LEADER 05367nam 22009613u 450 001 9910458843503321 005 20210111192318.0 010 $a1-136-88698-2 010 $a1-283-04363-7 010 $a9786613043634 010 $a0-203-83977-3 035 $a(CKB)2560000000050730 035 $a(EBL)667851 035 $a(OCoLC)711874860 035 $a(SSID)ssj0000590031 035 $a(PQKBManifestationID)11364860 035 $a(PQKBTitleCode)TC0000590031 035 $a(PQKBWorkID)10665316 035 $a(PQKB)10092948 035 $a(SSID)ssj0000468867 035 $a(PQKBManifestationID)12173944 035 $a(PQKBTitleCode)TC0000468867 035 $a(PQKBWorkID)10507450 035 $a(PQKB)10777445 035 $a(MiAaPQ)EBC667851 035 $a(EXLCZ)992560000000050730 100 $a20130418d2010|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEquality, Participation and Inclusion 2$b[electronic resource] $eDiverse Contexts 205 $a2nd ed. 210 $aHoboken $cTaylor and Francis$d2010 215 $a1 online resource (352 p.) 300 $aDescription based upon print version of record. 311 $a0-415-58425-6 327 $aBook Cover; Title; Copyright; Contents; Acknowledgements; Chapter 1 Introduction: Another place; Chapter 2 Reciprocal working by education, health and social services: Lessons for a less-travelled road; Chapter 3 Child and parent relationships with teachers in schools responsible for the education of children with serious medical conditions; Chapter 4 Children's homes and school exclusion: Redefining the problem; Chapter 5 Inclusion for the difficult to include; Chapter 6 'We are the ones we have been waiting for': The work of community mobilisers in Milton Keynes 327 $aChapter 7 'Back to school': Piloting an occupational therapy service in mainstream schools in the UKChapter 8 Inclusion at Bangabandhu Primary School; Chapter 9 A personal perspective: Developing a partnership approach at Deri View Primary School and Acorn Integrated Children's Centre; Chapter 10 Voices from segregated schooling: Towards an inclusive education system; Chapter 11 Professional identity in multi-disciplinary teams: The staff speak; Chapter 12 Interviews with young people about behavioural support: Equality, fairness and rights 327 $aChapter 13 Disadvantage and discrimination compounded: The experience of Pakistani and Bangladeshi parents of disabled children in the UKChapter 14 Teachers and Gypsy Travellers; Chapter 15 Peer support for young people with same-sex attraction; Chapter 16 Exclusion: A silent protest; Chapter 17 Media portrayal of young people: Impact and influences; Chapter 18 The impossibility of minority ethnic educational 'success'?: An examination of the discourses of teachers and pupils in British secondary schools; Chapter 19 Learning without limits 327 $aChapter 20 Gender, 'special educational needs' and inclusionChapter 21 'Part of who we are as a school should include responsibility for well-being': Links between the school environment, mental health and behaviour; Chapter 22 Children and young people in hospitals: Doing youth work in medical settings; Chapter 23 Working in the community with young people who offend; Index 330 $aWhat are the experiences of children and young people?How can we think about the challenges they face?What systems and practices can support them?How can we develop greater equality, participation and inclusion across diverse settings?This second edition of Equality, Participation and Inclusion 2: Diverse Contexts is the second of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This second Reader focuses in particular upon the diverse experiences and contexts 606 $aInclusive education 606 $aInclusive education 606 $aMulticultural education 606 $aMulticultural education 606 $aSpecial education 606 $aSpecial education 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aEducation, Special Topics$2HILCC 606 $aInclusive education$zGreat Britain 606 $aSpecial education$zGreat Britain 606 $aMulticultural education$zGreat Britain 608 $aElectronic books. 