Roland W. Scholz – författare

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

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

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

"Didactics of Mathematics as a Scientific Discipline" describes the state-of-the-art in this branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or "topology" of the field. This text should be of use to researchers in the field of the didactics of mathematics; it contains surveys and a variety of reflections which should make it useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practicing teachers of mathematics should find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.

This book provides a conceptual framework, presenting a description and modelling of the regulating mechanisms of supply, demand and supply-demand dynamics, sketches the most relevant classification systems of phosphorus deposits and outlines how they are related and how they should be improved to provide reliable, comparable classification, which is accepted by mining companies, geological surveys, science, industry, politicians and the public. For anticipating how the phosphate reserves are increasing (by increasing market values of phosphorus), we use the Cumulative Availability Curve (CAC) approach. The presented data for supply and demand dynamics reveal that—given our current knowledge—due to the abundance of phosphate rock, sufficient phosphorus supply will be feasible for at least 1000 years. The book stresses desiderata in knowledge and technology development, particularly for the reduction of losses and thus a decrease of negative environmental impacts and an improvement of the use efficiency.  The book is designed as a fact book. For all essential statements e.g.: Mineral phosphorus will be available for at least a millienium rather than 300 years. The total use efficiency of phosphorus is less than 10%, the reader will find solid scientific references or calculations which can be used by researchers, mineral industry and business actors, policymakers, governmental institutions, NGOs, etc.

This book describes a pathway for sustainable phosphorus management via the Global Transdisciplinary Processes for Sustainable Phosphorus Management project (Global TraPs).

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