the gold standard for studying people's experiences in their everyday environments. In this third edition of The Open Handbook, experts from the Center for Research on Experience Sampling and Ambulatory Methods Leuven (REAL) provide up-to-date, empirically based advice for designing, conducting and analysing ESM studies.

This comprehensive guide walks readers through every step of ESM research: from formulating research questions and optimally designing ESM studies and questionnaires, to addressing ethical considerations and practical issues such as power calculations, software choices and briefing/debriefing procedures. It also covers preprocessing and analysing intensive longitudinal data and explores future applications of ESM.

Each chapter of this third edition has been updated with the latest methodological developments and insights, and a new chapter on dyadic ESM research has been added. Ideal for both novice and expert researchers, this handbook is an invaluable resource for anyone embarking on ESM research.

This study explores the influence of stakeholders on higher education policy within the context of the knowledge economy. More precisely, it examines the influence of employers' associations, universities, and regional and national political authorities on higher education policy in the cases of Ireland and Spain. Drawing from the literature on Growth Models (GM), the study employs a combination of content analysis of 31 semi-structured expert interviews, descriptive statistics, and analyses of official documents from regional and national stakeholders. The analysis identifies the existence of two intertwined underlying conditions as central to the ability of specific stakeholders to influence higher education policy: the characteristics of labour markets and the governance structure of higher education systems. The findings demonstrate that national stakeholders exert a greater influence in centralised higher education systems, while regional stakeholders have a more significant impact in decentralised higher education systems.

This book examines collaboration as a phenomenon gaining significant attention due to the complex challenges of modern society that individual efforts cannot adequately address. It critically explores collaborative problem-solving (CPS) as a unique social interaction within a specific context, analyzing its potential for generating solutions and fostering participant development, while also highlighting barriers to effective collaboration. The initial chapters provide a conceptual overview, with the first exploring how group processes are embedded into the peer interaction and impact collaboration outcomes, and the second highlighting the joy of collective thinking. Subsequent chapters focus on CPS in educational settings, examining peer dialogue among students and collaboration among teachers. Contributions also address often-overlooked aspects and explore scaffolding strategies and systemic support for fostering collaborative learning environments. This book serves as a valuable resource for scholars and practitioners, enhancing understanding of CPS's potential and its challenges.

Theoretical Perspectives on Learning and Teaching showcases the ways in which theories, from education and beyond, have been used by researchers who have recently completed their doctoral studies in education. The studies are contextualised across different UK education sectors from primary education to higher education.

Engaging with theory is one of the key criteria for assessing doctoral studies across disciplines. Research shows that recent doctoral graduates often struggle to transition from being researchers to publishing in academic books and journals. This collection, featuring chapters from thirteen recent education doctoral researchers, provides an opportunity for recent graduates to showcase how they engaged with theory in their doctoral studies. Each chapter highlights how different theories were applied or developed in their research across various educational sectors and explores how theory informed or was generated by their studies, utilizing diverse methods such as narrative inquiry, mixed methods research, creative methods, evaluation techniques, and ethnographic methods.

Readers who are doctoral researchers themselves and their supervisors will find the chapters stimulate thinking and discussion about the diverse range of theories that can be drawn upon to inform research at different stages of the study, from design to analysis. The focus on 'lessons from doctoral studies' will benefit readers who are postgraduate researchers and their supervisors, as well as the wider education research community.

This book provides a practical guide to designing engaging and effective online learning experiences. It emphasizes that learner-centered design is a shared responsibility requiring collaboration among instructors, instructional designers, and administrators to establish the conditions necessary for quality online education. A central contribution of the text is its integrated instructional design process, which brings together key models, approaches, and established instructional events into a flexible framework for online and blended learning. This ecosystem perspective highlights how design decisions, teaching practices, and institutional alignment work together to support learner persistence and success. Written for instructors, instructional designers, and administrators across higher education and professional contexts, the book includes applied tools, templates, and reflection prompts that bridge theory and practice and support improvement in online teaching and learning.

The story of the social and sexual revolution responsible for the emergence of our most prized skill-the ability to speak

Speech is unprecedented in the natural world. Yet human infants can learn the grammar of their native tongue so quickly, it is as if they knew the basics already. How did such a unique ability evolve, and what does it reveal about the nature of our species?

Drawing on evolutionary and social anthropology, behavioural ecology, archaeology, and linguistics, Chris Knight and Jerome Lewis unearth the political and social origins of our capacity to speak. What they discover points to the revolutionary role played by women at every stage. It seems that formidable coalitions of women used laughter, song, and dance to restrain the male potential for violence. In so doing, women established extraordinary levels of community-wide trust-precisely what was needed for linguistic creativity to flourish.

The Revolutionary Origins of Language is a bold and surprising assessment of the complex conditions which produced our most prized skill.

The book "Anxiety in Schools" provides a detailed overview of various aspects of anxiety in the school context. It addresses the prevalence of anxiety among students, specific anxieties such as test anxiety and school phobia, as well as anxiety disorders like generalized anxiety disorder and panic disorder. The book also looks at groups with increased vulnerability, such as minorities and neurodivergent individuals. Additional topics include sexual and gender diversity in schools, as well as practical case studies and interventions. Overall, the book offers a comprehensive insight into the multifaceted topic of anxiety and is aimed at professionals and those interested in the field of education.