615 4$aInclusive education. 615 4$aInclusive education. 615 4$aMulticultural education. 615 4$aMulticultural education. 615 4$aSpecial education. 615 4$aSpecial education. 615 7$aEducation 615 7$aSocial Sciences 615 7$aEducation, Special Topics 615 0$aInclusive education 615 0$aSpecial education 615 0$aMulticultural education 676 $a370.115 676 $a371.9/046 700 $aRix$b Jonathan$01056704 701 $aNind$b Melanie$0802814 701 $aSheehy$b Kieron$0944685 701 $aSimmons$b Katy$01052786 701 $aParry$b John$0140554 701 $aKumrai$b Rajni$01056705 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910458843503321 996 $aEquality, Participation and Inclusion 2$92491254 997 $aUNINA LEADER 03050nam 22006853 450 001 9910805685803321 005 20231214084507.0 010 $a9783839465325 010 $a383946532X 024 7 $a10.1515/9783839465325 035 $a(CKB)29277128300041 035 $a(MiAaPQ)EBC7374610 035 $a(Au-PeEL)EBL7374610 035 $a(DE-B1597)641199 035 $a(DE-B1597)9783839465325 035 $a(OCoLC)1416140128 035 $a(ScCtBLL)4e0a60d4-8d37-4efe-aa92-15108cfe0152 035 $a(Perlego)3740877 035 $a(OCoLC)1413365023 035 $a(EXLCZ)9929277128300041 100 $a20231214d2023 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Discovery of Anxiousness $ePhilosophy and Mysticism in Baroque Portugal 205 $a1st ed. 210 1$aBielefeld :$ctranscript,$d2023. 210 4$d©2023. 215 $a1 online resource (277 pages) 225 1 $aStudien der Kulturwissenschaftlichen Gesellschaft 311 08$a9783837665321 327 $tFrontmatter -- $tContents -- $tPROLOGUE -- $tNOTES AND LIST OF ABBREVIATIONS -- $tCHRONOLOGY -- $tINTRODUCTION -- $tCHAPTER 1 - ENGENDERING JOANA'S LIFE -- $tCHAPTER 2 - RECOLLECTIONS IN JOANA DE JESUS: MEMORY, OBSERVANCE, AND REFUGE -- $tCHAPTER 3 - SITUATIONS OF ANXIOUSNESS IN JOANA DE JESUS -- $tCHAPTER 4 - ANXIOUS SUBJECT: JOANA DE JESUS AND CONTEMPORARY PHILOSOPHY -- $tEPILOGUE - THINKING ANXIOUSNESS -- $tGLOSSARY -- $tBIBLIOGRAPHY -- $tINDEX 330 $aAre anxiety or dread negative stages before freedom, a confrontation with humans' own mortality and finitude? Joana Serrado inaugurates anxiousness as a category of mystical knowledge in this innovative historical and philosophical study. Based on the life and mystical writings of Joana de Jesus, a Cistercian nun, intellectual disciple of Teresa of Avila, this study shows the cultural embeddedness of anxiousness: a feeling akin to the Portuguese term »saudade« (yearning, Sehnsucht). A mystical project that reshapes feminist principles of autonomy, agency and desire. 410 0$aStudien der Kulturwissenschaftlichen Gesellschaft 606 $aSOCIAL SCIENCE / Gender Studies$2bisacsh 610 $aCatholicism. 610 $aCultural History. 610 $aCultural Studies. 610 $aGender Studies. 610 $aGender. 610 $aHistory of Religion. 610 $aMysticism. 610 $aPortugal. 610 $aReligion. 610 $aReligious Studies. 610 $aRomance Studies. 610 $aTeresa of Avila. 615 7$aSOCIAL SCIENCE / Gender Studies. 676 $a248.2/209469 700 $aSerrado$b Joana$01461866 712 02$aTechnische Universittät Chemnitz$4fnd$4http://id.loc.gov/vocabulary/relators/fnd 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910805685803321 996 $aThe Discovery of Anxiousness$93670701 997 $aUNINA