LEADER 01011nam0-22003611i-450- 001 990007156150403321 005 20140327101857.0 035 $a000715615 035 $aFED01000715615 035 $a(Aleph)000715615FED01 035 $a000715615 100 $a20021021d1981----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay---n---001yy 200 1 $a<>regione Calabria$fAlfredo Caracciolo La Grotteria 210 $aMilano$cGiuffrè$d1981 215 $a222 p.$d22 cm 225 1 $a<>ordinamento amministrativo delle regioni$v18 676 $a393.9$v20$zita 700 1$aCaracciolo La Grotteria,$bAlfredo$0231452 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007156150403321 952 $aI D 34 (18)$b25040$fFSPBC 952 $aCN 67/18a$b1000idp$fDDCIC 952 $aCN 67/18b$b1842idc$fDDCIC 952 $aVI G 318$b3981$fDDA 959 $aDDA 959 $aDDCIC 959 $aFSPBC 996 $aRegione Calabria$9689764 997 $aUNINA LEADER 03931oam 2200733I 450 001 9910462700403321 005 20200520144314.0 010 $a0-203-05092-4 010 $a1-283-96810-X 010 $a1-136-42856-9 024 7 $a10.4324/9780203050927 035 $a(CKB)2670000000325350 035 $a(EBL)1111758 035 $a(OCoLC)826856030 035 $a(SSID)ssj0000853000 035 $a(PQKBManifestationID)11488054 035 $a(PQKBTitleCode)TC0000853000 035 $a(PQKBWorkID)10854302 035 $a(PQKB)10336227 035 $a(MiAaPQ)EBC1111758 035 $a(Au-PeEL)EBL1111758 035 $a(CaPaEBR)ebr10645887 035 $a(CaONFJC)MIL428060 035 $a(OCoLC)825767509 035 $a(EXLCZ)992670000000325350 100 $a20180706d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aKids and violence $ethe invisible school experience /$fatherine N. 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Sowers, editors 210 1$aBinghamton, N.Y. :$cHaworth Social Work Practice Press,$d2004. 215 $a1 online resource (216 p.) 300 $aCo-published simultaneously as Journal of evidence-based social work, Volume 1, Numbers 2/3 2004. 311 $a0-7890-2586-8 311 $a0-7890-2585-X 320 $aIncludes bibliographical references and index. 327 $aCover; Kids and Violence: The Invisible School Experience; Copyright; CONTENTS; Introduction; Bully-Victimization Related to Gender and Grade Level: Implications for Prevention Efforts; School Personnel's Observations of Bullying and Victimization Among Rural Elementary and Middle School Children; Kids-Parents-School Personnel: Few Are Talking and Even Less Are Listening; Corporal Punishment: Another Form of School Violence; The Criminal Bully-Linking Criminal Peer Bullying Behavior in Schools to a Continuum of Delinquency; A Solution-Focused Approach to Crisis Intervention with Adolescents 327 $aAbuse of Power: When School Personnel Bully Students"Hotspots" for Bullying: Exploring the Role of Environment in School Violence; Adolescent Dating Violence on School Campuses; Perceptions of Bullying and Non-Bullying Children: Results from an Exploratory Study in a U.S. Rural School; School-Based Violence Prevention Programs: A Review of Selected Programs with Empirical Evidence; Index 330 $aImplement prevention interventions and policies to curb the cycle of violence in our schools!Kids and Violence: The Invisible School Experience examines overt and covert violence occurring in the school setting involving students, school personnel, and school policy, and highlights a level of violence that is often hidden, ignored, or subtly tolerated. This book provides the latest research findings on various issues of violence in our schools. It also shows what happens when the adults responsible for the well-being of our children are actually perpetrating violence, staying silen 606 $aSchool violence$zUnited States 606 $aChildren and violence$zUnited States 606 $aViolence in children$zUnited States 606 $aSchool violence$zUnited States$xPrevention 606 $aChildren and violence$zUnited States$xPrevention 606 $aViolence in children$zUnited States$xPrevention 608 $aElectronic books. 615 0$aSchool violence 615 0$aChildren and violence 615 0$aViolence in children 615 0$aSchool violence$xPrevention. 615 0$aChildren and violence$xPrevention. 615 0$aViolence in children$xPrevention. 676 $a371.7/82 701 $aDulmus$b Catherine N$0870570 701 $aSowers$b Karen M$g(Karen Marlaine)$0870571 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462700403321 996 $aKids and violence$92050195 997 $aUNINA LEADER 04233oam 2200553I 450 001 9910800176903321 005 20230126215602.0 010 $a1-351-29167-X 010 $a1-351-29168-8 010 $a1-351-29166-1 024 7 $a10.4324/9781351291651 035 $a(CKB)3840000000339648 035 $a(MiAaPQ)EBC5228844 035 $a(OCoLC)1004085747 035 $a(EXLCZ)993840000000339648 100 $a20180706d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aEducating Doctors $eCrisis in Medical Education, Research and Practice /$fStewart Wolf 205 $aFirst edition. 210 1$aLondon :$cTaylor and Francis,$d2017. 215 $a1 online resource (218 pages) $cillustrations, tables 311 $a1-56000-301-4 311 $a1-138-50940-X 320 $aIncludes bibliographical references and indexes. 327 $tchapter 1 Medical Education /$rStewart Wolf -- $tchapter 2 The Physician in Practice /$rStewart Wolf -- $tchapter 3 Mediane in Relation to Society /$rStewart Wolf -- $tchapter 4 Research /$rStewart Wolf -- $tchapter 5 Financing Medical Research /$rStewart Wolf -- $tchapter 6 Determinants of Health and Disease /$rStewart Wolf -- $tchapter 7 From Information to Understanding: The Challenge for the Library /$rStewart Wolf -- $tchapter 8 The Evaluation of Therapy in Disease /$rStewart Wolf -- $tchapter 9 Biological Integration and Synthesis /$rStewart Wolf -- $tchapter Afterword /$rStewart Wolf. 330 $a"At a time when medical care for the people of the United States is undergoing wrenching change due mainly to vast and costly technological progress, doctors have had to cede much of their initiative and responsibility to third parties. Medicine has become a commercial enterprise. Patients must affiliate themselves with a managed health care organization in order to have access to their doctors. In the hurly-burly of today's techno-medicine, many physicians are too busy to spend time in dialogue with their patients. As a consequence, social and emotional circumstances that have been thoroughly documented to affect physiology and susceptibility to disease are overlooked.Stewart Wolf here critiques the medical establishment and the way those concerned with its various responsibilities discharge them. He puts medicine's responsibilities to society into historical perspective, relating it to social changes. He begins with the ways medical candidates are selected. He continues with commentary on currently designed teaching and learning, the qualities required in a physician and in a medical scientist, and the nature and challenges of disease and what can be done about them. Finally, Wolf provides a useful way of thinking about human biology, to better understand why people become sick or well and what people have to contend with to stay well. Throughout he emphasizes the role of the brain in controlling behavior of all sorts, general and visceral.Wolf emphasizes the regulatory power of the nervous system as it perceives and evaluates life experiences and influences learning, behavior, and susceptibility to disease. Wolf'sgoal is not to supply a recipe for the achievement of better health, but to encourage a better understanding of ourselves and the paths toward health. Educating Doctors reexamines the responsibilities, goals, and activities of the medical establishment. 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