LEADER 02870oam 2200553 450 001 9910583083103321 005 20190911100031.0 010 $a0-12-809295-5 035 $a(OCoLC)966384033 035 $a(MiFhGG)GVRL02TN 035 $a(EXLCZ)993710000000920219 100 $a20161121h20172017 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aDominance and aggression in humans and other animals $ethe great game of life /$fHenry R. Hermann, Ph.D., Florida Southwestern State College 210 1$aAmsterdam :$cElsevier/AP, Academic Press is an imprint of Elsevier,$d[2017] 210 4$d?2017 215 $a1 online resource (xix, 376 pages) $cillustrations (some color), maps 225 0 $aGale eBooks 311 $a0-12-805372-0 320 $aIncludes bibliographical references and index. 327 $a1. Defining dominance and aggression -- 2. Traits of dominant animals -- 3. The significance of comparative studies -- 4. Social nonprimate animals -- 5. From whence we came : primates -- 6. The human animal -- 7. Similarities between humans and other living organisms -- 8. Human nature -- 9. Alternate human behavior -- 10. The chemical, physical, and genetic nature of dominance -- 11. Dominance and aggression in the workplace -- 12. Dominance in religion -- 13. Dominance in politics -- 14. Human aggression : killing and abuse -- 15. Killing humans -- 16. Are we our own worst enemy? -- 17. Attempts to save the natural world -- 18. The nature of things. 330 $aThis title examines human nature and the influence of evolution, genetics, chemistry, nurture, and the sociopolitical environment as a way of understanding how and why humans behave in aggressive and dominant ways. It compares human aggression with other species, and discusses individual vs. group aggression, common stressors triggering aggressive behaviors and how individual personalities relate to them, and the impact of human aggression and dominance on the natural world. 606 $aAggressiveness 606 $aDominance (Psychology) 606 $aInterpersonal relations 606 $aBehavior evolution 606 $aPrimates$xBehavior 610 0$aInterpersonal relations 610 0$aBehavior evolution 610 0$aDominance (Psychology) 610 0$aPrimates / Behavior 610 0$aAggressiveness 615 0$aAggressiveness. 615 0$aDominance (Psychology) 615 0$aInterpersonal relations. 615 0$aBehavior evolution. 615 0$aPrimates$xBehavior. 676 $a616.8582 700 $aHermann$b Henry R.$0877894 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910583083103321 996 $aDominance and aggression in humans and other animals$91960062 997 $aUNINA LEADER 01393nam0 22002891i 450 001 UON00190006 005 20231205103210.538 100 $a20030730d1982 |0itac50 ba 101 $aita 102 $aIT 105 $a|||| ||||| 200 1 $aˆI ‰nomi degli italiani$einformazioni onomastiche e linguistiche socioculturali e religiose$erilevamenti quantitativi dei nomi personali dagli elenchi telefonici$fEmidio De Felice 210 $aRoma$cSARIN ; Venezia$cMarsilio$d1982 215 $aVIII, 358 p.$d21 cm. 316 $aDono. prof. M. SIMONELLI.$5IT-UONSI ITALing/0177 423 1$1001UON00374320$12001 $aInformazioni onomastiche e linguistiche socioculturali e religiose 606 $aONOMASTICA ITALIANA$3UONC056337$2FI 620 $aIT$dVenezia$3UONL000039 676 $a929.97$cOnomastica$v21 700 1$aDE FELICE$bEmidio$3UONV128067$0157224 712 $aMarsilio$3UONV246600$4650 801 $aIT$bSOL$c20240220$gRICA 912 $aUON00190006 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI ITA Ling 0177 $eSI LO 57553 5 0177 Dono. prof. M. SIMONELLI. 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI Ling 38 0006 $eSI MC 7511 7 0006 996 $aNomi degli italiani$9215498 997 $aUNIOR LEADER 04835nam 2200625 450 001 9910822280203321 005 20230721042541.0 010 $a1-4522-9539-5 010 $a1-4522-1113-2 035 $a(CKB)3710000000456865 035 $a(EBL)1367766 035 $a(OCoLC)939262534 035 $a(SSID)ssj0001531982 035 $a(PQKBManifestationID)12590771 035 $a(PQKBTitleCode)TC0001531982 035 $a(PQKBWorkID)11472846 035 $a(PQKB)10189319 035 $a(MiAaPQ)EBC1367766 035 $a(EXLCZ)993710000000456865 100 $a20150812h20092009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreating inclusive learning environments for young children $ewhat to do on Monday morning /$fClarissa Willis 210 1$aThousand Oaks, California :$cCorwin Press,$d2009. 