LEADER 02992nam 2200577 a 450 001 9910461087803321 005 20200520144314.0 010 $a1-57922-605-1 035 $a(CKB)2670000000160202 035 $a(EBL)911939 035 $a(OCoLC)779850778 035 $a(SSID)ssj0000656048 035 $a(PQKBManifestationID)12260714 035 $a(PQKBTitleCode)TC0000656048 035 $a(PQKBWorkID)10631811 035 $a(PQKB)11772085 035 $a(MiAaPQ)EBC911939 035 $a(Au-PeEL)EBL911939 035 $a(CaPaEBR)ebr10545781 035 $a(EXLCZ)992670000000160202 100 $a20101029d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFrom brain to mind$b[electronic resource] $eusing neuroscience to guide change in education /$fJames E. Zull 205 $a1st ed. 210 $aSterling, Va. $cStylus Pub.$d2011 215 $a1 online resource (306 p.) 300 $aDescription based upon print version of record. 311 $a1-57922-461-X 320 $aIncludes bibliographical references and index. 327 $aThe natural journey from brain to mind -- The great transformation; changing perception into action, and vice versa -- Finding the freedom, finding the joy: emotion and progress toward mind -- Toward deeper learning: growth of mind by making meaning and creating ideas -- Getting the picture: images and other neuronal patterns for building mind -- Basics: the symbolic brain and education (language, mathematics, and music) -- Creating memory: foundations and superstructure for the mind -- Using memory: the ultimate destination in the journey -- Purpose and principles for education: organizing knowledge and serving learners -- The connecting thread: knowing our own mind. 330 $aWith his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education. Stating that the time is ripe to recognize that "the primary objective of education is to understand human learning" and that "all other objectives depend on achieving this understanding", James Zull challenges readers to focus on this purpose, fi 606 $aLearning$xPhysiological aspects 606 $aLearning, Psychology of 606 $aCognitive neuroscience 608 $aElectronic books. 615 0$aLearning$xPhysiological aspects. 615 0$aLearning, Psychology of. 615 0$aCognitive neuroscience. 676 $a612.8/2 700 $aZull$b James E$g(James Ellwood),$f1939-$0909342 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461087803321 996 $aFrom brain to mind$92105288 997 $aUNINA LEADER 02675nam 2200601 450 001 9910797311703321 005 20230803213530.0 010 $a1-62637-314-0 024 7 $a10.1515/9781626373143 035 $a(CKB)3710000000456482 035 $a(EBL)3433683 035 $a(SSID)ssj0001531956 035 $a(PQKBManifestationID)12590768 035 $a(PQKBTitleCode)TC0001531956 035 $a(PQKBWorkID)11472844 035 $a(PQKB)10235337 035 $a(Au-PeEL)EBL3433683 035 $a(CaPaEBR)ebr11084848 035 $a(OCoLC)915135077 035 $a(DE-B1597)623554 035 $a(DE-B1597)9781626373143 035 $a(MiAaPQ)EBC3433683 035 $a(EXLCZ)993710000000456482 100 $a20140415d2014 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aConfronting school bullying $ekids, culture, and the making of a social problem /$fJeffrey W. Cohen and Robert A. Brooks 210 1$aBoulder Colorado :$cLynne Rienner Publishers, Incorporated,$d2014. 215 $a1 online resource (210 p.) 225 1 $aSocial problems, social constructions 300 $aDescription based upon print version of record. 311 $a1-62637-152-0 320 $aIncludes bibliographical references (pages 229-239) and index. 327 $aBullying and the shifting construction of a social problem -- Bullying as an individual pathology -- From personal pathology to collective crisis -- From collective crisis to collective failure -- Gender and social control -- Constructing the gay victim -- The anti-bullying industry -- Finding comfort in complexity. 330 $aIs bullying an innocent part of growing up . or a serious problem requiring large-scale policy remedies? What is behind our rapidly changing perceptions of  "acceptable" behavior? And when is the remedy worse than the problem? In their in-depth view of school bullying, Jeffrey Cohen and Robert Brooks navigate between empirical evidence and breathless media accounts to make sense of ongoing debates and provide insights into the failure of punitive antibullying policies. 410 0$aSocial problems, social constructions. 606 $aBullying in schools 606 $aBullying in schools$xPrevention 615 0$aBullying in schools. 615 0$aBullying in schools$xPrevention. 676 $a371.7/82 700 $aCohen$b Jeffrey W.$01578016 702 $aBrooks$b Robert Andrew 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797311703321 996 $aConfronting school bullying$93857078 997 $aUNINA