LEADER 03486nam 2200673Ia 450 001 9910789480903321 005 20230607232533.0 010 $a3-11-088016-4 024 7 $a10.1515/9783110880168 035 $a(CKB)3460000000080975 035 $a(EBL)937537 035 $a(OCoLC)843635607 035 $a(SSID)ssj0000608586 035 $a(PQKBManifestationID)11367701 035 $a(PQKBTitleCode)TC0000608586 035 $a(PQKBWorkID)10608865 035 $a(PQKB)10378628 035 $a(MiAaPQ)EBC937537 035 $a(WaSeSS)Ind00013642 035 $a(DE-B1597)55995 035 $a(OCoLC)979748369 035 $a(DE-B1597)9783110880168 035 $a(Au-PeEL)EBL937537 035 $a(CaPaEBR)ebr10598260 035 $a(EXLCZ)993460000000080975 100 $a20011030d2001 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 00$aEmotions in crosslinguistic perspective$b[electronic resource] /$fedited by Jean Harkins, Anna Wierzbicka 205 $aReprint 2010 210 $aBerlin ;$aNew York $cMouton de Gruyter$d2001 215 $a1 online resource (428 p.) 225 0 $aCognitive linguistics research ;$v17 300 $aDescription based upon print version of record. 311 0 $a3-11-017064-7 320 $aIncludes bibliographical references and indexes. 327 $tFront matter --$tIntroduction /$rWierzbicka, Anna / Harkins, Jean --$tTesting emotional universals in Amharic /$rAmberber, Mengistu --$tEmotions and the nature of persons in Mbula /$rBugenhagen, Robert D. --$tWhy Germans don't feel "anger" /$rDurst, Uwe --$tLinguistic evidence for a Lao perspective on facial expression of emotion /$rEnfield, N. J. --$tHati: A key word in the Malay vocabulary of emotion /$rGoddard, Cliff --$tTalking about anger in Central Australia /$rHarkins, Jean --$tMeanings of Japanese sound-symbolic emotion words /$rHasada, Rie --$tConcepts of anger in Chinese /$rKornacki, Pawe? --$tHuman emotions viewed through the Russian language /$rLevontina, Irina B. / Zalizniak, Anna A. --$tA culturally salient Polish emotion: Przykro (pron. pshickro) /$rWierzbicka, Anna --$tAn inquiry into "sadness" in Chinese /$rYe, Zhengdao --$tSubject and name index --$tWords and phrases index 330 $aThis volume aims to enrich the current interdisciplinary theoretical discussion of human emo-tions by presenting studies based on extensive linguistic data from a wide range of languages of the world. Each language-specific study gives detailed semantic descriptions of the meanings of culturally salient emotion words and expressions, offering fascinating insights into people's emotional lives in diverse cultures including Amharic, Chinese, German, Japanese, Lao, Malay, Mbula, Polish and Russian. The book is unique in its emphasis on empirical language data, analyzed in a framework free... 410 0$aCognitive Linguistics Research [CLR] 606 $aLanguage and languages 606 $aEmotions 606 $aPsycholinguistics 615 0$aLanguage and languages. 615 0$aEmotions. 615 0$aPsycholinguistics. 676 $a410 686 $aER 955$2rvk 701 $aHarkins$b Jean$01465739 701 $aWierzbicka$b Anna$0174093 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789480903321 996 $aEmotions in crosslinguistic perspective$93675934 997 $aUNINA LEADER 05527nam 2200661 a 450 001 9910790564803321 005 20230126203320.0 010 $a1-118-74374-1 035 $a(CKB)2550000001111874 035 $a(EBL)1471732 035 $a(OCoLC)857404584 035 $a(SSID)ssj0001052006 035 $a(PQKBManifestationID)11703245 035 $a(PQKBTitleCode)TC0001052006 035 $a(PQKBWorkID)11061912 035 $a(PQKB)10803043 035 $a(MiAaPQ)EBC1471732 035 $a(Au-PeEL)EBL1471732 035 $a(CaPaEBR)ebr10748696 035 $a(CaONFJC)MIL511766 035 $a(EXLCZ)992550000001111874 100 $a20130828d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aYouth programs as builders of social capital$b[electronic resource] /$fMatthew Calvert, Mary Emery, Sharon Kinsey, issue editors 210 $aSan Francisco $cJossey-Bass$d2013 215 $a1 online resource (151 p.) 225 1 $aNew directions for youth development : theory, practice, research,$x1533-8916 ;$vno. 138 (summer 2013) 300 $aDescription based upon print version of record. 311 $a1-118-74372-5 311 $a1-299-80515-9 320 $aIncludes bibliographical references and index. 