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[null,"1.","Record Nr.",null,"UNINA990001759340403321"]
[null,null,"Autore",null,"Giornate camerti di diritto agrario comunitario : <4. ;  : 1990"]
[null,null,"Titolo",null,"Comunitarizzazione del diritto interno e diritto agrario regionale regime giuridico dei terreni forestali : atti delle 4. Giornate camerti di diritto agrario comunitario, Camerino, 26-27 ottobre, Lleida, 2-3 novembre 1990 : 4., 1990-1991 / a cura di Ezio Capizzano, Augustínrrano ; presentazione di Ezio Capizzano"]
[null,null,"Pubbl/distr/stampa",null,"[S. l. : s. n.], stampa1991 ( (Camerino) : Centro interdipartimentale audiovisivi e stampa dell'Università di Camerino"]
[null,null,"Descrizione fisica",null,"XXXII, 803 p. ; 24 cm"]
[null,null,"Disciplina",null,"343.076"]
[{"$nulls":4},"346"]
[null,null,"Locazione",null,"FAGBC"]
[{"$nulls":4},"FSPBC"]
[{"$nulls":4},"DDCP"]
[null,null,"Collocazione",null,"60 343.076 CAPE 1991"]
[{"$nulls":4},"VI G 143"]
[{"$nulls":4},"23-B-201"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","In testa al front.: Università degli studi di Camerino, Facoltà di giurisprudenza (Cattedra di diritto agrario)"]
[null,"2.","Record Nr.",null,"UNINA9910585970703321"]
[null,null,"Titolo",null,"Violence prevention in education, school, and club / / Rudi Heimann and Jürgen Fritzsche, editors"]
[null,null,"Pubbl/distr/stampa",null,"Wiesbaden : , : Springer Fachmedien, , [2022]"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"3-658-38551-0"]
[null,null,"Descrizione fisica",null,"1 online resource (285 pages)"]
[null,null,"Disciplina",null,"371.58"]
[null,null,"Soggetti",null,"School violence - Prevention"]
[{"$nulls":4},"School violence"]
[{"$nulls":4},"Violència escolar"]
[{"$nulls":4},"Programes de prevenció educatius"]
[{"$nulls":4},"Llibres electrònics"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Preface -- Contents -- Editors and Contributors -- I Basics -- Contents -- 1 Phenomenology -- 1.1  Introduction -- 1.2  Violence -- 1.2.1  Types of Violence -- 1.2.2  Aggression -- 1.2.3  Conflict -- 1.3  Typology of Violence -- 1.3.1  Domestic Violence -- 1.3.2  Violence in Care Facilities and School -- 1.3.3  Violence in Other Social Environment -- 1.3.4  Violence in Virtual Space -- Unwanted Publicity -- References -- 2 Statistical Considerations -- 2.1  Introduction -- 2.2  Bright Field -- Statistics and Time of the Crime -- 2.3  Dark Field -- 2.3.1  Methods of Dark Field Research -- 2.3.2  Size of the Dark Field -- In the Pedestrian Zone -- 2.4  Sexualized Violence -- 2.4.1  Exhibitionist Actions -- 2.4.2  Distribution, Acquisition and Possession of Child Pornographic Writings -- 2.4.3  Sexual Abuse of Children -- Exhibitionist on the Regional Train -- 2.5  Violent Crime -- 2.5.1  Assault -- 2.5.2  Kidnapping -- 2.5.3  Killing Offenses -- 2.6  Use of Weapons -- 2.7  Abduction of Minors -- 2.8  Means of the Internet -- 2.9  Perpetrator-Victim Relationship -- References -- 3 Aetiology -- 3.1  Introduction -- 3.2  Biological Approaches -- 3.2.1  Genetic Causes -- 3.2.2  Hormonal Causes -- 3.3  Psychological Approaches -- 3.3.1  Frustration-Aggression Hypothesis -- 3.3.2  Learning Theories -- 3.3.2.1  Theory of Differential Contacts -- 3.3.2.2  Observational Learning -- 3.3.2.3  Neutralisationstheorie -- 3.3.3  Other Theories -- "]
[{"$nulls":4},"3.4  Media and Delinquency -- 3.4.1  Effects of Media -- 3.4.1.1  Catharsis Theory -- 3.4.1.2  Cognitive Support Theory -- 3.4.1.3  Habitualization Theory -- 3.4.1.4  Cultivation Thesis -- 3.4.1.5  Suggestion Thesis -- 3.4.1.6  Stimulationsthese -- 3.4.2  Depiction of Real Violence -- 3.4.2.1  High Attention Value -- 3.4.2.2  Asynchronous Reporting -- 3.4.2.3  Preferred Consumption."]