This book aims to rescue Baldwin's concept of persistent imitation. Through persistent imitation, Baldwin explained the major mechanism under which human development happens by investigating the origin of consciousness with important implications for psychology. Based on persistent imitation, this book addresses adult human development in innovative educational contexts to portray how innovation can be a trigger for development for teachers and how they came about to produce innovations. The fields of education and psychology cross the work and represent a current trend in educational systems toward innovation. However, innovation is designed from a historical perspective in order to challenge the ever-new production and the homogenous appeal of innovation concerning technological improvements and prepacked projects.

This work is framed from a developmental perspective in psychology based on cultural-historical theoretical traditions. It considers James Mark Baldwin as one of the forerunners of current human development science with an interdisciplinary agenda.

How does an occupation movement become a political force capable of taking power?
This book explores Mexico's 2006 mass encampment in Mexico City-an unprecedented 48-day protest sparked by a contested presidential election. From this occupation emerged new mobilisations against privatisation and inequality, reshaping the Mexican left and paving the way for electoral victories in 2018 and 2024. Drawing on long-term fieldwork, the book traces activist networks, grassroots organising, and innovative repertoires of action, offering insights into how movements transform into enduring political parties. Through the stories of key figures, including Claudia Sheinbaum and Andres Manuel Lopez Obrador, it provides a human and sociological account of political commitment, revitalising debates on occupations and social movements worldwide

This book looks at therapeutic work with children and young people in ways which are distinct from pervasive mainstream conversations. Instead of being an intervention manual, this book focusses on the thought processes which practitioners in education and care settings undertake using vignettes and case studies. The book examines practice-related dilemmas as frequently from the perspective of the practitioner as the child, young person or their family. As such, it reflects the way in which the Mulberry Bush - an award-winning 75-year-old leading charity - functions, by outlining its psychodynamic, reflective and collaborative approach. Often the voice of practitioners (residential care staff, teachers and teaching assistants) is absent from books like this, despite being the individuals working directly with the children and families and whose experience are at the core, and so this title offers an innovative corrective.

This edited book discusses the historical role of textbooks in promoting national ideology. It brings together chapters from several continents, establishing a dialogue between the Global North and South, and between authors from relatively newly independent states and those working in countries that were once centres of colonial empire.

Anchored in the symbolic space of the Atlantic, the book examines how empires, nations, and identities were historically constructed and contested across the ocean that once linked Europe, Africa, and the Americas through trade, slavery, and migration. It highlights the enduring influence of colonial legacies in textbooks from Portugal, Spain, Brazil, Cabo Verde, Guinea-Bissau, Mexico, Argentina, Italy, and beyond, revealing how these narratives continue to shape civic imagination and historical consciousness.

Clear, engaging, and highly accessible, National and Global Historical Perspectives on Textbooks: The Atlantic Connection invites readers to examine closely what schoolbooks convey, through words and images, and to reflect on how these narratives shape public memory and civic life. By combining theoretical insights with comparative perspectives, the book offers a fresh and timely understanding of the role of education in an era marked by global inequalities, renewed nationalism, and debates over historical truth.

This volume will appeal not only to researchers and students in textbook studies, history education, curriculum theory, and memory politics, but also to teachers, policymakers, and anyone interested in how societies craft the stories they tell their children.

Kriege werden meist von Maennern angezettelt, aber ohne die Unterstuetzung von Frauen koennen sie nicht gefuehrt werden. Und in der Tat: Frauen dienen seit Jahrhunderten in europaeischen Streitkraeften. Doch erinnert werden sie kaum. Bestenfalls einzelne Ausnahmeheldinnen ? Amazonen in Maenneruniform ? haben einen Platz im kollektiven Gedaechtnis, waehrend die Geschichte der vielen aktiv am Kriegsgeschehen beteiligten Trosserinnen, Hilfskraefte, Krankenpflegerinnen und Soldatinnen groesstenteils vergessen ist. Auch der massenhafte Militaerdienst von Frauen in den beiden Weltkriegen ist aus der Erinnerungskultur weitgehend verdraengt. Karen Hagemann hat diese ≫Gedaechtnisluecke≪ nun endlich geschlossen.

Umfassend und vergleichend untersucht die renommierte Historikerin den Militaereinsatz von Frauen in den Kriegen Europas seit 1600. Anhand zahlreicher Selbst- und Fremdzeugnisse laesst sie die weiblichen Kriegserfahrungen lebendig werden, beschreibt, wie diese Frauen in ihrer jeweiligen Zeit wahrgenommen wurden, und fragt, warum es ueber Laender- und Systemgrenzen hinweg nie gelungen ist, ihre aktive Rolle in Militaer und Krieg angemessen zu erinnern. Ein Kapitel zur heutigen Situation beschliesst dieses einzigartige Grundlagenwerk, das in den aktuellen Debatten ueber die Wehrpflicht auch von Frauen unverzichtbar sein wird.