LEADER 02137nam 22006014a 450 001 9910450064603321 005 20200520144314.0 010 $a1-280-53224-6 010 $a9786610532247 010 $a0-19-803371-0 010 $a0-19-530305-9 035 $a(CKB)1000000000029060 035 $a(EBL)280923 035 $a(OCoLC)476024981 035 $a(SSID)ssj0000237461 035 $a(PQKBManifestationID)11199947 035 $a(PQKBTitleCode)TC0000237461 035 $a(PQKBWorkID)10207821 035 $a(PQKB)10437484 035 $a(MiAaPQ)EBC280923 035 $a(Au-PeEL)EBL280923 035 $a(CaPaEBR)ebr10085240 035 $a(CaONFJC)MIL53224 035 $a(OCoLC)935262097 035 $a(EXLCZ)991000000000029060 100 $a20010601d2001 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReverence $erenewing a forgotten virtue$b[electronic resource] /$fPaul Woodruff 210 $aOxford ;$aNew York $cOxford University Press$d2001 215 $a1 online resource (259 p.) 300 $aDescription based upon print version of record. 311 $a0-19-514778-2 320 $aIncludes bibliographical references (p. [240]-243) and index. 327 $aContents; Acknowledgments; Text Credits; 1 Introducing Reverence; 2 Without Reverence; 3 Music and a Funeral: Finding Reverence; 4 Bare Reverence; 5 Ancient Greece: The Way of Being Human; 6 Ancient China: The Way of Power; 7 Reverence Without a Creed; 8 Reverence Across Religions; 9 Relativism; 10 The Reverent Leader; 11 The Silent Teacher; 12 Home; Notes; Works Cited; Index and Glossary of Proper Names 330 $aLooks at the meaning of reverence and its role in religion and society. 606 $aHonor 606 $aRespect 608 $aElectronic books. 615 0$aHonor. 615 0$aRespect. 676 $a170 700 $aWoodruff$b Paul$f1943-$0223515 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450064603321 996 $aReverence$92020560 997 $aUNINA LEADER 00973nam a22002531i 4500 001 991002967409707536 005 20040430154404.0 008 040624s1934 it a||||||||||||||||fre 035 $ab13004724-39ule_inst 035 $aARCHE-096240$9ExL 040 $aDip.to Beni Culturali$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a299.92 100 1 $aRuyt, Franz :$cde$0207920 245 10$aCharun :$bdémon étrusque de la mort /$cFranz De Ruyt 260 $aRome :$bInstitut historique belge,$c1934 300 $aXII, 305 p. :$bill. ;$c25 cm 440 0$aÉtudes de philologie, d'archéologie et d'histoire anciennes ;$v1 650 4$aReligione etrusca 907 $a.b13004724$b02-04-14$c12-07-04 912 $a991002967409707536 945 $aLE001 AN XV 7$g1$i2001000068012$lle001$nC. 1$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i1361454x$z12-07-04 996 $aCharun$9282474 997 $aUNISALENTO 998 $ale001$b12-07-04$cm$da $e-$ffre$git $h0$i1 LEADER 07667oam 2200949 c 450 001 9910583596603321 005 20260202090927.0 010 $a9783966659420 010 $a3966659425 024 3 $a9783966659420 035 $a(CKB)5860000000058556 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/87677 035 $a(MiAaPQ)EBC7032794 035 $a(Perlego)3555448 035 $a(Au-PeEL)EBL7032794 035 $a(OCoLC)1334681953 035 $a(Budrich Academic Press)9783966659420 035 $a(oapen)doab87677 035 $a(Barbara Budrich Academic Press GmbH)9783966659420 035 $a(EXLCZ)995860000000058556 100 $a20260202d2022 uy 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Need to Belong in Secondary School $eA Social Work Science Study of Austrian and Australian Students /$fSharon Schneider 205 $a1st ed. 210 $aLeverkusen$cBarbara Budrich Academic Press GmbH$d2022 215 $a1 electronic resource (290 p.) 311 08$a9783966650458 311 08$a3966650452 327 $aPART I: Research focus and theoretical framework   1 Introduction   1.1 Defining ?belonging? and ?need to belong?   1.2 Research problem   1.3 Aim and research questions   1.4 The conceptual framework   1.5 Summary and consequences for the research design   2 Needs, human rights, school social work   2.1 Austria: school social work   2.2 Australia: school social work   2.3 School social workers and human rights   2.4 Education, Bildung and didactics   2.5 Human rights framework for school Bildung and education   2.6 Austrian school education   2.7 Australian school education   2.8 Summary   3 Literature review on needs and student belonging   3.1 Children?s needs, rights and wellbeing   3.2 Belonging as a psychological need   3.3 Interactions and social relationships   3.4 Membership as a determinant of belonging   3.5 Teachers fostering student belonging  3.6 Academic engagement   3.7 School environment   3.8 Heterogeneity and difference   3.9 Non-belonging and social exclusion   3.10 Summary  4 A conceptual framework based on theories of human need   4.1 Key concepts: theory, system and mechanism   4.2 Research on the historical perspectives of human need   4.3 Human needs and welfare science ? Arlt, 1876 ? 