LEADER 01114nam0-22003011i-450- 001 990000399410403321 005 20001010 035 $a000039941 035 $aFED01000039941 035 $a(Aleph)000039941FED01 035 $a000039941 100 $a20001010d--------km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aAbrasione e Frammentazione Percolativa di Carboni durante la Combustione e Gasificazione in Letto Fluido$fCandidatoPiero Salatino. Relatore Leopoldo Massimilla. 210 $aNapoli$cUniv. di Napoli$d1985-1986 215 $a136 p., ill., 31 cm 300 $aIn testa al front.: Universita' degli Studi di Napoli Federico II. Facolta' di Ingegneria. Dipartimento di Ingegneria Chimica. 700 1$aSalatino,$bPiero$021738 702 1$aLeopoldo,$bMassimilla 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000399410403321 952 $a04 260-6$bDIC$fDINCH 959 $aDINCH 996 $aAbrasione e Frammentazione Percolativa di Carboni durante la Combustione e Gasificazione in Letto Fluido$9135160 997 $aUNINA DB $aING01 LEADER 05538nam 2200649Ia 450 001 9910462382403321 005 20200520144314.0 010 $a0-8261-2955-2 035 $a(CKB)2670000000242469 035 $a(EBL)1029112 035 $a(OCoLC)812174108 035 $a(SSID)ssj0000720399 035 $a(PQKBManifestationID)12237871 035 $a(PQKBTitleCode)TC0000720399 035 $a(PQKBWorkID)10668636 035 $a(PQKB)11675599 035 $a(MiAaPQ)EBC1029112 035 $a(Au-PeEL)EBL1029112 035 $a(CaPaEBR)ebr10603945 035 $a(CaONFJC)MIL539553 035 $a(EXLCZ)992670000000242469 100 $a20110914d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping successful health-care education simulation centers$b[electronic resource] $ethe consortium model /$fPamela R. Jeffries, Jim Battin 210 $aNew York $cSpringer Pub. Co.$d2012 215 $a1 online resource (178 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-2954-4 320 $aIncludes bibliographical references and index. 327 $aCover Page; Developing Successful Health Care Education Simulation Centers: The Consortium Model; Contents; List of Contributors; Simulation Consortia and Leaders; Foreword; Preface; Acknowledgments; One: Why Develop a Consortium for Simulation Educators?; The Practice-Preparation Gap; Nursing Shortages; An Expanding Job Market; Interdisciplinary Work Trending Up; Simulation Education Can Help; Disadvantages to Individual Simulation Centers; A Complex Undertaking; Resistance From Health Professional Educators; Costs; The Power of Many: Benefits of a Consortium; The Simulation Consortium Model 327 $aThe Oregon Simulation Alliance: Exemplar ConsortiumSummary: Finding a Common Ground; References; Suggested Readings; Two: Building the Consortium; Developing Relationships; Establishing the Scope of Your Consortium; Formalizing Your Partnership Through First Meetings; Gathering Data; The Compelling Story; Shared Vision; Summary; References; Suggested Readings; Three: Leading and Managing the Consortium; Stewardship: Leadership Through Service; Establishing Your Organizational Structure; Governing Board or Executive Committee; Steering Committee; Content Expert(s); Support Staff Team 327 $aDefining Your Vision, Mission, and ValuesMission Statement; Vision Statement; Core Values; Using Mission, Vision, and Core Values; Managing Growth; Managing Project Creep; Summary; References; Suggested Readings; Four: Collaborating With Others; Why Collaborate?; Communication Connects; Diversity Rewards; Outcomes Improve; Plan for Collaboration; Summary; Reference; Suggested Readings; Appendix: Collaborative Opportunities Throughout the Simulation Consortium Model; Five: Developing a Strategy; Phase I: Gathering Information; Developing a Needs Assessment; The Literature Review 327 $aQuantitative and Qualitative ResearchManaging the Workflow: The Reservoir Principle; Phase II: Discussion; Envisioning the Future; Defining the Current State of Simulation Education; Key Potential Actions; Develop Core Strategies; Beginning the Implementation: The Project Plan; Summary; References; Suggested Readings; Six: Evaluating the Strategic Plan; Why Bother?; Establishing a Baseline; System-Wide Evaluation of the Consortium; Writing Evaluation Statements; Sharing Good Practices Through Self-Evaluation; Summary; References; Seven: Planning for Professional Development 327 $aAnticipating ChallengesAscertaining Specific Learning Needs; Identifying Education and Training Topics; Creating a Simulation Education and Training Matrix; Creating a Comprehensive Plan; Measuring Professional Development Initiatives; Summary; References; Suggested Readings; Eight: Implementing the Strategy; Putting a Stake In the Ground; Challenges to Implementation; Lack of Defining Purpose; Organizational or Cultural Differences; Communication; Project Creep; Engagement and Motivation; Reporting