01128nam--2200385---450-99000233763020331620100713125934.0000233763USA01000233763(ALEPH)000233763USA0100023376320050105d1984----km-y0itay0103----baitaIT||||||||001yyDiritto bancarioMichele Spinelli, Giulio GentilePadovaCEDAM1984436 p.22 cmManuali di scienze giuridiche2001Manuali di scienze giuridiche2001001-------2001BancheDirittoSaggi346SPINELLI,Michele231336GENTILE,Giulio158819ITsalbcISBD990002337630203316XXX.A. Coll. 65/ 82 (Coll. UJ 30)22434 E.C.XXX.A. Coll. 65/ 82 (Coll. UJ)00273588BKGIUSIAV41020050105USA011513RSIAV49020100713USA011259Diritto bancario70053UNISA02266nam 2200517Ia 450 991045304340332120200520144314.01-60805-477-2(CKB)2550000001042777(EBL)1137765(OCoLC)830163878(SSID)ssj0000914658(PQKBManifestationID)11507096(PQKBTitleCode)TC0000914658(PQKBWorkID)10864347(PQKB)11257348(MiAaPQ)EBC1137765(Au-PeEL)EBL1137765(CaPaEBR)ebr10677812(EXLCZ)99255000000104277720130413d2013 uy 0engur|n|---|||||txtccrJozef Stefan[electronic resource] his scientific legacy on the 175th anniversary of his birth /editor John C. Crepeau. [Sharjah, U.A.E.] Bentham Science Publishers20131 online resource (244 p.)Includes index.1-60805-608-2 01 Cover. pdf; 02 Title; 03 REVISED Online; 04 Dedication; 05 Contents; 06 Foreword; 07 Preface; 08 List of Contributors; 09 Chapter 01; 10 Chapter 02; 11 Chapter 03; 12 Chapter 04; 13 Chapter 05; 14 Chapter 06; 15 Chapter 07; 16 Chapter 08; 17 Chapter 09; 18 Chapter 10; 19 Chapter 11; 20 Appendix 1; 21 Appendix 2; 22 IndexMost scientists and engineers are familiar with the name Josef Stefan primarily from the Stefan-Boltzmann law. However, it is interesting to know that this is the same Stefan who lent his name to the solid-liquid phase change problem, and concepts related to molecular diffusion and convective motion driven by surface evaporation or ablation. This invaluable book details not only Josef Stefan's original contributions in these areas, but the current state-of-the-art of his pioneering work.PhysicistsAustriaBiographyElectronic books.Physicists509.021509/.021Crepeau John C999750MiAaPQMiAaPQMiAaPQBOOK9910453043403321Jozef Stefan2294987UNINA04306nam 2200565 450 991080772420332120230808191552.01-78450-229-4(CKB)3710000000595855(EBL)4357393(SSID)ssj0001609204(PQKBManifestationID)16319206(PQKBTitleCode)TC0001609204(PQKBWorkID)14794854(PQKB)11503030(MiAaPQ)EBC4357393(EXLCZ)99371000000059585520160218h20162016 uy 0engur|n|---|||||txtccrResponding to loss and bereavement in schools a training resrouce to assess, evaluate and improve the school response /John HollandLondon, [England] ;Philadelphia, Pennsylvania :Jessica Kingsley Publishers,2016.©20161 online resource (154 p.)Description based upon print version of record.1-84905-692-7 Includes bibliographical references.Responding to Loss and Bereavement in Schools by John Holland; Introduction; Problems that can arise after loss; Religious and cultural issues; How to use Responding to Loss and Bereavement in Schools: Menu of suggested action; Introduction; Chapter 1 - The Role of the School; The importance of planning and policy; Potential roles in schools; The importance of information gathering and communication; The Key or Golden Moments; Evaluation; When disaster strikes; Chapter 2 - The Audit; The pre-training quiz; Pre-training quiz answers; Evaluation of the questionnaires; Chapter 3 - The ExercisesTraining planTraining key; General loss-awareness exercises; Exercise 1 - What makes a subject taboo?; Exercise 2 - Why is death a difficult or taboo subject?; Exercise 3 - Where do children get their ideas about death?; Exercise 4 - What do children understand about death?; Exercise 5 - The goldfish test; Exercise 6 - Euphemisms; Exercise 7 - Technical and complex language; Exercise 8 - Experiences of death 1; Exercise 9 - Experiences of death 2; Exercise 10 - Engaging with children about death; Exercise 11 - Misleading children; Exercise 12 - Different losses that pupils could experienceThe Initial Responses to a DeathExercise 13 - Responding to the family after a death 1; Exercise 14 - Responding to the family: the caller's perspective; Exercise 15 - Responding to the family after a death 2; Exercise 16 - A letter of condolence ; Exercise 17 - A telephone call of condolence; Exercise 18 - The initial meeting with the family; Exercise 19 - When you need outside support; Exercise 20 - Children attending funerals; Exercise 21 - Parents, children and funerals; Exercise 22 - Children attending the chapel of rest; Exercise 23 - Informing the school communityThe Medium and Longer-Term Responses to a DeathExercise 24 - Barriers to interacting with bereaved pupils; Exercise 25 - The pupil's return to school; Exercise 26 - Support for bereaved pupils; Exercise 27 - The 'ripple effect' after a significant death or loss 1; Exercise 28 - The 'ripple effect' after a significant death or loss 2; Exercise 29 - Help in the medium to long term; Exercise 30 - Warning signs; Exercise 31 - Bereavement policy and procedure; Supporting Bereaved Pupils: A Summary; Useful Resources; Bibliography; Untitled; Blank PageA complete resource to provide the best possible response to pupil and staff bereavement and loss in schools. Includes guidance on communication and the importance of considered whole-school support, audit and assessment tools, as well as a full set of photocopiable exercises for in-school training.Loss (Psychology) in childrenBereavement in childrenCounselingLoss (Psychology) in children.Bereavement in children.Counseling.155.9/37083Holland John1948-291671MiAaPQMiAaPQMiAaPQBOOK9910807724203321Responding to loss and bereavement in schools4100383UNINA