LEADER 02740oam 2200637I 450 001 9910450004503321 005 20200520144314.0 010 $a1-134-84599-5 010 $a1-280-32720-0 010 $a0-203-29920-5 010 $a0-203-13841-4 024 7 $a10.4324/9780203138410 035 $a(CKB)1000000000005388 035 $a(EBL)178251 035 $a(OCoLC)70721575 035 $a(SSID)ssj0000282133 035 $a(PQKBManifestationID)11224982 035 $a(PQKBTitleCode)TC0000282133 035 $a(PQKBWorkID)10316741 035 $a(PQKB)11583757 035 $a(MiAaPQ)EBC178251 035 $a(Au-PeEL)EBL178251 035 $a(CaPaEBR)ebr10017818 035 $a(CaONFJC)MIL32720 035 $a(EXLCZ)991000000000005388 100 $a20180706d1995 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMusic 7-11 $edeveloping primary teaching skills /$fSarah Hennessy 210 1$aLondon ;$aNew York :$cRoutledge,$d1995. 215 $a1 online resource (93 p.) 225 1 $aCurriculum in primary practice series 300 $aDescription based upon print version of record. 311 $a1-138-15731-7 311 $a0-415-10558-7 320 $aIncludes bibliographical references (p. [82]-84) and index. 327 $aBook Cover; Title; Contents; Acknowledgements; Introduction; Music curriculum issues; Pulse and rhythm; Pitch and melody; Listening; Form; Texture; Relating activities to the National Curriculum (England); Instruments; Music technology in the primary curriculum; Glossary of terms used; References; Resources; Index 330 $aTeachers have often felt unnecessarily apprehensive about teaching without music without being gifted musicians themselves.Music 7-11 dispels the myth that to teach music effectively a teacher has to ""be musical"" and provides teachers with the opportunity of developing both the basic subject knowledge and the confidence needed to deliver enjoyable and valuable music lessons. It does this by encouraging practical engagement with the subject through making and listening to music, reflecting on experiences and sharing views. 410 0$aCurriculum in primary practice. 606 $aSchool music$xInstruction and study$zGreat Britain 606 $aMusic teachers$xTraining of$zGreat Britain 608 $aElectronic books. 615 0$aSchool music$xInstruction and study 615 0$aMusic teachers$xTraining of 676 $a372.87 700 $aHennessy$b Sarah.$0979636 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450004503321 996 $aMusic 7-11$92234140 997 $aUNINA LEADER 03690nam 2200637Ia 450 001 9910782655103321 005 20230721004539.0 010 $a0-309-17865-7 010 $a1-281-80023-6 010 $a9786611800239 010 $a0-309-10743-1 035 $a(CKB)1000000000705282 035 $a(EBL)3378407 035 $a(SSID)ssj0000097237 035 $a(PQKBManifestationID)11122248 035 $a(PQKBTitleCode)TC0000097237 035 $a(PQKBWorkID)10113248 035 $a(PQKB)11492283 035 $a(MiAaPQ)EBC3378407 035 $a(Au-PeEL)EBL3378407 035 $a(CaPaEBR)ebr10255035 035 $a(CaONFJC)MIL180023 035 $a(OCoLC)923279359 035 $a(EXLCZ)991000000000705282 100 $a20080917d2008 ua 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAddressing the barriers to pediatric drug development$b[electronic resource] $eworkshop summary /$fCori Vanchieri, Adrienne Stith Butler, and Andrea Knutsen, rapporteurs ; Forum on Drug Discovery, Development, and Translation, Board on Health Sciences Policy, Institute of Medicine of the National Academies 210 $aWashington, D.C. $cNational Academies Press$dc2008 215 $a1 online resource (65 p.) 300 $aDescription based upon print version of record. 311 $a0-309-10742-3 320 $aIncludes bibliographical references (p. 41-42). 327 $a""Reviewers""; ""Contents""; ""Summary""; ""1 Introduction""; ""2 Regulatory Framework""; ""3 Current Challenges in Developing and Prescribing Drugs for Children""; ""4 Models for Enhancing Pediatric Drug Development""; ""5 Challenges and Opportunities for the Future""; ""References""; ""Appendixes""; ""Appendix A: Workshop Agenda""; ""Appendix B: Speaker Biographies"" 330 $aDecades of research have demonstrated that children do not respond to medications in the same way as adults. Differences between children and adults in the overall response to medications are due to profound anatomical, physiological, and developmental differences. Although few would argue that children should receive medications that have not been adequately tested for safety and efficacy, the majority of drugs prescribed for children--50 to 75 percent-- have not been tested in pediatric populations. Without adequate data from such testing, prescribing drugs appropriately becomes challenging for clinicians treating children, from infancy through adolescence. Addressing the Barriers to Pediatric Drug Development is the summary of a workshop, held in Washington, D.C. on June 13, 2006, that was organized to identify barriers to the development and testing of drugs for pediatric populations, as well as ways in which the system can be improved to facilitate better treatments for children. 606 $aDrugs$xTesting$xLaw and legislation$zUnited States 606 $aPediatric pharmacology$xLaw and legislation$zUnited States 606 $aPediatric pharmacology$xResearch$zUnited States 615 0$aDrugs$xTesting$xLaw and legislation 615 0$aPediatric pharmacology$xLaw and legislation 615 0$aPediatric pharmacology$xResearch 676 $a615.58083 701 $aButler$b Adrienne Stith$01470578 701 $aKnutsen$b Andrea$01578442 701 $aVanchieri$b Cori$01546613 712 02$aInstitute of Medicine (U.S.).$bForum on Drug Discovery, Development, and Translation. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782655103321 996 $aAddressing the barriers to pediatric drug development$93857766 997 $aUNINA