LEADER 01113nam0-22003611i-450- 001 990007840720403321 005 20110519180615.0 010 $a88-14-10397-6 035 $a000784072 035 $aFED01000784072 035 $a(Aleph)000784072FED01 035 $a000784072 100 $a20110519d2003----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aPatrimoni destinati, partecipazioni statali, S.A.A.$eartt. 2447-bis-2461 C. c.$fMario Bertuzzi, Giuseppe Bozza, Gabriele Sciumbata 210 $aMilano$cGiuffrè$d2003 215 $aIX, 267 p.$d24 cm 225 1 $a<>riforma del diritto societario$v7 700 1$aBertuzzi,$bMario$0149482 701 1$aBozza,$bGiuseppe$0232572 701 1$aSciumbata,$bGabriele$073951 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007840720403321 952 $a13-CB-763$b12939$fDDCP 952 $aDPR21B/341$b21324$fDEC 952 $aDPR 21B-363/7$b201$fDEC 959 $aDDCP 959 $aDEC 996 $aPatrimoni destinati, partecipazioni statali, S.A.A$9671963 997 $aUNINA LEADER 01183cam--2200373---450 001 990002435870203316 005 20190621122710.0 010 $a88-15-00561-7 035 $a000243587 035 $aUSA01000243587 035 $a(ALEPH)000243587USA01 100 $a20050614d1984----km-y0itay50------ba 101 1 $aita$ceng 102 $aIT 200 1 $a<> costruzione della Firenze rinascimentale$euna storia economica e sociale$fRichard A. Goldthwaite 210 $aBologna$cIl Mulino$d1984 215 $a630 p.$cill.$d21 cm 225 2 $aBiblioteca storica 300 $aTraduzione di Marina Romanello 410 0$12001$aBiblioteca storica 454 0$12001$a<> building of renaissance Florence$949674 606 0 $aEdilizia$yFirenze$zSec. 15.-16.$2BNCF 676 $a338.47690094551 700 1$aGOLDTHWAITE,$bRichard A.$0168044 702 1$aROMANELLO,$bMarina 801 0$aIT$bsalbc$gISBD 912 $a990002435870203316 951 $aX.2.B. 26(V 6 B 42)$b26 DSSS$cX.2.$d00352897 951 $a300 338.4094551 GOL$b2600 DISES 959 $aBK 969 $aUMA 969 $aDISES 996 $aBuilding of Renaissance Florence$949674 997 $aUNISA LEADER 08048nam 22005415 450 001 9910300574103321 005 20251030105540.0 010 $a9781137544469 010 $a1137544465 024 7 $a10.1057/978-1-137-54446-9 035 $a(CKB)4100000001040119 035 $a(DE-He213)978-1-137-54446-9 035 $a(MiAaPQ)EBC5131248 035 $a(Perlego)3489010 035 $a(EXLCZ)994100000001040119 100 $a20171107d2018 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Palgrave Handbook of Disabled Children?s Childhood Studies /$fedited by Katherine Runswick-Cole, Tillie Curran, Kirsty Liddiard 205 $a1st ed. 2018. 210 1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2018. 215 $a1 online resource (XXIV, 661 p. 34 illus., 26 illus. in color.) 311 08$a9781137544452 311 08$a1137544457 320 $aIncludes bibliographical references and index. 327 $aIntroduction; Katherine Runswick-Cole, Tillie Curran and Kirsty Liddiard -- Part 1: Experience and Building Understandings -- 1. The Texting Project; Blair Manns and Sarah Manns -- 2. The Tree of Participation: our thoughts about growing a culture of participation between young people, parents and health team staff; Jennifer McElwee, David Cox, Tony Cox, Rosemary Holland, Thomas Holland, Theresa Mason, Chloe Pearce, Caroline Sobey, Julie Bugler, Andy James and Beverley Pearce -- 3. ?What can I say??; Wendy Merchant and Jamie Merchant -- 4. The Heaviest Burdens and Life?s Most Intense Fulfilment: a retrospective and re-understanding of my experiences with childhood liver disease and transplantation; Sophie Savage -- 5. My Sister, My World: from second Mum to Nurse; Rebecca Whitehead -- 6. Being a Disabled Woman and Mum: my journey from childhood; Jo Skitteral -- 7. Going ?off grid?: A mother?s account of refusing disability; Kim Davies -- Part 2: Research Studies -- Part 2.1: Research Involving Disabled Children and Young People -- 8. The social relational model of Deaf childhood in action; Kristin Snoddon and Kathryn Underwood -- 9. Shared Perspectives: the embodiment of disabled children and young people?s voices about participating in recreational activities; Dawn Pickering.-10. Making Space for the Embodied Participation of Young Disabled Children in a Sure Start Children's Centre; Heloise Maconochie -- 11. Interrogating the ?normal? in the 'inclusive' early childhood classroom: silence, taboo and the ?elephant in the room?; Karen Watson -- 12. The kids are alright?they have been included for years; Ben Whitburn -- 13. Expressive eyebrows and beautiful bubbles: Playfulness and children with profound impairments; Debby Watson, Alison Jones and Helen Potter -- 14. My Friends and Me. Friendship and identity following acquired brain injury in young people; Sandra Dowling, Roy McConkey, Marlene Sinclair -- 15. Thinking and Doing Consent and Advocacy in Disabled Children?s Childhood Studies Research; Jill C. Smith -- Part 2.2: Research Involving Parents of Disabled Children, Young people