LEADER 01589nam 2200397Ia 450 001 996394834603316 005 20200824132443.0 035 $a(CKB)3810000000007362 035 $a(EEBO)2240854377 035 $a(OCoLC)ocm17481637e 035 $a(OCoLC)17481637 035 $a(EXLCZ)993810000000007362 100 $a19880216d1641 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 10$aWoodhouse 1641$b[electronic resource] $ea new almanack and prognostication for the yeare of our Lord God 1641 : being the first after leap-yeere, containing sundry rules, notes, and directions necessary for most sorts of men, serving indifferently for all this kingdome of Great Britain, but more especially for the meridian of the ancient city of Chichester and the southerne parts /$fmade and collected by John Woodhouse .. 210 $aLondon $cPrinted by Io. Dawson for the Companie of Stationers$d[1641] 215 $a[40] p 300 $aDate of imprint suggested by Wing. 300 $aSecond part has special t.p. and imprint: London : Printed for the Company of Stationers, 1641. 300 $aReproduction of original in the Bodleian Library. 330 $aeebo-0014 606 $aAlmanacs, English 606 $aAstrology$vEarly works to 1800 606 $aEphemerides 615 0$aAlmanacs, English. 615 0$aAstrology 615 0$aEphemerides. 700 $aWoodhouse$b John$0468363 801 0$bEAJ 801 1$bEAJ 801 2$bWaOLN 906 $aBOOK 912 $a996394834603316 996 $aWoodhouse 1641$92405227 997 $aUNISA LEADER 10994nam 2200481 450 001 9910637718703321 005 20230422203958.0 010 $a9783031131349$b(electronic bk.) 010 $z9783031131332 035 $a(MiAaPQ)EBC7165859 035 $a(Au-PeEL)EBL7165859 035 $a(CKB)25913877100041 035 $a(PPN)267816529 035 $a(EXLCZ)9925913877100041 100 $a20230422d2023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aSchool violence and primary prevention /$fedited by Thomas W. Miller 205 $a2nd ed. 210 1$aCham, Switzerland :$cSpringer,$d[2023] 210 4$d©2023 215 $a1 online resource (734 pages) 311 08$aPrint version: Miller, Thomas W. School Violence and Primary Prevention Cham : Springer International Publishing AG,c2023 9783031131332 320 $aIncludes bibliographical references and index. 327 $aIntro -- Foreword -- References -- Acknowledgments -- Contents -- About the Editor -- Contributors -- Part I: Conceptualizing School Violence -- Chapter 1: School-Related Violence: Definition, Scope, and Prevention Goals -- Introduction -- Definition -- Scope of the Problem -- Risk Factors in Violence -- Goals for School-Based Prevention -- School Violence as a Public Health Issue -- Understanding the Stages of Prevention -- Major Goals and Approaches to Prevention -- In Search of School-Related Violence Prevention -- Safer Schools Through Primary Prevention -- Concluding Thought -- References -- Chapter 2: The Neurobiology of Violence and Victimization: Etiology, Biological Substrates, Clinical Implications, and Preventive Strategies -- Introduction -- Gene-Environment Interactions in Violence and Victimization -- An Example of the Role Gene-Environment Interactions That Play in Modulating Aggression and Violence -- Clinical Considerations -- Youth Trauma, Abuse, and Neglect -- Adverse Childhood Experiences -- Trauma Through the Lens of the DSM-5 -- Domains of Trauma -- Attachment -- The Role of Biology, Trauma, and Working Models in the Development of Psychopathology -- Cognition, Affect Regulation, and Behavioral Control-The Role of the Amygdala in the Threat Response -- Affect -- Cognition -- Behavior -- Risk and Resiliency -- Clinical Considerations -- Youth Violence and Aggression -- Aggression Subtypes-"Hot" and "Cold" Aggression -- Psychopathy-A Lack of Conscience and Moral Sense -- The Role to the Amygdala in Psychopathy, "Cold" Aggression, and Deficit Empathy -- Heightened Threat Sensitivity-The Role of the Prefrontal Cortex and Amygdala in Reactive, "Hot" Aggression -- Deficient Decision-Making-The Role of the OFC, Ventromedial PFC, and Striatum in Impulse Control Problems, Frustration, and Reactive Aggression. 