{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":2,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":44,"n_cols":5,"rows_kept":44,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[4,2,4,3],[5,2,5,3],[6,2,6,3],[10,2,10,3],[11,2,11,3],[14,2,14,3],[18,2,18,3],[18,4,18,5],[19,2,19,3],[19,4,19,5],[20,2,20,3],[20,4,20,5],[21,2,21,3],[22,2,22,3],[23,2,23,3],[24,2,24,3],[25,2,25,3],[26,2,26,3],[39,2,39,3],[40,2,40,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910778896903321"]
[null,null,"Titolo",null,"The culture of violence / / edited by Kumar Rupesinghe and Marcial Rubio C"]
[null,null,"Pubbl/distr/stampa",null,"Tokyo ; ; New York : , : United Nations University Press, , 1994"]
[{"$nulls":4},"©1994"]
[null,null,"ISBN",null,"0-585-09800-X"]
[null,null,"Descrizione fisica",null,"1 online resource (vi, 292 pages)"]
[null,null,"Soggetti",null,"Civil war - Social aspects"]
[{"$nulls":4},"Political violence - Social aspects"]
[{"$nulls":4},"Violence - Cross-cultural studies"]
[{"$nulls":4},"Violence - Latin America"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"\"\"Contents\"\"; \"\"Introduction 1\"\"; \"\"Kumar Rupesinghe\"\"; \"\"1 Forms of violence and its transformation 14\"\"; \"\"Kumar Rupesinghe\"\"; \"\"2 Rejoinder to the theory of structural violence 42\"\"; \"\"Felipe E. MacGregor, S.J., and Marcial Rubio C.\"\"; \"\"3 Remythologizations of power and identity: Nationalism and violence in Sri Lanka 59\"\"; \"\"Bruce Kapferer\"\"; \"\"4 The impact of drug trafficking on Colombian culture 92\"\"; \"\"Francisco J. de Roux, S.J.\"\"; \"\"5 Ethnic violence: The case of Bolivia 119\"\"; \"\"Xavier AlbÃ³\"\"; \"\"6 Violence and conflict resolution in Uganda 144\"\"; \"\"Edward Khiddu-Makubuya\"\""]
[{"$nulls":4},"\"\"7 Violence and the welfare state: The case of Venezuela as an oil country 178\"\" \"\"Luis Pedro EspaÃ±a N.\"\"; \"\"8 State terrorism and death squads in the New World Order 198\"\"; \"\"Miles D. Wolpin\"\"; \"\"9 Violence and culture in the United States 237\"\"; \"\"Robert Brent Toplin\"\"; \"\"10 Children in the city of violence: The case of Brazil 257\"\"; \"\"Irene Rizzini\"\"; \"\"11 Human rights and dictatorship: The case of Chile 276\"\"; \"\"Tony Mifsud, S.J.\"\"; \"\"Contributors 290\"\""]
[null,null,null,"Sommario/riassunto","\"This volume examines the relationship between culture and violence, an aspect of the phenomenon heretofore neglected but of growing interest and importance. Taking as their point of departure violence between groups within a state, or between the state and groups residing within it, the contributions seek to identify and analyse the possible links between culture and violence. Theoretical arguments are "]
[{"$nulls":4},"balanced with specific case-studies - Sri Lanka, Colombia, Bolivia, Uganda, Venezuela, the US, Brazil, and Chile. The discussions range from considerations of forms of violence, the root factors of violence, the use of ethnic myth in power and violence, and state terrorism, to gender and class factors, violence against children, drug-related violence, and human rights.\" \"These essays will provide new insights and focus for understanding internal violence and its cultural connections to a broad audience of scholars, policy makers, and students of international politics and culture.\"--Jacket"]
[null,"2.","Record Nr.",null,"UNINA9910508506203321"]
[null,null,"Autore",null,"Reiss-Semmler Bettina"]
[null,null,"Titolo",null,"Schulische Inklusion als widersprüchliche Herausforderung : Empirische Rekonstruktionen zur Bearbeitung durch Lehrkräfte / Bettina Reiss-Semmler"]
[null,null,"Pubbl/distr/stampa",null,"Bad Heilbrunn, : Verlag Julius Klinkhardt, 2019"]
[null,null,"ISBN",null,"3-7815-5776-6"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (160 p.)"]
[null,null,"Collana",null,"klinkhardt forschung. Perspektiven sonderpädagogischer Forschung"]
[null,null,"Soggetti",null,"Erziehungswissenschaften"]
[{"$nulls":4},"Förderschule"]
[{"$nulls":4},"Problemlösung"]
[{"$nulls":4},"Integration"]
[{"$nulls":4},"Lehrkräfte"]
[{"$nulls":4},"Diversität"]
[{"$nulls":4},"Perspektiven sonderpädagogischer Forschung"]
[{"$nulls":4},"Gender"]
[{"$nulls":4},"inklusive Schule"]
[{"$nulls":4},"Inklusionsdiskurs"]
[{"$nulls":4},"Heterogenität"]
[{"$nulls":4},"Sonderpädagogik"]
[{"$nulls":4},"Inklusion"]
[null,null,"Lingua di pubblicazione",null,"Tedesco"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Inklusion steht als normatives Konzept in einem Spannungsverhältnis zum bisher selektiv verfassten Schulsystem. Lehrkräfte an sich inklusiv entwickelnden Schulen sind daher mit der Herausforderung konfrontiert, zwischen ihrer eigenen Praxis, einer inklusiven schulischen Programmatik, dem gesellschaftlichen Leistungsverständnis und der schulischen Selektionsfunktion vermitteln zu müssen. Die vorliegende Studie wirft zunächst einen systematischen Blick auf den Inklusionsdiskurs und untersucht hieran anschließend den Umgang mit diesem Spannungsverhältnis anhand von Gruppendiskussionen mit Lehrkräften an sich als inklusiv verstehenden "]
[{"$nulls":4},"Grundschulen. Mithilfe der Dokumentarischen Methode werden fallübergreifende Orientierungen rekonstruiert, die sich vor allem in der Verortung der Problemlösekompetenz unterscheiden. So sieht ein Teil Lehrkräfte die Verantwortung zur Lösung von Problemen, die bei der Realisierung von Inklusion entstehen, bei Externen, wie der Bildungsadministration. Andere sehen sich hingegen selbst in der Lage, die bei der Realisierung von Inklusion entstehenden Herausforderungen erfolgreich zu lösen. Bei Letzteren wird eine Parallele zu einem Teil des Inklusionsdiskurses deutlich, da Inklusion auch dort als pädagogisch lösbare Herausforderung angenommen wird. Die Arbeit zeigt diesbezüglich Anknüpfungspunkte für die weitere Entwicklung inklusiver Schulen auf."]