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1. |
Record Nr. |
UNINA990010063420403321 |
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Titolo |
Privacy, big data, and the public good : frameworks for engagement / edited by Julia Lane ... [et al.] |
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Pubbl/distr/stampa |
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New York : Cambridge University Press, c2014 |
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ISBN |
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Descrizione fisica |
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Disciplina |
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Locazione |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910783413703321 |
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Autore |
Silverstone Trevor |
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Titolo |
Eating disorders and obesity [[electronic resource] ] : how drugs can help / / Trevor Silverstone |
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Pubbl/distr/stampa |
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Amsterdam ; ; Washington, DC, : IOS Press, c2005 |
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ISBN |
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1-280-50494-3 |
9786610504947 |
1-4294-0205-9 |
1-60750-130-9 |
600-00-0406-0 |
1-60129-111-6 |
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Descrizione fisica |
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1 online resource (164 p.) |
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Collana |
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Biomedical and health research ; ; v. 65 |
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Disciplina |
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Soggetti |
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Eating disorders |
Obesity |
Psychotropic drugs |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Title page; Preface; Contents; Regulation of Energy Balance in Humans; How the Body Regulates Eating and Body Weight; Psychological and Social Influences on Appetite and Eating Behaviour; Pharmacology of Appetite and Eating; Disorders of Eating and Body Weight; Anorexia Nervosa; Bulimia Nervosa; Binge Eating Disorder; Biological Rhythms and Disordered Eating; Obesity; Drug Related Obesity; Eating Disorders and Obesity in Childhood and Adolescence; Disorders of Eating, Weight and Appetite in Later Life |
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Sommario/riassunto |
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Most patients who develop the eating disorders are frightened of gaining weight. The disordered eating can be viewed as a pathological reaction to this fear and a distorted attempt to establish control of body weight. This book focuses on the place of drugs in the treatment of both sets of illnesses. It addresses the science of eating behavior. |
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3. |
Record Nr. |
UNINA9910975399203321 |
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Autore |
Mertz Elizabeth |
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Titolo |
The language of law school : learning to "think like a lawyer" / / Elizabeth Mertz |
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Pubbl/distr/stampa |
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Oxford [England] ; ; New York, : Oxford University Press, 2007 |
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ISBN |
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1-4294-6901-3 |
0-19-518286-3 |
0-19-534609-2 |
9786611162573 |
1-281-16257-4 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (xvii, 308 p.) |
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Disciplina |
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Soggetti |
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Law - Study and teaching - United States |
Law - United States - Methodology |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references (p. 279-300) and index. |
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Nota di contenuto |
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Intro -- Contents -- Notes on Transcription -- I: INTRODUCTION -- 1. Entering the World of U.S. Law -- 2. Law, Language, and the Law School Classroom -- 3. Study Design, Methodology, and Profile -- II: SIMILARITY: LEGAL EPISTEMOLOGY -- 4. Learning to Read Like a Lawyer: Text, Context, and Linguistic Ideology -- 5. Epistemology and Teaching Styles: Different Forms, Same Message -- 6. On Becoming a Legal Person: Identity and the Social Context of Legal Epistemology -- III: DIFFERENCE: SOCIAL STRUCTURE IN LEGAL PEDAGOGY -- 7. Professorial Style in Context -- 8. Student Participation and Social Difference: Race, Gender, Status, and Context in Law School Classes -- IV: CONCLUSION: READING, TALKING, AND THINKING LIKE A LAWYER -- 9. Legal Language and American Law: Authority, Morality, and Linguistic Ideology -- Notes -- Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z. |
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Sommario/riassunto |
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Anyone who has attended law school knows that it invokes an important intellectual transformation, frequently referred to as "learning to think like a lawyer". This process, which forces students to think and talk in radically new and toward different ways about conflicts, is directed by professors in the course of their lectures and examinations, and conducted via spoken and written language. Beth Mertz's book delves into that language to reveal the complexities of how this process takes place. |
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