LEADER 02777 am 2200565 n 450 001 9910495672103321 005 20240104030505.0 010 $a2-39029-085-X 035 $a(CKB)4100000011260100 035 $a(FrMaCLE)OB-pun-4682 035 $a(PPN)244860084 035 $a(EXLCZ)994100000011260100 100 $a20200526j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 200 00$aIncunabula Namurcensia$fRenaud Adam 210 $aNamur$cPresses universitaires de Namur$d2020 215 $a1 online resource (86 p.) 311 $a2-39029-003-5 330 $aL'ouvrage Incunabula Namurcensia est le premier catalogue à décrire, sous un seul volume, les 108 incunables conservés à la Bibliothèque Universitaire Moretus Plantin de l'Université de Namur et à la Bibliothèque jésuite du Centre de Documentation et de Recherche Religieuses (Namur). Ces précieux témoins des débuts de l?ère typographique ? dont une pièce unique au monde ? sont décrits par ordre alphabétique avec une attention particulière aux anciennes marques de provenance, à la présence d?illustrations et d?enluminures ou de reliures exceptionnelles. Le catalogue est précédé par une introduction revenant sur les origines de l?imprimerie, sur un historique des deux fonds ainsi que sur le contenu du fonds abordé du point de vue des textes, mais aussi pour son importance dans l?histoire du livre au xve siècle et des pratiques de lectures à cette époque. Il est complété par deux index (typographique et des noms), des tables de concordances et une bibliographie. Ce volume intéressera les historiens du livre, les chercheurs travaillant sur la fin de l?époque médiévale et les débuts de l?époque moderne, les professionnels du livre (bibliothécaires et libraires), les bibliographes ainsi que les bibliophiles. 606 $aHistory 606 $aInformation Science & Library Science 606 $aimprimerie 606 $aincunable 606 $amanuscrit 606 $abibliothèque 606 $amarché du livre 606 $atypographie 606 $aexposition 606 $acaractère mobile 606 $alivre imprimé 606 $apatrimoine 615 4$aHistory 615 4$aInformation Science & Library Science 615 4$aimprimerie 615 4$aincunable 615 4$amanuscrit 615 4$abibliothèque 615 4$amarché du livre 615 4$atypographie 615 4$aexposition 615 4$acaractère mobile 615 4$alivre imprimé 615 4$apatrimoine 700 $aAdam$b Renaud$01303281 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910495672103321 996 $aIncunabula Namurcensia$93658796 997 $aUNINA LEADER 04306nam 2200565 450 001 9910807724203321 005 20230808191552.0 010 $a1-78450-229-4 035 $a(CKB)3710000000595855 035 $a(EBL)4357393 035 $a(SSID)ssj0001609204 035 $a(PQKBManifestationID)16319206 035 $a(PQKBTitleCode)TC0001609204 035 $a(PQKBWorkID)14794854 035 $a(PQKB)11503030 035 $a(MiAaPQ)EBC4357393 035 $a(EXLCZ)993710000000595855 100 $a20160218h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aResponding to loss and bereavement in schools $ea training resrouce to assess, evaluate and improve the school response /$fJohn Holland 210 1$aLondon, [England] ;$aPhiladelphia, Pennsylvania :$cJessica Kingsley Publishers,$d2016. 210 4$d©2016 215 $a1 online resource (154 p.) 300 $aDescription based upon print version of record. 311 $a1-84905-692-7 320 $aIncludes bibliographical references. 327 $aResponding to Loss and Bereavement in Schools by John Holland; Introduction; Problems that can arise after loss; Religious and cultural issues; How to use Responding to Loss and Bereavement in Schools: Menu of suggested action; Introduction; Chapter 1 - The Role of the School; The importance of planning and policy; Potential roles in schools; The importance of information gathering and communication; The Key or Golden Moments; Evaluation; When disaster strikes; Chapter 2 - The Audit; The pre-training quiz; Pre-training quiz answers; Evaluation of the questionnaires; Chapter 3 - The Exercises 327 $aTraining planTraining key; General loss-awareness exercises; Exercise 1 - What makes a subject taboo?; Exercise 2 - Why is death a difficult or taboo subject?; Exercise 3 - Where do children get their ideas about death?; Exercise 4 - What do children understand about death?; Exercise 5 - The goldfish test; Exercise 6 - Euphemisms; Exercise 7 - Technical and complex language; Exercise 8 - Experiences of death 1; Exercise 9 - Experiences of death 2; Exercise 10 - Engaging with children about death; Exercise 11 - Misleading children; Exercise 12 - Different losses that pupils could experience 327 $aThe Initial Responses to a DeathExercise 13 - Responding to the family after a death 1; Exercise 14 - Responding to the family: the caller's perspective; Exercise 15 - Responding to the family after a death 2; Exercise 16 - A letter of condolence ; Exercise 17 - A telephone call of condolence; Exercise 18 - The initial meeting with the family; Exercise 19 - When you need outside support; Exercise 20 - Children attending funerals; Exercise 21 - Parents, children and funerals; Exercise 22 - Children attending the chapel of rest; Exercise 23 - Informing the school community 327 $aThe Medium and Longer-Term Responses to a DeathExercise 24 - Barriers to interacting with bereaved pupils; Exercise 25 - The pupil's return to school; Exercise 26 - Support for bereaved pupils; Exercise 27 - The 'ripple effect' after a significant death or loss 1; Exercise 28 - The 'ripple effect' after a significant death or loss 2; Exercise 29 - Help in the medium to long term; Exercise 30 - Warning signs; Exercise 31 - Bereavement policy and procedure; Supporting Bereaved Pupils: A Summary; Useful Resources; Bibliography; Untitled; Blank Page 330 $aA complete resource to provide the best possible response to pupil and staff bereavement and loss in schools. Includes guidance on communication and the importance of considered whole-school support, audit and assessment tools, as well as a full set of photocopiable exercises for in-school training. 606 $aLoss (Psychology) in children 606 $aBereavement in children 606 $aCounseling 615 0$aLoss (Psychology) in children. 615 0$aBereavement in children. 615 0$aCounseling. 676 $a155.9/37083 700 $aHolland$b John$f1948-$0291671 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807724203321 996 $aResponding to loss and bereavement in schools$94100383 997 $aUNINA