1960   4.4 Humanistic psychology and needs ? Maslow, 1908-1970   4.5 Human needs in pedagogy ? Mägdefrau, 1960   4.6 Biopsychic-social & cultural need theory ? Obrecht, 1942   4.7 Synopses of human need across four need theories   4.8 Conceptualising the ?need to belong?   4.9 Objections to human needs theories   4.10 Summary   PART II: Research design, data collection, analysis and findings   5 Research design   5.1 Ontology   5.2 Epistemology   5.3 Methodology   5.4 Case study   5.5 Observation  5.6 Focus groups   5.7 Ethical guidelines  5.8 Student voice   5.9 Characteristics of the research schools  5.10 Fieldwork at the school in Austria   5.11 Fieldwork at the school in Australia   5.12 Summary   6 The ?need to belong? ? the search for empirical evidence 6.1 Summarising the analyses as a methodological procedure 6.2 Individual student-based data analysis 6.3 Categories within four dimensions of belonging  6.4 Whole group analysis  6.5 Whole group analysis coding framework 6.6 Summary   7 Theoretical model and principles of general action   7.1 Theory model of the ?need to belong?  7.2 Transdisciplinary knowledge in response to social problems   7.3 Principles of action: three-step transformative approach   7.4 Formulation of theoretical hypotheses   7.5 Formulation of action-theory working hypotheses   7.6 Formulation of general guidelines for action  7.7 Aligning the empirical findings with previous research   7.8 Summary   8 Findings and recommendations for the ?need to belong?   8.1 Conceptual, theoretical, methodological contributions   8.2 Discussion of the individual student-based analysis  8.3 Discussion of the findings from the whole group analysis  8.4 Discussion of the transformative three-step approach   8.5 Reflections on the triple mandate of school social work   8.6 Heterogeneity facilitates student belonging   8.7 Suggestions for future research 330 $aUnsere sozialen Interaktionen werden von komplexen biopsychischen Prozessen angetrieben, die dadurch verkompliziert werden, dass der Mensch ein Individuum ist und gleichzeitig Mitglied eines oder mehrerer sozialer Systeme, wie bspw. der Schule. Dieses Buch trägt dazu bei, die sozialen Mechanismen des ?Bedürfnisses nach Zugehörigkeit? bei Schüler*innen in Schulkontexten zu erklären. Der theoretische Rahmen basiert auf einem Verständnis von Bedürfnissen als kognitive Mechanismen neuronaler Prozesse, die menschliches Verhalten und Körperwerte regulieren. Die Feldforschung wurde in zwei Sekundarschulen in Österreich und Australien durchgeführt. Handlungsleitlinien, die Schüler*innen dabei helfen sollen, sich zugehörig zu fühlen, werden von den Ergebnissen abgeleitet. Our social interactions are driven by complex biopsychic processes that are complicated by the fact that humans are individuals and at the same time members of one or more social systems, such as schools. This book contributes to explaining the social mechanisms influencing students' ?need to belong? fulfilment at school. The theoretical framework is informed by human needs understood as cognitive mechanisms of neural processes that regulate human behaviour and bio-values. The fieldwork was conducted in two secondary schools in Austria and Australia. Based on the findings, the transformative three-step approach suggests a course of action for student belonging. 606 $abelonging 606 $aZugehörigkeit 606 $aBedürfnistheorie 606 $ahuman needs theory 606 $asystemism 606 $aSystemismus 606 $arealism 606 $aRealismus 606 $afocus group interviews 606 $aFokusgruppeninterviews 606 $ainternational social work 606 $ainternationale Soziale Arbeit 606 $aTripelmandat 606 $atriple mandate 606 $achildren?s rights 606 $aKinderrechte 606 $aqualitative Methodologie 606 $aqualitative methodology 606 $acontent analysis 606 $aInhaltsanalyse 615 4$abelonging 615 4$aZugehörigkeit 615 4$aBedürfnistheorie 615 4$ahuman needs theory 615 4$asystemism 615 4$aSystemismus 615 4$arealism 615 4$aRealismus 615 4$afocus group interviews 615 4$aFokusgruppeninterviews 615 4$ainternational social work 615 4$ainternationale Soziale Arbeit 615 4$aTripelmandat 615 4$atriple mandate 615 4$achildren?s rights 615 4$aKinderrechte 615 4$aqualitative Methodologie 615 4$aqualitative methodology 615 4$acontent analysis 615 4$aInhaltsanalyse 700 $aSchneider$b Sharon$cDr.$4aut$01836167 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910583596603321 996 $aThe Need to Belong in Secondary School$94413974 997 $aUNINA