[{"$nulls":4},"3.4.2.4  Escalation by Media -- 3.4.2.5  Secondary Victimization -- 3.4.2.6  Positive Aspects -- 3.5  Integration Model -- 3.5.1  Person -- 3.5.2  Situation -- 3.5.3  Social Control -- References -- 4 Victimology -- 4.1  Introduction -- 4.2  Victim Disposition and Typology -- Behavior of Victims or Perpetrators -- 4.3  Viktimology in Individual Offenses -- 4.3.1  Child Abuse -- 4.3.2  Sexual Abuse and Rape -- 4.3.3  Fraud and Extortion -- 4.3.4  Bullying and Violence -- 4.3.4.1  Victim Signs First Order -- 4.3.4.2  Second-Order Victim Signs -- 4.3.5  Cyberbullying -- From a Criminal Complaint -- Money for Nothing -- Victim Type II -- 4.4  Stages of Victimization -- 4.4.1  Primary Victimization -- 4.4.2  Secondary Victimization -- 4.4.3  Tertiary Victimization -- 4.5  Revictimization -- 4.6  Reporting Behavior -- References -- 5 The Offenders -- 5.1  Introduction -- 5.2  Findings -- 5.2.1  Neglect and Child Abuse -- 5.2.2  Sexual Abuse and Rape -- 5.2.3  Bullying and Violent Acts -- 5.3  Power -- Victims and Power -- 5.4  Violence by Groups -- References -- 6 Development of Children and Adolescents -- 6.1  Introduction -- 6.2  Genes vs. Environment -- Another Perspective -- 6.3  Resilience -- 6.4  Developmental Phases -- 6.4.1  Prenatal Phase -- 6.4.2  Toddlers -- 6.4.3  Preschoolers -- 6.4.4  Elementary School Children -- 6.4.4.1  Authoritarian Style -- 6.4.4.2  Permissive Style -- 6.4.4.3  Authoritative Style -- 6.4.4.4  The Role of Teachers -- 6.4.5  Youth -- Insufficient Sensory Integration -- Sally-Anne-Test (Wimmer &amp -- Perner, 1983) -- Autonomy Promotion? -- Permissive Parenting and Symbiosis -- Procedure of Pedophile Offenders -- 6.5  Emotions -- References -- 7 Legal Aspects -- 7.1  Introduction -- 7.2  Legal Basis for Liability -- 7.3  The Offence -- 7.3.1  Types of Offenses -- 7.3.1.1  Intention &amp -- Negligence."]
[{"$nulls":4},"7.3.1.2  Perpetrator &amp -- Participation -- 7.3.2  Relevant Offenses in Childhood and Adolescence -- 7.3.2.1  Insulting Offenses -- 7.3.2.2  Property Damage -- 7.3.2.3  Crimes Against Physical Integrity -- 7.3.2.4  Coercion -- 7.3.2.5  Threat -- 7.3.2.6  Property and Asset Crimes -- 7.3.2.7  Sexual Offenses -- 7.3.2.8  \"Right of correction\" of the Persons Entitled to Education -- Accomplice -- (Simple) Assault ( 223 para. 1 StGB) -- Dangerous Bodily Harm ( 224 StGB) -- Grievous Bodily Harm ( 226 StGB) -- Coercion -- Threat -- Theft ( 242 para. 1 StGB) -- Robbery ( 249 para. 1 StGB) -- Blackmail ( 253 para. 1, 2 StGB) -- 7.4  Guarantors &amp -- Omissions -- 7.4.1  The Omission Offense -- 7.4.2  The Guarantor Position -- 7.4.3   323c para. 1 StGB: Failure to Render Assistance -- Omission of Assistance -- Failure to Report Planned Crimes -- Teacher and Guarantor Obligations -- 7.5  Self-defence &amp -- First Aid -- 7.5.1  Key Ideas -- 7.5.2  Self-defence -- 7.5.3  Self-defence/Emergency Aid -- 7.5.4  Excessive self-defence -- The Screwdriver -- 7.6  Criminal Law Emergencies -- 7.6.1  Necessity as justification -- 7.6.2  Necessity as defence -- Driving Home After the Party -- Booze or Slaps -- 7.7  Self-help -- At the Movies -- In School -- 7.8  Civil Law Emergencies -- The Dog Bite -- 7.9  Right to One's Own Image and One's Own Word -- 7.10  Legal Options After the Crime -- 7.10.1  Criminal Complaint &amp -- Criminal Application -- 7.10.2  Legal Aid -- 7.10.3  Adhesion Procedure -- 7.10.4  Private Prosecution -- 7.11  Consequences -- 7.11.1  Imprisonment &amp -- Fine -- 7.11.2  Pain and Suffering &amp -- Damages -- 7.12  Victim Protection/Victim Rights -- 7.12.1  Subsidiary Complaint -- 7.12.2  "]
[{"$nulls":4},"Victim-offender mediation -- 7.13  Witnesses -- 7.14  Compensation for Assistance -- References -- II Prevention -- Contents."]
