LEADER 03143 am 2200673 n 450 001 9910324041203321 005 20190108 010 $a2-8028-0412-X 024 7 $a10.4000/books.pusl.11295 035 $a(CKB)4100000008283851 035 $a(FrMaCLE)OB-pusl-11295 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/61092 035 $a(PPN)236710621 035 $a(EXLCZ)994100000008283851 100 $a20190528j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTraces du mesmérisme dans les littératures européennes du xixe siècle /$fErnst Leonardy, Marie-France Renard, Christian Drösch, Stéphanie Vanasten 210 $aBruxelles $cPresses de l?Université Saint-Louis$d2019 215 $a1 online resource (284 p.) 311 $a2-8028-0139-2 330 $aPar la transmission du « magnétisme animal » à ses patients, le médecin Franz Anton Mesmer (1734-1815) crut avoir révolutionné l?art de guérir. L?influence de ses théories s?étendit rapidement à toute l?Europe. Bientôt, le débat déborde le cadre de la médecine pour s?élargir à la littérature et à la philosophie. Les contributions du présent volume confrontent l?influence du mesmérisme subie par des auteurs français à celle exercée sur des auteurs allemands. Cette comparaison permet de constater l?unité du courant mesmériste dans les diverses littératures européennes du xixème siècle mais témoigne aussi des spécificités nationales dans sa réception. La question de l?héritage légué par Mesmer à l?époque actuelle est évoquée en guise de conclusion. 606 $aMesmerism in literature$vCongresses 606 $aEuropean literature$y19th century$xHistory and criticism$vCongresses 610 $acroyance 610 $acharlatanisme 610 $amesmérisme 610 $aanimal 610 $amagnétisme 615 0$aMesmerism in literature 615 0$aEuropean literature$xHistory and criticism 676 $a809/.93353 700 $aBarkhoff$b Jürgen$0603177 701 $aBrix$b Michel$0222666 701 $aDierkens$b Jean$0538002 701 $aGothot-Mersch$b Claudine$0203275 701 $aGruber$b Bettina$0168336 701 $aJacques$b Georges$0804791 701 $aLeonardy$b Ernst$01231052 701 $aLogé$b Tanguy$01290396 701 $aMéheust$b Bertrand$01307455 701 $aMortier$b Roland$0154789 701 $aRenard$b Marie-France$0468871 701 $aRoland$b Hubert$0443270 701 $aSchrader$b Hans-Jürgen$0388465 701 $aVanderlinden$b Sonja$01291667 701 $aVan Eynde$b Laurent$01282758 701 $aLeonardy$b Ernst$01231052 701 $aRenard$b Marie-France$0468871 701 $aDrösch$b Christian$01307456 701 $aVanasten$b Stéphanie$0801314 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910324041203321 996 $aTraces du mesmérisme dans les littératures européennes du xixe siècle$93028784 997 $aUNINA LEADER 04980nam 2200601 450 001 9910816071803321 005 20230828233055.0 010 $a1-4833-6434-8 035 $a(CKB)3710000000458786 035 $a(EBL)1662753 035 $a(OCoLC)923707803 035 $a(MiAaPQ)EBC1662753 035 $a(EXLCZ)993710000000458786 100 $a20150822h20062006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aWorking with families and community agencies to support students with special needs $ea practical guide for every teacher /$fJim Ysseldyke, Bob Algozzine ; acquisitions editor Kylee M. Liegl ; copy editor Marilyn Power Scott ; cover designer Michael Dubowe 210 1$aThousand Oaks, California :$cCorwin Press,$d2006. 210 4$d©2006 215 $a1 online resource (121 p.) 225 1 $aPractical Approach To Special Education For Every Teacher 300 $aDescription based upon print version of record. 311 $a1-4129-3898-8 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""About a Practical Approach to Special Education for Every Teacher""; ""Acknowledgments""; ""About the Authors""; ""Self-Assessment 1""; ""Introduction to Working with Families and Community Agencies to Support Students with Special Needs""; ""Early Intervention""; ""Planning for Transition""; ""Family Involvement""; ""Community Collaboration""; ""Chapter 1 - What Should Every Teacher Know about Early Childhood Intervention?""; ""More Children Attend Preschool""; ""More Children Need Programs""; ""More Preschoolers Receive Special Education Services"" 327 $a""Federal Laws and Incentives""""Direct and Indirect Services""; ""Home-Based Programs""; ""Hospital-Based or Center-Based Programs""; ""Does Early Intervention Help?""; ""Head Start""; ""Ypsilanti Perry Preschool Project""; ""Chapter 2 - What are Transition Services and When are They Necessary?""; ""Types of Transitions""; ""Transition into School""; ""Transitions during School""; ""Everyday Transitions""; ""Transition in General Education Classrooms""; ""Dropping out of School""; ""Post-School Transition""; ""Employment and Financial Independence""; ""Competitive Employment"" 327 $a""Sheltered and Supported Employment""""Continued Education""; ""Chapter 3 - What Living Arrangements are Available to Adults with Special Needs?""; ""Group Homes""; ""Alternative Living Units""; ""Foster Homes""; ""Independent Living""; ""Institutions""; ""Chapter 4 - What Issues Should be Taken into Consideration When Working with Families?""; ""How Exceptionalities Affect Families""; ""Effects on Family Structure""; ""Family Concerns""; ""Transition to School""; ""Adolescence""; ""Post-School Transition""; ""Concerns of Families with Children Who are Gifted""; ""What the Research Says"" 327 $a""Change over Time""""Types of Family Involvement""; ""Overcoming Barriers to Homea???School Collaboration""; ""Chapter 5 - How Should Schools Involve Community Agencies and Businesses?""; ""Business Involvement""; ""Special Programs""; ""Youth Apprenticeships""; ""Tech-Prep Programs""; ""School-Based Enterprises""; ""Chapter 6 - What are the Keys to Success in the Wider Context?""; ""Individualized Planning""; ""Commitment to Normal Life Experiences""; ""Compatible Physical Environment""; ""Commitment to Remedial Programming""; ""Encouraging Appropriate Behavior""; ""Lifelong Learning"" 327 $a""Chapter 7 - Working with Families and Agencies in Perspective""""Chapter 8 - What Have We Learned?""; ""Key Points""; ""Key Vocabulary""; ""Self-Assessment 2""; ""Answer Key for Self-Assessments""; ""On Your Own""; ""Resources""; ""Books""; ""Journals and Articles""; ""Organizations""; ""References""; ""Index"" 330 $aTeachers will find practical guidelines for collaborating with families, applying early childhood intervention, using transition services, involving community agencies and businesses, and identifying post-high school options. 410 0$aPractical approach to special education for every teacher. 606 $aChildren with disabilities$xEducation 606 $aChildren with disabilities$xServices for 606 $aSpecial education$xParent participation 615 0$aChildren with disabilities$xEducation. 615 0$aChildren with disabilities$xServices for. 615 0$aSpecial education$xParent participation. 676 $a371.904 700 $aYsseldyke$b James E.$01628122 702 $aAlgozzine$b Robert 702 $aLiegl$b Kylee M. 702 $aPower$b Marilyn 702 $aDubowe$b Michael 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910816071803321 996 $aWorking with families and community agencies to support students with special needs$94118861 997 $aUNINA