LEADER 03243nam 2200721Ia 450 001 9910457406003321 005 20210608223813.0 010 $a0-8166-8583-5 035 $a(CKB)1000000000347146 035 $a(EBL)310285 035 $a(OCoLC)476093561 035 $a(SSID)ssj0000281871 035 $a(PQKBManifestationID)11219461 035 $a(PQKBTitleCode)TC0000281871 035 $a(PQKBWorkID)10316494 035 $a(PQKB)10961237 035 $a(OCoLC)191818449 035 $a(MdBmJHUP)muse39442 035 $a(MiAaPQ)EBC310285 035 $a(Au-PeEL)EBL310285 035 $a(CaPaEBR)ebr10159403 035 $a(CaONFJC)MIL523364 035 $a(EXLCZ)991000000000347146 100 $a19930922d1994 ub 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMedieval masculinities$b[electronic resource] $eregarding men in the Middle Ages /$fClare A. Lees, editor, with the assistance of Thelma Fenster and Jo Ann McNamara 210 $aMinneapolis $cUniversity of Minnesota Press$dc1994 215 $a1 online resource (xxv, 193 p.) 225 1 $aMedieval cultures ;$vv. 7 300 $aDescription based upon print version of record. 311 $a0-8166-2426-7 311 $a0-8166-2425-9 320 $aIncludes bibliographical references and index. 327 $aContents; Acknowledgments; Preface: Why Men?; Introduction; Part I. Constructing Masculinities; 1. The Herrenfrage: The Restructuring of the Gender System, 1050-1150; 2. On Being a Male in the Middle Ages; 3. The (Dis)Embodied Hero and the Signs of Manhood in Sir Gawain and the Green Knight; Part II. Men in Institutions; 4. Burdens of Matrimony: Husbanding and Gender in Medieval Italy; 5. Subaltern Patriarchs: Patrician Bachelors in Renaissance Venice; 6. Friars, Sanctity, and Gender: Mendicant Encounters with Saints, 1250-1325; 7. The Male Animal in the Fables of Marie de France 327 $aPart III. Epic and Empire8. Men and Beowulf; 9. Men in the Roman d'Eneas: The Construction of Empire; 10. Representing ""Other"" Men: Muslims, Jews, and Masculine Ideals in Medieval Castilian Epic and Ballad; Contributors; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W; Y; Z 330 $aThis collection of essays examines the ideals and archetypes of men in Medieval times and how these concepts have affected the definition of masculinity and its place in history. 410 0$aMedieval cultures ;$vv. 7. 606 $aCivilization, Medieval 606 $aMen in literature 606 $aFeminist criticism 606 $aMen's studies 606 $aMasculinity$xHistory 608 $aElectronic books. 615 0$aCivilization, Medieval. 615 0$aMen in literature. 615 0$aFeminist criticism. 615 0$aMen's studies. 615 0$aMasculinity$xHistory. 676 $a305.3 701 $aLees$b Clare A$0898041 701 $aFenster$b Thelma S$0173030 701 $aMcNamara$b Jo Ann$f1931-2009.$0944742 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457406003321 996 $aMedieval masculinities$92132713 997 $aUNINA LEADER 05139nam 2200685 450 001 9910810314503321 005 20230725061130.0 010 $a1-4522-9613-8 010 $a1-4522-9882-3 035 $a(CKB)3710000000456946 035 $a(EBL)1651178 035 $a(OCoLC)922907784 035 $a(MiAaPQ)EBC1994198 035 $a(EXLCZ)993710000000456946 100 $a20150819h20102010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aGenetic and acquired disorders $ecurrent topics and interventions for educators /$fPaul C. McCabe, Steven R. Shaw ; cover designer, Rose Storey 210 1$aThousand Oaks, California :$cCorwin :$cNASP,$d2010. 210 4$dİ2010 215 $a1 online resource (192 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-6872-0 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Editors""; ""About the Contributors""; ""Section I - Advances in Health Care and Coping with Loss in Schools""; ""Chapter 1 - Advances in Health Care and Medical Science: Presenting New Challenges for Schools""; ""Advances in Medical Science""; ""Increased Survival Rates""; ""Greater Specificity of Medical Diagnosis and Treatment""; ""Increased Emphasis on Outpatient Care""; ""Changing Role of Schools""; ""Increase in Pharmacological Interventions""; ""Multidisciplinary Approach"" 327 $a""Chapter 2 - Grief and Bereavement: Roles for Educators""""Introduction""; ""Background""; ""Implications for Educators""; ""How to Tell Students about a Death""; ""Notification and Announcement Procedures""; ""Parent Notification""; ""Determine the Degree of Trauma""; ""Concerns about Death Due to Suicide""; ""Educational Strategies""; ""The Roles of Principals""; ""The Roles of Teachers""; ""The Roles of Counselors, School Psychologists, and Social Workers""; ""Discussion Questions""; ""Research Summary""; ""Resources""; ""Handouta???Grief and Bereavement in the Schools"" 327 $a""Section II - Chromosomal, Genetic, and Metabolic Disorders""""Chapter 3 - Rare Chromosomal Disorders""; ""Introduction""; ""Background""; ""Genetics Evaluation""; ""Chromosome Abnormalities""; ""Potential for Intervention""; ""Future Work""; ""Implications for Educators""; ""Educational Strategies""; ""Discussion Questions""; ""Research Summary""; ""Resources""; ""Handouta???Children with Rare Chromosomal Disorders""; ""Chapter 4 - Phenylketonuria (PKU): Implications for Educators and Schools""; ""Introduction""; ""Background""; ""Prevalence, Symptoms, and Treatment"" 327 $a""Cognitive and Neurological Effects""""Maternal Phenylketonuria""; ""Timing and Degree of Exposure""; ""Implications for Educators""; ""Dietary Compliance""; ""Educational Strategies""; ""Discussion Questions""; ""Research Summary""; ""Resources""; ""Handouta???Promoting the Well-Being