210 4$d©2009 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-5719-2 311 $a1-4129-5718-4 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Acknowledgments; About the Author; Introduction; Part I - Children with Special Needs in the Inclusive Classroom; Chapter 1 - Working with Children with Special Needs; Setting the Stage for Inclusion; Inclusion, Blending, and Reverse Mainstreaming; Why is Inclusion Important?; How Do I Develop a Philosophy of Meaningful Inclusion?; General Strategies for Working with Children with Special Needs; How Do I Get the Child's Family Involved?; Resources for Families; Working to "Enable" and "Empower" Families; Terms Used in this Chapter; Resources Used in this Chapter 327 $aThe Research Says . . . Developmentally Appropriate Practices Must Apply to EveryoneChapter 2 - Blending the World of Special Education with General Education Services; Best Practices According to NAEYC and DEC; Constructivism Versus Behaviorism: Blending without Ignoring Best Practice; Using Observation Skills to Guide Instruction; The Teacher's Rules of the Road; Related Services; The Role of the Special Education Teacher; Working with Paraprofessionals and Instructional Assistants; Terms Used in this Chapter; Resources Used in this Chapter 327 $aThe Research Says . . . What Early Childhood Practitioners Think about InclusionPart II - Who are the Children with Special Needs?; Chapter 3 - Children with Vision Impairments; What Causes Visual Impairments in Young Children?; How are Vision Impairments Classified?; How Do Children with Vision Impairments Learn?; Preparing the Early Childhood Environment; Suggestions for Children with Low Vision; Suggestions for Children Who are Blind or Severely Vision Impaired; Summary; Terms Used in this Chapter; The Research Says . . . Play Behaviors in Young Children Who are Blind 327 $aChapter 4 - Children with Hearing LossWhat Determines the Degree of Hearing Loss?; So, What about Hearing Aids?; How will Hearing Loss Affect Children in My Classroom?; Communicating in the Classroom; Effects of Hearing Loss on Speech (Oral Language); Terms Used in this Chapter; Suggested Reading; The Research Says . . . Cochlear Implants can Result in Better Prosody; Chapter 5 - Children with Cognitive Challenges; Characteristics of Children with Cognitive Challenges; Educational Implications; What are Functional Skills and Why are They Important? 327 $aWhat Do I Do First, Before Teaching a New Skill?How Exactly Does this All Fit Together?; Classroom Suggestions for Children with Cognitive Challenges; Terms Used in this Chapter; The Research Says . . . Social Development Across Time; Chapter 6 - Children with Atypical Motor Development; Muscle Tone; Cerebral Palsy; Fine and Gross Motor Skills; Positioning and Handling; Adaptive Equipment; Summary; Suggested Reading; Chapter 7 - Children with Communication Delays; Understanding the Child's "Form" of Communication; Function and Content of Communication; The Nonverbal Child 327 $aCleft Lip and Palate 330 $aThis book provides information on common disabilities and practical strategies for creating inclusive environments and building student relationships. 606 $aChildren with disabilities$xEducation 606 $aEarly childhood special education 606 $aInclusive education 615 0$aChildren with disabilities$xEducation. 615 0$aEarly childhood special education. 615 0$aInclusive education. 676 $a371.9/0472 700 $aWillis$b Clarissa$01714183 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822280203321 996 $aCreating inclusive learning environments for young children$94107781 997 $aUNINA