Results and Outcomes; Summary; Suggested Readings; Nine: Engaging in Reflection and Renewal 327 $aWhy Spend the Time? 330 $a""Pam Jefferies and Jim Battin provide a very thoughtful, step by step approach to create a collaborative health care simulation consortium. It is inspiring to witness many stakeholders come together in Southeast Indiana to effectively educate and train people entering the healthcare profession (and current nurses, doctors, and allied health professionals)! [This book] isn't just about health care and simulation it offers a terrific road-map for any community, region, or industry focused on developing human potential as the means to economic prosperity and quality of life!"". -- John Burnett. 606 $aNursing$xStudy and teaching$xSimulation methods 606 $aMedicine$xStudy and teaching$xSimulation methods 606 $aConsortia 608 $aElectronic books. 615 0$aNursing$xStudy and teaching$xSimulation methods. 615 0$aMedicine$xStudy and teaching$xSimulation methods. 615 0$aConsortia. 676 $a610.73076 700 $aJeffries$b Pamela R$01054045 701 $aBattin$b Jim$01054046 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462382403321 996 $aDeveloping successful health-care education simulation centers$92486346 997 $aUNINA LEADER 04034oam 2200757I 450 001 9910955207903321 005 20251117064044.0 010 $a1-135-25391-9 010 $a1-282-31611-7 010 $a9786612316111 010 $a0-203-86910-9 024 7 $a10.4324/9780203869109 035 $a(CKB)1000000000799205 035 $a(EBL)456653 035 $a(OCoLC)503475355 035 $a(SSID)ssj0000336850 035 $a(PQKBManifestationID)12084180 035 $a(PQKBTitleCode)TC0000336850 035 $a(PQKBWorkID)10282201 035 $a(PQKB)10235193 035 $a(MiAaPQ)EBC456653 035 $a(Au-PeEL)EBL456653 035 $a(CaPaEBR)ebr10341944 035 $a(CaONFJC)MIL231611 035 $a(OCoLC)535923624 035 $a(OCoLC)503475355 035 $a(EXLCZ)991000000000799205 100 $a20180706d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDomestic violence and children $ea handbook for schools and early years settings /$fAbigail Sterne and Liz Poole ; with Donna Chadwick, Catherine Lawler and Lynda Warren Dodd 205 $a1st ed. 210 1$aMilton Park, Abingdon, Oxon ;$aNew York :$cRoutledge,$d2009. 215 $a1 online resource (159 p.) 300 $aDescription based upon print version of record. 311 08$a0-415-46551-6 311 08$a0-415-55632-5 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Foreword; Acknowledgements; Introduction; Part 1 The impact of domestic violence on young people and families; Chapter 1 Introduction and background: Children living with domestic violence; Chapter 2 The impact on babies and young children; Chapter 3 The impact on school-aged children; Chapter 4 Families in refuges and temporary accommodation; Chapter 5 The impact on mothers and on parenting; Chapter 6 Summary: Domestic violence and the 'Every Child Matters' Five Key Outcomes; Part 2 Meeting children's needs in schools and early years settings 327 $aChapter 7 IntroductionChapter 8 Engaging and supporting parents; Chapter 9 Meeting children's needs in early years settings; Chapter 10 Supporting school-aged children; Chapter 11 The roles of other professionals; Chapter 12 Supporting transient pupils and those in refuges and temporary accommodation; Chapter 13 Safety and confidentiality issues in schools; Chapter 14 Looking to the future: Educating young people and the community; Bibliography; Index 330 $aWhat can schools and social care workers do to help children affected by domestic violence?Large numbers of children are affected by domestic violence. The problem crosses every social class and culture. It causes distress and anxiety in children and adversely affects their learning and play, as well as their behaviour, wellbeing and attendance.Education staff may know of a child or family in crisis, want to help, yet feel outside their comfort zone, grappling with a complex issue not covered in their training. This book describes the impact of domestic violence on children an 606 $aTeacher participation in educational counseling$zGreat Britain 606 $aSchool social work$zGreat Britain 606 $aAbused children$xEducation$zGreat Britain 606 $aChild abuse$zGreat Britain$xPrevention 606 $aEarly childhood education$zGreat Britain 615 0$aTeacher participation in educational counseling 615 0$aSchool social work 615 0$aAbused children$xEducation 615 0$aChild abuse$xPrevention. 615 0$aEarly childhood education 676 $a371.7/8 686 $a79.16$2bcl 686 $a5,3$2ssgn 686 $aDS 7184$2rvk 700 $aSterne$b Abigail.$01872755 701 $aPoole$b Liz$01872756 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910955207903321 996 $aDomestic violence and children$94482539 997 $aUNINA