of Children with PKU""; ""Chapter 5 - Genetics of Autism: Theories, Findings, and Implications""; ""Introduction""; ""Background""; ""Knowing Which Families are at Risk""; ""Techniques to Identify Genetic Contributions""; ""Known Genetic Causes""; ""Multiple Gene Complications and Unknowns"" 327 $a""Possible Environmental Causes""""The Role of Genetic Counseling and Testing""; ""Implications for Educators""; ""Home- and School-Based Treatment and Interventions""; ""Educational Strategies""; ""Discussion Questions""; ""Research Summary""; ""Resources""; ""Handouta???The Genetics of Autism""; ""Chapter 6 - The Biology of Shyness""; ""Introduction""; ""Background""; ""The Role of the Amygdala""; ""Amygdala and Cortisol Levels: The HPA System""; ""Psychological and Immune Correlates of HPA Activation""; ""Implications for Educators""; ""Educational Strategies""; ""Discussion Questions"" 327 $a""Research Summary"" 330 $aWritten for school psychologists, counselors, administrators, and teachers, this volume outlines issues affecting children who are born with or acquire a medical disorder or disease. 606 $aEducational psychology 606 $aChild mental health services 606 $aSchool health services 606 $aGenetic disorders 606 $aCommunicative disorders in children 606 $aChildren$xDiseases$xTreatment 606 $aPediatrics 615 0$aEducational psychology. 615 0$aChild mental health services. 615 0$aSchool health services. 615 0$aGenetic disorders. 615 0$aCommunicative disorders in children. 615 0$aChildren$xDiseases$xTreatment. 615 0$aPediatrics. 676 $a371.7/13 700 $aMcCabe$b Paul C.$0958510 702 $aShaw$b Steven R. 702 $aStorey$b Rose 712 02$aNational Association of School Psychologists. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810314503321 996 $aGenetic and acquired disorders$94021299 997 $aUNINA LEADER 03876nam 22004933 450 001 9910163349703321 005 20230803214456.0 010 $a9781782897972 010 $a1782897976 035 $a(CKB)3710000001046389 035 $a(MiAaPQ)EBC5626058 035 $a(Au-PeEL)EBL5626058 035 $a(CaPaEBR)ebr11642305 035 $a(OCoLC)1080999281 035 $a(Perlego)3018427 035 $a(EXLCZ)993710000001046389 100 $a20210901d2014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDetermination And Effectiveness Of Wwii Strategic Bombing Strategy 205 $a1st ed. 210 1$aChicago :$cTannenberg Publishing,$d2014. 210 4$dİ2014. 215 $a1 online resource (37 pages) 327 $aIntro -- TABLE OF CONTENTS -- ABSTRACT -- DETERMINATION AND EFFECTIVENESS OF WWII STRATEGIC BOMBING STRATEGY -- BACKGROUND -- EVENTS LEADING TO CONFLICT -- EVENTS LEADING TO STRATEGY ADOPTION -- STRATEGY ANALYSIS -- CROWL'S QUESTIONS -- What is it about? -- Is the national military strategy tailored to meet the national political objective? -- What is the limit of military power? -- What are the alternatives? -- How strong is the home front? -- Does strategy overlook points of difference and exaggerate points of likeness between past and present? -- AIR CAMPAIGN EXECUTION -- DESCRIPTION -- EXECUTION HIGHLIGHTS -- 1942 -- 1943 -- 1944 -- 1945 -- OVERALL RESULTS -- AIR CAMPAIGN EVALUATION -- PRINCIPLES OF WAR -- Mass -- Objective -- Offensive -- Maneuver -- Surprise -- Security -- Simplicity -- Unity of Command -- Economy of Force -- SUMMARY AND DOCTRINAL IMPLICATIONS -- SUMMARY -- DOCTRINAL IMPLICATIONS -- BIBLIOGRAPHY. 330 8 $aWith the collapse of France in 1940, American (US) and British (UK) leadership became keenly aware that the continued security of their nations required the defeat of the Axis powers, particularly Germany. The Allies chose a strategy utilizing a combination of various military actions, most notably a combined bomber offensive (CBO). The CBO would be carried out through a combination of US daylight precision and UK night area bombing. The purpose of this paper is to show why the Allies chose this strategy and evaluate its success. To accomplish this task, the paper will first describe the events that brought about the conflict and the strategy. Crowl's Questions are used as a framework to analyze the factors that influence strategy development and adoption and will illustrate why Allied leaders chose this path. This is followed by a detailed description of the campaign. The principles of war (mass, objective, offensive, maneuver, surprise, security, simplicity, unity of command, and economy of force) are accepted as proven methods for employing forces in combat and are used to evaluate the CBO's effectiveness The paper closes with a summary of the findings and doctrinal implications. The paper will show the Allies adopted US daylight precision and UK night area bombing based on leadership's belief that it could most effectively reduce Germany's means of war and hasten its earliest possible defeat. The Allies successfully achieved this objective primarily through adherence to the principles of mass, objective, offensive, and maneuver. 606 $aPrecision bombing 606 $aBombing, Aerial 606 $aDeterrence (Strategy) 615 0$aPrecision bombing. 615 0$aBombing, Aerial. 615 0$aDeterrence (Strategy) 676 $a940.54399999999998 700 $aGoetz$b Colonel T. Tracey$01374663 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910163349703321 996 $aDetermination And Effectiveness Of Wwii Strategic Bombing Strategy$93408045 997 $aUNINA