LEADER 01112nam a2200265 i 4500 001 991002186849707536 008 000728s1978 it 000 0 ita 035 $ab11621163-39ule_inst 040 $aDip.to Studi Giuridici$bita 082 0 $a342.45023 100 1 $aRescigno, Giuseppe Ugo$0132964 245 13$aIl Presidente della Repubblica /$cGiuseppe Ugo Rescigno, Antonio Cassese, Giuseppe De Vergottini 246 03$aArt. 83-87 260 $aBologna :$bN. Zanichelli ; Soc. ed. del Foro italiano,$c1978 300 $axix, 303 p. ;$c24 cm 490 0 $aCommentario della Costituzione ;$vArt. 83-87 700 1 $aCassese, Antonio$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0147883 700 1 $aDe Vergottini, Giuseppe 773 0 $tCommentario della Costituzione 907 $a.b11621163$b01-03-17$c02-07-02 912 $a991002186849707536 945 $aLE027 342.02 BRA01.01$cArt. 83-87$g1$i2027000261185$lle027$o-$pE0.00$q-$rn$s- $t0$u1$v0$w1$x0$y.i11838255$z02-07-02 996 $aPresidente della Repubblica$91444622 997 $aUNISALENTO 998 $ale027$b01-01-00$cm$da $e-$fita$git $h3$i1 LEADER 05149nam 2200613 a 450 001 9910139244303321 005 20230803023852.0 010 $a1-118-32620-2 010 $a1-118-32617-2 010 $a1-118-32619-9 035 $a(CKB)2560000000103974 035 $a(EBL)1215825 035 $a(OCoLC)851316236 035 $a(MiAaPQ)EBC1215825 035 $a(DLC) 2013009188 035 $a(Au-PeEL)EBL1215825 035 $a(CaPaEBR)ebr10720730 035 $a(CaONFJC)MIL499098 035 $a(EXLCZ)992560000000103974 100 $a20130307d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aChildren's moral lives$b[electronic resource] $ean ethnographic and psychological approach /$fRuth Woods 210 $aChichester, West Sussex $cJohn Wiley & Sons Inc.$d2013 215 $a1 online resource (252 p.) 300 $aDescription based upon print version of record. 311 $a1-119-97422-4 311 $a1-119-97421-6 320 $aIncludes bibliographical references and index. 327 $aChildren's Moral Lives: An Ethnographic and Psychological Approach; Copyright; Contents; Acknowledgements; 1 Introduction: Children's Moral Experiences at School; 1.1 Adults' Interest in Children's Morality: From Indifference to Intervention; 1.2 Understanding Moral Development in Culture; 1.2.1 Theoretical approaches; 1.2.2 The need for ethnography; 1.2.3 But what is morality?; 1.3 The School; 1.3.1 Socioeconomic and ethnic composition; 1.3.2 Values and discipline; 1.4 The Research; 1.4.1 Methodology; 1.4.2 The researcher; 1.5 Structure of the Book; Notes 327 $a2 What Counts as Harm?: Playful Aggression and Toughness2.1 The Prevalence of Playful Aggression; 2.2 Playful Aggression in Children's Friendships; 2.3 Finding the Line Between Play and Harm; 2.4 Drawing the Line Differently: Contrasting Interpretations of Playful Aggression; 2.4.1 Being sensitive; 2.4.2 Girls and boys; 2.4.3 Adults and children on playful racism; 2.5 Crossing the Line; 2.5.1 Demonstrating toughness; 2.5.2 Using harm to demonstrate toughness; 2.5.3 Toughness, playful aggression and social class; 2.6 Implications for Schools; Notes 327 $a3 Physical Aggression: Prioritising Harm Avoidance, Reciprocity or Dominance?3.1 School Rules: No Hitting; 3.2 The Morality of Fairness, Reciprocity and Retaliation; 3.2.1 Reciprocity versus harm avoidance at Woodwell Green; 3.2.2 'She has to get her own back': Zak and Faizel on reciprocity; 3.2.3 Fairness in aggressive boys' lives; 3.3 Hierarchy, Respect and Physical Aggression; 3.3.1 Masculinity and violence; 3.3.2 'Mr Gardner said don't hit, tell a teacher, but it never worked': Paul negotiating hierarchy at Woodwell Green; 3.4 Implications for Schools; Notes 327 $a4 'Whose Game Is It?': Understanding Exclusion4.1 School Rules: All Play Together; 4.1.1 Children's views of exclusion; 4.1.2 Understanding exclusion on the playground; 4.2 Exclusion and Power; 4.2.1 'Whose ball is it?' Exclusion from boys' football games; 4.2.2 Dominance struggles: 