327 $aThe Connection Between Victimization and Violence -- Toward an Integrated Model of Neurobiological Function in Violence and Victimization -- Key Neurobiological Substrates Underlying Victimization and Violence and Their Interaction: Summary -- Clinical Studies Investigating the Connection Between Violence and Victimization -- Social Media-A New World, New Risks for Victimization and Perpetration -- Jeffrey Gray's Biobehavioral Model of Brain Functioning-An Additional Endophenotype Model to Consider -- Clinical Considerations -- Appendix: Additional Interventions -- Adolescence as a Critical Period -- Additional Recommended Interventions for Youth of Various Ages -- Websites Providing Evidence-Based Resources -- References -- Chapter 3: Developmental Issues in the Prevention of Aggression and Violence in School -- Primary Prevention -- Developmental Considerations in Designing Primary Prevention Programming -- Types and Trajectories of Aggressive Behavior During Childhood, Adolescence, and Emerging Adulthood -- Classifying Aggressive Behaviors -- Trajectories of Aggressive Behaviors Throughout Development -- Changes in the Forms and Functions of Aggressive Behaviors with Development -- Implications for Primary Prevention -- Sexual Harassment and Harassment Based on Gender, Race, or Sexual Orientation -- Cyberbullying and Internet-Based Harassment -- Theories of Aggressive Behavior and Violence -- Future Research and Evidence-Based Applications of Research to Practice -- Summary and Conclusion -- References -- Chapter 4: Urban School Violence: Responding with Culture and Protective Factors Among Youth of Color -- Risk Factors Associated with Urban School Violence for Youth of Color -- The Historical Context of School Violence -- Sociological and Contextual Factors Associated with Urban School Violence. 327 $aPsychosocial Factors Associated with Urban School Violence -- School Environment and Urban School Violence -- Consequences of Urban School Violence for Youth of Color -- Culturally Relevant Protective Factors as a Solution to Urban School Violence Among Youth of Color -- A Culture-Centered Model -- Racial Identity and Racial Socialization -- Racial Socialization -- Racial Identity -- Spirituality and Religiosity -- Communalism -- Suggestions for Research and Practice -- Suggestions for Research -- Suggestions for Intervention Efforts -- Conclusions -- References -- Chapter 5: Gendered Harassment in Adolescence -- Gendered Harassment: Prevalence in Schools and Characteristics of Victims and Perpetrators -- Sexual Harassment in Schools -- SOGIE Harassment in Schools -- Consequences of Gendered Harassment at School -- Witnessing Gendered Harassment -- The Role of Schools -- Emphasizing Gender/Sex and Increasing Stereotypes -- Lacking Policies Prohibiting SH and SOGIE Harassment -- Ignoring or Overlooking SH and SOGIE Harassment -- Recommendations and Future Directions -- Recommendations for Effective Intervention Strategies -- Recommendations for Future Research -- Conclusion -- References -- Chapter 6: Intergenerational Experiences of Bullying, Violence, Support and Survival Skills in Schools -- What Concerns You About Bullying and Violence? -- Your Situation -- Your Resources -- Me, You, Us, Now -- Practical Coping Strategies for Individuals - Immediate Issues and Personal Development to Enhance Resilience -- Life-Career First Aid -- Topics to Explore -- Examples of Individual Cases of Bullying and Violence in Schools -- Bullying and Different Kinds of Challenges - From Abuse to Cultures of Violence -- The Diverse Range of Bullying, Abuse and Violence in Schools and Society -- Cultures of Violence. 327 $aIntergenerational Transmission of Cultures of Bullying and Violence -- Gun and Knife Cultures -- Radicalisation and De-escalation -- Gang Cultures -- Practical Coping Strategies for Families and Friends -- Getting Professional Support -- Supporting Your Friends and Family -- Parent Responsibility for Choice and Conduct of School -- What Is Going on? Confidence, Control and Respect in Relationships -- Confidence and Our Inner Sense of Control -- Outer Influence and Assertiveness - How Do We Treat Others? -- Cultural Contexts for Control Behaviours -- Parenting and Control in Relationships -- Self-Awareness: Do I Over-Control or Bully? -- Using Transactional Analysis (TA) in Parenting and Other Relationships -- Adult Experiences of Workplace Bullying and Coping Strategies with Bullies -- Practical Issues for Professionals, Leaders and Authorities and for Major Incidents -- Pastoral Skills -- Rules and Boundaries (see also section "The Importance