Stephan Meyer – författare

Considers the various ways in which auto/biographical accounts situate and question the self in contemporary southern Africa.

How do written and other signs shape our educational spaces and practices; and how, in turn, are these written and other signs shaped by the educational spaces and practices they inhabit? Building on enquiries into the linguistic landscapes of public spaces, this volume addresses these questions and thereby further advances the educational turn in linguistic and semiotic landscapes studies. Prompted by social changes associated with migration and superdiversity, as well as imperatives to promote pluri- and multilingualism, the studies collected here speak to the interest of researchers and practitioners in educational linguistics and educational sciences. They confirm the value of combining empirical analyses of linguistic and semiotic educationscapes with action research on mobilising linguistic landscapes as pedagogical resources to promote multilingual equality.

How do written and other signs shape our educational spaces and practices; and how, in turn, are these written and other signs shaped by the educational spaces and practices they inhabit? Building on enquiries into the linguistic landscapes of public spaces, this volume addresses these questions and thereby further advances the educational turn in linguistic and semiotic landscapes studies. Prompted by social changes associated with migration and superdiversity, as well as imperatives to promote pluri- and multilingualism, the studies collected here speak to the interest of researchers and practitioners in educational linguistics and educational sciences. They confirm the value of combining empirical analyses of linguistic and semiotic educationscapes with action research on mobilising linguistic landscapes as pedagogical resources to promote multilingual equality.

Vigorously advocates for realising translanguaging’s transformative potential in education.This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies.From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.This book is open access under a CC BY ND licence.

Vigorously advocates for realising translanguaging’s transformative potential in education.This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies.From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.This book is open access under a CC BY ND licence.

Der Schutz der Gesundheit verlangt medizinischen Fortschritt und die tatsächliche Verfügbarkeit von Spitzenmedizin. Autorinnen und Autoren aus Rechts- und Wirtschaftswissenschaft, aus Medizinethik und medizinischer und juristischer Praxis erörtern, ob Sozialrecht und medizinische Ethik die Vermeidung von Innovationshemmnissen fordern.

Vigorously advocates for realising translanguaging's transformative potential in education.This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies.From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.This book is open access under a CC BY ND licence.

"Juristische Geltung" bedeutet die Beachtlichkeit einer Norm für die Adressaten. Erzeugt werde sie durch "ordnungsgemäße Setzung". Die geltende Norm sei "rechtssystemintern" verbindlich. Ihre objektive Verpflichtungskraft sei eine außerjuristische Frage. Stephan Meyer zeigt, dass das Geltungsprädikat so nur unzureichend verstanden wäre. Die Erfüllung seiner pragmatischen Funktion verlangt nach echter Verbindlichkeit. Die angloamerikanische Gegenwartsphilosophie wird nach Verbindlichkeitsbegründungen befragt, ihre analytische Tiefe der Rechtswissenschaft im deutschen Sprachraum systematisch verfügbar gemacht. Auch widmet der Verfasser sich der Grundnormlehre und ersetzt Kelsens erkenntnispragmatische Geltungsvoraussetzung der Wirksamkeit durch die der Aktualität des Erteiltseins von Rechtsbefehlen. Die Frage, ob das Recht aktuelle Befehle zu erteilen vermag, wird am Ende an die Philosophie des Geistes gerichtet.