'Holly tries to take over from me as leader of the gang'; 4.3 Exclusion for Game Maintenance and Success; 4.4 Exclusion Without an Excluder; 4.4.1 Three's a crowd; 4.4.2 Ethnic identity and friendship; 4.4.3 Distorted perceptions; 4.5 Exclusion as Reciprocity; 4.6 Implications for Schools 327 $a4.6.1 Mismatches between classroom representations and playground reality4.6.2 Power, status and accountability; Notes; 5 Loyalty in Girls' Friendships; 5.1 Possessiveness, Loyalty and Independence; 5.2 Loyalty in Best Friendship; 5.2.1 Maria: 'I let her play with other people but why can't I play too?'; 5.2.2 Navneet: 'She's running off with Sarina'; 5.2.3 Zena: Prioritising independence and popularity; 5.2.4 Erickah: Loyalty and loneliness; 5.2.5 Multiple values: Reconciling loyalty with freedom and status; 5.3 Loyalty through Sharing Enemies 327 $a5.3.1 'She'll say if you talk with Anjali I won't be your friend': Taking sides 330 $a Children's Moral Lives makes use of case studies, observation, interviews and questionnaires to offer a fascinating, behind-the-scenes view of children's school lives and the complex moral issues and disputes they routinely negotiate The first ethnography of childhood to focus on children's morality in the peer groupCase studies shed light on the psychological, social and cultural processes by which children and adults reach starkly different moral judgments of the same situationsCombines qualitative insights and quantitative data into recommendations for 606 $aMoral development 606 $aChildren$xConduct of life 606 $aChild psychology 615 0$aMoral development. 615 0$aChildren$xConduct of life. 615 0$aChild psychology. 676 $a170.83 700 $aWoods$b Ruth$g(Ruth R.)$0858433 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910139244303321 996 $aChildren's moral lives$91916456 997 $aUNINA LEADER 02406nam 2200625 a 450 001 9910785860203321 005 20230524233959.0 010 $a3-11-135780-5 024 7 $a10.1515/9783111357805 035 $a(CKB)2670000000249282 035 $a(EBL)937211 035 $a(OCoLC)843635541 035 $a(SSID)ssj0000559702 035 $a(PQKBManifestationID)11955533 035 $a(PQKBTitleCode)TC0000559702 035 $a(PQKBWorkID)10568001 035 $a(PQKB)11588573 035 $a(MiAaPQ)EBC937211 035 $a(WaSeSS)Ind00010274 035 $a(DE-B1597)61203 035 $a(OCoLC)979874064 035 $a(DE-B1597)9783111357805 035 $a(Au-PeEL)EBL937211 035 $a(CaPaEBR)ebr10590727 035 $a(EXLCZ)992670000000249282 100 $a19891206e19892011 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEarly Middle English syntax /$fLilo Moessner 205 $aReprint 2011 210 1$aTu?bingen :$cM. Niemeyer Verlag,$d1989. 215 $a1 online resource (228 pages) $cillustrations 225 1 $aLinguistische Arbeiten,$x0344-6727 ;$v207 300 $aDescription based upon print version of record. 311 0 $a3-484-30207-0 320 $aIncludes bibliographical references and indexes. 327 $tFront matter --$tI. Introduction --$tII. Compulsory Constituents of Early Middle English Clauses --$tIII. Nominal Syntagms --$tIV. Functional Syntagms --$tV. The Predicative Syntagm --$tVI. The Clause --$tVII. Functional Constructions --$tVIII. Conjunctive Constructions --$tIX. Syntagms with Coordinated ICs --$tX. Syntagms with Interordinated ICs --$tAppendix I: Data Base --$tAppendix II: --$tAppendix III: Descriptive Models --$tBibliography --$tName Index --$tKey Word Index 330 $aEarly Middle English Syntax (Linguistische Arbeiten) 410 0$aLinguistische Arbeiten (Max Niemeyer Verlag) ;$v207. 606 $aEnglish language$yMiddle English, 1100-1500$xSyntax 615 0$aEnglish language$xSyntax. 676 $a427 676 $a427.02 686 $aHE 750$2rvk 700 $aMoessner$b Lilo$0171516 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785860203321 996 $aEarly middle english syntax$9488083 997 $aUNINA