of Boundaries for Students and Communities") -- Responding to Extreme Violence and Trauma in the Twenty-First century -- Psychological First Aid (PFA) -- Shadows from the Past: Reflections on Violence from Teachers -- Long-Term Responses to Bullying and Violence - Post-trauma Transitions -- The Importance of Boundaries for Students and Communities -- Boundaries, Laws and Criminal Behaviour -- Emerging Threats to Children in Schools in the Twenty-First Century -- Extreme Violence -- Substance Abuse and Other Self-Harm -- Pornography -- Malicious Use of Social Media -- The COVID-19 Pandemic -- Climate Change -- New Visions, Techniques, Opportunities and Resources -- From Nightmares to Inspirations - School Communities and Open Systems -- Healthy Systems and Online Resources -- The Recovery College Approach to Community Mental Health Needs -- Online Learning Resources, e.g. the Future Learn Open College Platform. 327 $aNew Initiatives to Support Vulnerable, Violent and Excluded Young People and Their Families -- Community Psychology Initiatives - MAC-UK (Music and Change), London -- Non-violent Resistance (NVR) -- Conclusions: Contributions of Intergenerational Experiences to Child Development -- References -- Part II: Factors and Forms of School Violence -- Chapter 7: Updated Perspectives on Linking School Bullying and Related Youth Violence Research to Effective Prevention Strategies -- Defining Bullying: Past and Present -- Social-Ecology of Bullying and Associated Youth Violence -- Prevention, Intervention, and Policy Efforts -- Meta-Analytic Studies: Traditional Bullying -- Meta-Analytic Study: Traditional and Cyberbullying -- Meta-Analytic Study: Teen Dating Violence -- Tiered Prevention and Intervention Approaches -- An Example of Primary Prevention for Bullying Behaviors: Random Acts of Kindness -- An Example of Secondary Prevention for Bullying Behaviors: Bully Busters -- An Example of Tertiary Prevention for Bullying Behaviors: Target Bullying Intervention Program -- How to Implement Prevention Strategies? -- Leveraging Technology to Inform Bullying and Youth Violence Prevention -- Conclusions -- References -- Chapter 8: School-Related Violence During the COVID-19 Pandemic -- Introduction -- Violence in the Home with School-Aged Children -- Importance of a Safety Signal -- The Public Health Perspective During a Pandemic -- Public Health Policy -- The Global Perspective on School-Related Violence Associated with the Pandemic Period -- Considerations for Preventing Child Maltreatment During a Global Pandemic -- Health Care and Educational Needs During the Pandemic -- Certain Lessons Learned During the Global Pandemic -- References -- Chapter 9: Sexual Exploitation, Abuse, and Trafficking of School-Aged Children -- Introduction. 327 $aChild Sexual Abuse and Exploitation Terminology. 606 $aJuvenile delinquents$xPsychology 615 0$aJuvenile delinquents$xPsychology. 676 $a325 702 $aMiller$b Thomas W.$f1943- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910637718703321 996 $aSchool violence and primary prevention$93090251 997 $aUNINA LEADER 00949nam a2200277 a 4500 001 991001594129707536 008 020 $a8817173096 035 $ab12169535-39ule_inst 040 $aDip.to Scienze dell'Antichità$bita 041 $agrcita 082 0 $a880.01 100 1 $aEuripides$0229973 245 10$aIppolito /$cEuripide ; introduzione, traduzione e note di Guido Paduano 250 $a2. ed 260 $aMilano :$bBUR,$c2001 440 0$aBUR classici greci e latini ;$vL1310 500 $aTesto greco a fronte 650 4$aEuripide$xTragedie 700 1 $aPaduano, Guido 907 $a.b12169535$b09-03-22$c07-05-03 912 $a991001594129707536 945 $aLE007 BUR GRC Euripides 05$g1$i2015000067135$lle007$nLE015-0304$o-$pE8.40$q-$rn$s- $t0$u4$v0$w4$x0$y.i12510506$z07-05-03 996 $aIppolito$93041634 997 $aUNISALENTO 998 $ale007$b07-05-03$cm$d- $e-$fita$git $h0$i0 LEADER 01743nam0-2200325---450 001 9910839993803321 005 20240408124632.0 012 $ar-ue uee, esa- paau (3) 1779 (R)$2fei$5IT-NA0852: S I 10 (2 100 $a20240325d1779----km-y0itay50------ba 101 0 $afre 102 $aIT 140 $aa-----------------bb0------- 200 1 $aMémoire sur des nouvelles cristallisations de feldspath et autres singularités renfermées dans les granites des environs de Baveno. 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