and Adult Children -- 16. The Making of a ?maternal commons;: re-thinking motherhood through disability; Katherine Runswick-Cole and Dan Goodley -- 17. Autism and Gender in Context: intersectionality in research with fathers of children with the label of autism; Joanne Heeney -- 18. The construction of life trajectories: reflections, research and resolutions for young people with behavioural disabilities;Tania Watson -- 19. Personalisation and Parents: the formalisation of family care for adult children with learning disabilities in England ; Barbara Coles -- Part 3: Ethics and values -- 20. Anonymity, Confidentiality and Informed Consent: exploring ethical quandaries and dilemmas in Research with and about disabled children?s childhoods; Liz Thackray -- 21. Supporting Families in Raising Disabled Children to Enhance African Child Development; Judith McKenzie and Tsitsi Chataika -- 22. Normalcy, Intersectionality and Ableism: teaching about and around ?inclusion? to future educators; Jenny Slater and Elizabeth Chapman -- 23. ?Just Sumaira: Not Her, Them or It?; Sumaira Nasseem -- Part 4: Theory and Critical Ways of Thinking -- 24. What?s wrong with ?special?? Thinking differently in New Zealand teacher education about disabled children and their lives; Gill Rutherford and Jude MacArthur -- 25. A Diversity of Crip Childhoods: Considering the Looked After Childhood; Luke Jones and Kirsty Liddiard -- 26. A Relational Understanding of Language Impairment - children's experiences in the context of their social worlds; Helen Hambly -- 27. Resilience in the Lives of Disabled Children: a Many Splendoured Thing; Katherine Runswick-Cole, Dan Goodley and Rebecca Lawthom -- 28. Growing up disabled: Impairment, familial relationships and identity; Brian Watermeyer -- 29. Autistic development, trauma and personhood: beyond the frame of the neoliberal individual; Damian Milton -- Part 5: Changing Practice and Policy -- 30. Making policy for whom? The significance of the ?psychoanalytic medical humanities? for policy and practice that affects the lives of disabled children;Harriet Cooper -- 31. Disabled Children?s Childhood Studies and Leadership as Experts by Experience: the case for learning activism in health and social care;Tillie Curran, Ruth Sayers and Barry Percy-Smith -- 32. Being a Speech and Language Therapist: between support and oppression;Anat Greenstein -- 33. ?You say .. I hear?: epistemic gaps in Practitioner-parent/carer talk; Nick Hodge and Katherine Runswick-Cole -- 34. Disabled Children in Out-of-Home Care: issues and challenges for practice; Berni Kelly, Sandra Dowling and Karen Winter -- 35. Easy Targets: Seen and not heard - The silencing and invisibility of disabled children and parents in post-reform Aotearoa New Zealand; Rod Wills -- 36. Family Voices in Teacher Education; Peggy Gallagher, Cheryl Rhodes and Karen Young Lewis -- 37. Rights not needs: changing the legal model for special educational needs; Debbie Sayers -- Concluding Thoughts and Future Directions; Kirsty Liddiard, Tillie Curran and Katherine Runswick-Cole. . 330 $aDisabled children?s lives have often been discussed through medical concepts of disability rather than concepts of childhood. Western understandings of childhood have defined disabled children against child development ?norms? and have provided the rationale for segregated or ?special? welfare and education provision. In contrast, disabled children?s childhood studies begins with the view that studies of children?s impairment are not studies of their childhoods. Disabled children?s childhood studies demands ethical research practices that position disabled children and young people at the centre of the inquiry outside of the shadow of perceived ?norms?. The Palgrave Handbook of Disabled Children?s Childhood Studies will be of interest to students and scholars across a range of disciplines, as well as practitioners in health, education, social work and youth work. 606 $aSocial medicine 606 $aSociology 606 $aSocial groups 606 $aHealth, Medicine and Society 606 $aSociology of Family, Youth and Aging 615 0$aSocial medicine. 615 0$aSociology. 615 0$aSocial groups. 615 14$aHealth, Medicine and Society. 615 24$aSociology of Family, Youth and Aging. 676 $a362.784 702 $aRunswick-Cole$b Katherine$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aCurran$b Tillie$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aLiddiard$b Kirsty$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910300574103321 996 $aThe Palgrave Handbook of Disabled Children?s Childhood Studies$91984755 997 $aUNINA