LEADER 03513nam 2200697Ia 450 001 9910966749103321 005 20241226110719.0 010 $a9781446251263 010 $a1446251268 010 $a9781283881814 010 $a1283881810 010 $a9781446263860 010 $a144626386X 035 $a(CKB)2670000000204220 035 $a(EBL)1024023 035 $a(OCoLC)809969435 035 $a(SSID)ssj0000675411 035 $a(PQKBManifestationID)11461185 035 $a(PQKBTitleCode)TC0000675411 035 $a(PQKBWorkID)10670135 035 $a(PQKB)11329100 035 $a(MiAaPQ)EBC1024023 035 $a(OCoLC)1007858094 035 $a(StDuBDS)EDZ0000085500 035 $a237579 035 $a(EXLCZ)992670000000204220 100 $a20120621d2012 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe behaviour management toolkit $eavoiding exclusion at school /$fChris Parry-Mitchell 205 $a1st ed. 210 $aLos Angeles, Calif. $cSAGE Publications$d2012 210 1$aLondon :$cSAGE Publications,$d2013. 215 $a1 online resource (xiv, 121 pages) $cillustrations (black and white) 225 0 $aLucky duck books 300 $aDescription based upon print version of record. 311 08$a9781446210758 311 08$a1446210758 311 08$a9781446210741 311 08$a144621074X 320 $aIncludes bibliographical references. 327 $aCOVER; Contents; CD table of contents; About the author; Acknowledgements; How to use this book; Points to consider; 1. Introducing the toolkit; 2. Games, hooks and tactics; 3. 'What makes me tick?' The differences between people; 4. Hitting the targets: setting goals and examining meanings; 5. Keeping it real: understanding anger and strategies to help; 6. Lights, action, drama! Understanding unhelpful roles and identities; 7. Fast forward: raising aspirations and creating a future; 8. Step over here: developing an understanding of the views of others 327 $a9. Premier skills: skills for successful learners10. Look at me now ...bring it on! Reflection and skills for the future; Appendix 1: Specimen parents'letter; Appendix 2: Specimen parents'open afternoon invitation; Appendix 3: Specimen student programme evaluation; Appendix 4: Specimen school referral; Appendix 5: Specimen student self-assessment form; Appendix 6: Specimen student's letter; Appendix 7: Specimen brochure; Bibliography, further reading, websites and training courses 330 8 $aBased on author Chris Parry-Mitchell's successful work across a range of schools, this book consists of 10 sessions that make up a program to help students who are at risk of exclusion. The young people learn how to think, communicate, behave and relate to each other and other people in more useful ways. Everything in this book has been tried and tested with young people who are at risk within their school settings, and for most of them it has been a turning point in their lives. 410 0$aLucky Duck Books 606 $aBehavior modification 606 $aBehavioral assessment 615 0$aBehavior modification. 615 0$aBehavioral assessment. 676 $a371.4046 700 $aParry-Mitchell$b Chris$01835913 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966749103321 996 $aThe behaviour management toolkit$94413455 997 $aUNINA LEADER 05177nam 2200721Ia 450 001 9910969896103321 005 20251116230832.0 010 $a9786610742141 010 $a9780309165143 010 $a0309165148 010 $a9781280742149 010 $a1280742143 010 $a9780309549318 010 $a0309549310 035 $a(CKB)1000000000521982 035 $a(EBL)3564107 035 $a(SSID)ssj0000277065 035 $a(PQKBManifestationID)11231511 035 $a(PQKBTitleCode)TC0000277065 035 $a(PQKBWorkID)10233678 035 $a(PQKB)11515265 035 $a(MiAaPQ)EBC3564107 035 $a(Au-PeEL)EBL3564107 035 $a(CaPaEBR)ebr10160727 035 $a(CaONFJC)MIL74214 035 $a(OCoLC)61505165 035 $a(Perlego)4734380 035 $a(BIP)12806859 035 $a(EXLCZ)991000000000521982 100 $a20050620d2005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessment of the scientific information for the Radiation Exposure Screening and Education Program /$fCommittee to Assess the Scientific Information for the Radiation Exposure Screening and Education Program, Board on Radiation Effects Research, Division on Earth and Life Studies 205 $a1st ed. 210 $aWashington, D.C. $cNational Academies Press$d2005 215 $a1 online resource (429 p.) 300 $aDescription based upon print version of record. 311 08$a9780309096102 311 08$a0309096103 320 $aIncludes bibliographical references. 327 $a""Front Matter""; ""Acknowledgments""; ""Reviewers""; ""A Note on the Units of Measurement Used in this Report""; ""Contents""; ""Executive Summary""; ""1 Introduction""; ""2 Legislation and Compensation""; ""3 Basic Concepts in Radiation Physics, Biology, and Epidemiology""; ""4 Review of Recent Data on Radiation Epidemiology, Biology, and Dosimetry""; ""5 Expanding RECA Eligibility: Scientific Issues""; ""6 Expanding RECA Eligibility: Implementation""; ""7 Diseases, Populations, and Other Issues of Public Concern""; ""8 Ethical Framework""; ""9 Medical Screening"" 327 $a""10 Screening for Compensation""""11 Education and Outreach""; ""References""; ""Appendixes""; ""Appendix A Invited Speakers and Public Comment""; ""Appendix B A Comparison of the Risk of Skin Cancer with the Risk of Lung Cancer from Exposure to Radon Decay Products in Underground Mines""; ""Appendix C Radioactivity in Guam After Nuclear- Weapons Testing in the Pacific""; ""Appendix D The Optimal Criterion for Positivity in Screening""; ""Appendix E Selected Cancer-Screening Recommendations""; ""Glossary""; ""List of Abbreviations""; ""Committee and Staff Biographies"" 330 $aThe Radiation Exposure Compensation Act (RECA) was set up by Congress in 1990 to compensate people who have been diagnosed with specified cancers and chronic diseases that could have resulted from exposure to nuclear-weapons tests at various U.S. test sites. Eligible claimants include civilian onsite participants, downwinders who lived in areas currently designated by RECA, and uranium workers and ore transporters who meet specified residence or exposure criteria. The Health Resources and Services Administration (HRSA), which oversees the screening, education, and referral services program for RECA populations, asked the National Academies to review its program and assess whether new scientific information could be used to improve its program and determine if additional populations or geographic areas should be covered under RECA. The report recommends Congress should establish a new science-based process using a method called "probability of causation/assigned share" (PC/AS) to determine eligibility for compensation. Because fallout may have been higher for people outside RECA-designated areas, the new PC/AS process should apply to all residents of the continental US, Alaska, Hawaii, and overseas US territories who have been diagnosed with specific RECA-compensable diseases and who may have been exposed, even in utero, to radiation from U.S. nuclear-weapons testing fallout. However, because the risks of radiation-induced disease are generally low at the exposure levels of concern in RECA populations, in most cases it is unlikely that exposure to radioactive fallout was a substantial contributing cause of cancer. 517 3 $aRadiation exposure screening and education program 606 $aNuclear weapons$zUnited States$xTesting 606 $aRadiation dosimetry 606 $aRadiation$xPhysiological effect$xResearch$zUnited States 606 $aRadiation$xSafety measures 615 0$aNuclear weapons$xTesting. 615 0$aRadiation dosimetry. 615 0$aRadiation$xPhysiological effect$xResearch 615 0$aRadiation$xSafety measures. 676 $a363.1799 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910969896103321 996 $aAssessment of the scientific information for the Radiation Exposure Screening and Education Program$94365525 997 $aUNINA