Praise for the First Edition: 'Reflexive Methodology is a textbook indispensable to any young researcher. It does not tell its readers how to do research. It does something much more important: It shows how research has been done in the qualitative tradition, thus encouraging the readers to make their own choices' - Barbara Czarniawska, Goteborg University 'I would go so far as to argue that this book should be on the reading list of all social scientists and philosophers with an interest in the theory and practice of research' - Prometheus Reflexive Methodology established itself as a groundbreaking success, providing researchers with an invaluable guide to a central problem in research methodology - how to put field research and interpretations in perspective, paying attention to the interpretive, political and rhetorical nature of empirical research. Now thoroughly updated, the Second Edition includes a new chapter on positivism, social constructionism and critical realism, and offers new conclusions on the applications of methodology. It also provides further illustrations and updates that build on the acclaimed and successful first edition. Reflexivity is an essential part of the research process. In this book, Mats Alvesson and Kaj Skoldberg make explicit the links between techniques used in empirical research and different research traditions, giving a theoretically informed approach to qualitative research. The authors provide balanced reviews and critiques of the major schools of grounded theory, ethnography, hermeneutics, critical theory, postmodernism and poststructuralism, discourse analysis, genealogy and feminism. This book points the way to a more open-minded, creative interaction between theoretical frameworks and empirical research. It continues to be essential reading for students and researchers across the social sciences.

This second edition has been "resequenced and expanded to include over 40 new photographs made from 2020-2022 with new essays by Beth McKibben and Mike Jordan"--https://www.micahcash.com/wafflehousevistas.

The papers in this volume reflect the renewed interest in the semantics of grammatical categories and the issues of invariance and variation in grammar. In particular, this collection presents the current understanding of invariance of grammar with respect to the synchronic and diachronic analyses of specific languages, and as realized in work on typology and universals.The book is divided into five sections: The Question of Invariance; Invariance and Grammatical Categories; Grammar and Discourse; Grammar and Pragmatics; Typology and Universals.

This book starts with simple arithmetic inequalities and builds to sophisticated inequality results such as the Cauchy-Schwarz and Chebyshev inequalities. Nothing beyond high school algebra is required of the student. The exposition is lean. Most of the learning occurs as the student engages in the problems posed in each chapter. And the learning is not “linear”. The central topic of inequalities is linked to others in mathematics. Often these topics relate to much more than algebraic inequalities. There are also “secret” pathways through the book. Each chapter has a subtext, a theme which prepares the student for learning other mathematical topics, concepts, or habits of mind. For example, the early chapters on the arithmetic mean/geometric mean inequality show how very simple observations can be leveraged to yield useful and interesting results. Later chapters give examples of how one can generalize a mathematical statement. The chapter on the Cauchy-Schwarz inequality provides an introduction to vectors as mathematical objects. And there are many other secret pathways that the authors hope the reader will discover—and follow. In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession.

The successful conclusion of the US-EU Agreement on Science and Technology Cooperation offers the prospect of a new chapter in transatlantic cooperation. As with any international agreement in science and technology, the accord's full potential will be realized only if it can encourage mutually beneficial cooperation. With this in mind, responsible officials of the European Union (EU) and the U.S. government contacted the National Research Council's Board on Science, Technology, and Economic Policy (STEP) to discuss how this negotiating success might be publicized and productively exploited. It was agreed that the STEP Board should organize a conference to celebrate the accord, inform the U.S. and European research communities of the agreement, and explore specific opportunities for enhanced cooperation. At the same time, the conference would provide the occasion to review existing and evolving areas of transatlantic cooperation in science and technology from the perception of the United States, the European Commission, and the member states of the European Union.