[{"$nulls":4},"8 Those Responsible for Education -- 8.1  Introduction -- 8.2  Primary Instances -- 8.2.1  Parents -- 8.2.1.1  Non-violent Education -- 8.2.1.2  Penalties -- 8.2.1.3  Consistent and Consistent Parenting Behavior -- 8.2.1.4  Support -- 8.2.1.5  Active Listening and I-Messages -- 8.2.1.6  Praise and Recognition -- 8.2.1.7  Success Experiences -- 8.2.1.8  Sports -- 8.2.1.9  Media Competence -- 8.2.2  School -- 8.2.2.1  Consistent Interference -- 8.2.2.2  Code of Conduct and Evaluation of Teachers -- 8.2.2.3  Sports -- 8.2.2.4  Media Literacy -- 8.2.2.5  Intervention Projects -- 8.2.3  Relatives, Acquaintances -- 8.2.4  Trainer -- 8.2.5  Observer -- Punishments -- Logical Consequences -- Natural Consequences -- You- and I-Messages -- Praise and Recognition-A Trap -- False Protection Against Failure -- Media Use and Education in Germany 2019 -- Common Reactions to Bullying in Schools -- Possible Intervention Against Perpetrator -- Observers of Conspicuous Behavior -- 8.3  Secondary Instances -- 8.3.1  Youth Office -- 8.3.1.1  Protective Mandate -- 8.3.1.2  Duty to Advise -- 8.3.1.3  Educational Orientation -- 8.3.1.4  General Promotion of Education in the Family -- 8.3.1.5  Help with Education -- 8.3.1.6  Inobhutnahme -- 8.3.2  Police and Public Prosecutor's Office -- 8.3.2.1  Police and Victims of Crime -- 8.3.2.2  Police and Witnesses of Crime -- 8.3.2.3  Offender-Victim Compensation -- 8.3.2.4  Danger Prevention -- 8.3.3  Courts -- 8.3.3.1  Educational Measures -- 8.3.3.2  Breeding Means -- 8.3.3.3  Measures of Improvement and Security -- 8.3.3.4  Youth Sentence -- A Job for the Police or Not? -- 8.4  Tertiary Instances-Re-socialization -- References -- 9 Educational and Training Institutions -- 9.1  Introduction -- 9.2  Care of Toddlers -- 9.3  Kindergarten -- 9.4  Transition to School -- 9.5  Legal Mandate -- 9.5.1  School Law."]
[{"$nulls":4},"9.5.2  School Rules-Possibilities and Limits -- 9.5.3  Contacts at School -- Measures Taken without Warning (Hoegg, 2016) -- 9.6  Youth Office -- 9.7  Social Office -- 9.8  School Psychology -- 9.9  Out-of-School Support and Counseling Services -- 9.9.1  Projects and Training -- 9.9.2  Pedagogical Days -- 9.9.3  School Sports -- References -- 10 Sports Clubs -- 10.1  Introduction -- 10.2  Responsible Persons in Clubs -- 10.2.1  Board -- 10.2.2  Trainer -- 10.2.3  Parents -- 10.3  Primary Prevention by Association and Club -- 10.3.1  Guidelines -- 10.3.2  Behavioral Rules -- 10.3.3  Code of Honor -- 10.3.4  Extended Certificate of Good Conduct -- 10.3.5  By-laws -- 10.3.6  Seminars and sensitization of the persons responsible -- 10.4  Secondary Prevention -- 10.4.1  Intervention -- 10.4.2  Checklist -- The Photographer -- 10.5  Tertiary Prevention -- 10.5.1  Aftercare -- 10.5.2  Repression -- References -- 11 Self-assertion -- 11.1  Introduction -- 11.1.1  Differentiation Between Self-assertiveness and Self-defense -- 11.1.2  Basic Principles of Human Behavior in Crisis Situations -- Ad hoc-Situation and Time Lag -- Ad hoc-Situation -- Time Lag -- 11.2  Recognizing One's Own Limits -- 11.2.1  Feelings -- 11.2.2  Social Programs -- 11.3  Body Language -- Watzlawick's Thesis -- 11.4  Language -- 11.4.1  Language Set (Quantity) -- 11.4.2  Content of the Language (Quality) -- 11.4.3  Paraverbal Communication -- Stages of Escalation -- 11.5  Methods -- 11.5.1  Interactive Training -- 11.5.2  Picture Books and Comics -- 11.5.3  Guided Classroom Conversations -- 11.5.4  Unspecific Taining -- References -- 12 Self-defense -- 12.1  Introduction -- 12.2  Basics -- 12.3  Attacks -- Headlock -- The Perfect Hold? -- 12.4  Methodical Construction of a Self-defense Seminar -- 12.4.1  At What Age Self-defense?."]
[{"$nulls":4},"12.4.2  Time Management, Group Structure and Number of Trainers."]
[null,"3.","Record Nr.",null,"UNISALENTO991004382126007536"]
[null,null,"Autore",null,"Hill, Christopher <1912-2003>"]
[null,null,"Titolo",null,"Puritanism and Revolution : studies in interpretation of the English Revolution of the 17th century / Christopher Hill"]
[null,null,"Pubbl/distr/stampa",null,"London : Panther, 1969"]
[null,null,"Descrizione fisica",null,"384 p. ; 18 cm"]
[null,null,"Collana",null,"Panther history"]
[null,null,"Disciplina",null,"942.062"]
[null,null,"Soggetti",null,"Rivoluzione inglese <1642-1660>"]
[{"$nulls":4},"Puritanesimo - Gran Bretagna"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]