327 $aTitle page; Copyright page; Contents; Issue Editors' Notes; Social capital: Enhancing youth programming and youth outcomes; Linking community and youth development; Defining and measuring social capital; Program practices that build social capital; Contextual considerations in developing social capital; Conclusion; Executive Summary; Chapter One: Social capital: Its constructs and survey development; Chapter Two: Measuring social capital change using ripple mapping; Chapter Three: Social capital and youth development: Toward a typology of program practices 327 $aChapter Four: Using multiple youth programming delivery modes to drive the development of social capital in 4-H participants Chapter Five: A community development approach to service-learning: Building social capital between rural youth and adults; Chapter Six: Social capital and vulnerability from the family, neighborhood, school, and community perspectives; Chapter Seven: Engaging underrepresented youth populations in community youth development: Tapping social capital as a critical resource; Chapter Eight: Engaging young people as a community development strategy in the Wisconsin Northwoods 327 $a1: Social capital: Its constructs and survey development The process; Identifying the constructs of social capital; Implications and conclusions; 2: Measuring social capital change using ripple mapping; Significance; Learning from ripple mapping; Youth and adult partnerships improving communities across states; Maine; Kansas; Conclusion; Appendix: Steps for a participatory mapping process; Preparation before the group arrives; Introduction; Reflection; Photo documentation; 3: Social capital and youth development: Toward a typology of program practices; Research approach 327 $aThe interaction of bridging and bonding social capital to create an upward spiral Toward a typology of youth development activities and social capital; Ideal type 1: Low bonding and bridging leading to individual focused projects; Ideal type 2: Low bonding and high bridging leading to mentor-focused opportunities; Ideal type 3: High bonding and low bridging resulting in a youth group focus; Ideal type 4: High bonding and bridging leading to a community development focus; Implications for programming; Strategies for increasing bonding social capital; Considerations; Keys to spiraling up 327 $aConclusion 4: Using multiple youth programming delivery modes to drive the development of social capital in 4-H participants; 4-H and social capital; Life skills and social capital; The four essential elements and social capital; 4-H club programming; Peer-to-peer interviews; 4-H club community service projects; 4-H after-school programs; 4-H school enrichment; Conclusion; 5: A community development approach to service-learning: Building social capital between rural youth and adults; Case studies of rural service-learning and civic engagement 327 $a4-H case study: Community service-learning in Lamar, Missouri 330 $aThis volume builds understanding of practices in youth and community development that create or build social capital assets at the individual, group, and community levels. The authors explore whether programs contribute to the development of social capital at the individual and community scales, thereby fostering and enhancing positive youth development as well as community development. It includes articles on defining and measuring social capital through instruments designed to document impact and also to engage program participants. The authors then discuss program practices that bu 410 0$aNew directions for youth development ;$vno. 138. 606 $aYouth development 606 $aSocial capital (Sociology) 615 0$aYouth development. 615 0$aSocial capital (Sociology) 676 $a369.4 701 $aCalvert$b Matthew$01565856 701 $aEmery$b Mary$01565857 701 $aKinsey$b Sharon$01565858 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790564803321 996 $aYouth programs as builders of social capital$93835900 997 $aUNINA