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[null,"1.","Record Nr.",null,"UNINA9910785163503321"]
[null,null,"Autore",null,"Meyersfeld Bonita"]
[null,null,"Titolo",null,"Domestic violence and international law / / Bonita Meyersfeld"]
[null,null,"Pubbl/distr/stampa",null,"Oxford ; ; Portland, Oregon : , : Hart Publishing, , 2010"]
[null,null,"ISBN",null,"1-4725-6504-5"]
[{"$nulls":4},"1-282-75474-2"]
[{"$nulls":4},"9786612754746"]
[{"$nulls":4},"1-84731-572-0"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (368 p.)"]
[null,null,"Disciplina",null,"345.025553"]
[null,null,"Soggetti",null,"Abused women - Legal status, laws, etc"]
[{"$nulls":4},"Family violence - Law and legislation"]
[{"$nulls":4},"Victims of family violence - Legal status, laws, etc"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Domestic violence as a violation of international human rights law -- Freedom from systemic intimate violence : the human right and corresponding state obligation -- State responsibility in relation to systemic intimate violence -- The benefits of international law for victims of systemic intimate violence."]
[null,null,null,"Sommario/riassunto","\"Domestic Violence and International Law argues that certain forms of domestic violence are a violation of international human rights law. The argument is based on the international law principle that, where a state fails to protect a vulnerable group of people from harm, whether perpetrated by the state or private actors, it has breached its obligations to protect against human rights violation. This book provides a comprehensive legal analysis for why a state should be accountable in international law for allowing women to suffer extreme forms of domestic violence and how this can help individual victims. It is irrelevant that the violence is perpetrated by individuals and not state actors such as soldiers or the police. The state's breach of its responsibility is in its failure to act effectively in domestic violence cases; and in its silent endorsement of the violence, it becomes complicit. The book seeks to reformulate academic and political debate on domestic violence and the responsibility of states under international law. It is based on empirical data combined with an honest assessment of whether or not domestic violence is recognised "]
[{"$nulls":4},"by the international community as a human rights violation.\"--Bloomsbury Publishing."]
[null,"2.","Record Nr.",null,"UNINA9910898679603321"]
[null,null,"Autore",null,"Barth Ulrike"]
[null,null,"Titolo",null,"Perceptual Vignettes. Phenomenological Reflective Thinking and Professional Attitude : A Study and Practice Guide / Ulrike Barth, Angelika Wiehl"]
[null,null,"Pubbl/distr/stampa",null,"Bad Heilbrunn, : Verlag Julius Klinkhardt, 2024"]
[null,null,"ISBN",null,"3-7815-6124-0"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (243 p.)"]
[null,null,"Soggetti",null,"Teacher training"]
[{"$nulls":4},"teacher education"]
[{"$nulls":4},"professionalisation"]
[{"$nulls":4},"anthroposophy"]
[{"$nulls":4},"phenomenology"]
[{"$nulls":4},"perception"]
[{"$nulls":4},"curative education"]
[{"$nulls":4},"education"]
[{"$nulls":4},"pedagogical ethos"]
[{"$nulls":4},"inclusion"]
[{"$nulls":4},"ability to reflect"]
[{"$nulls":4},"empathy"]
[{"$nulls":4},"Goethean phenomenology"]
[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,"Preface to the English edition ............................................................................. 9 1 Perceptual vignettes in teacher education. Introduction.............................. 11 Acknowledgements............................................................................................. 16 Part I Perceptual vignettes as phenomenological method in education 2 Phenomenological-methodological foundations of working with perceptual vignettes............................................................................... 19 2.1 The ‘things themselves’: phenomenological reduction and givenness (Husserl, Marion)................................................................................... 23 2.2 The givenness of bodily selfhood in intuition (Husserl, Marion)............. 27 2.3 ‘Being-with’ and bodily existence (Heidegger, "]
[{"$nulls":4},"Merleau-Ponty, Böhme)...................................................... 29 2.4 Attention generates horizon (Husserl, Merleau-Ponty, Waldenfels)......... 33 2.5 Understanding and recognition of alienness and otherness (Heidegger, Husserl, Lévinas, Waldenfels).............................................. 36 2.6 Intentional or misleading empathy? (Fuchs, Breithaupt, Breyer)............. 40 2.7 Goethean phenomenology – a path of development. Excursus............... 42 3 Perception and observation: two phenomenological approaches ................ 47 3.1 Atmosphere as the primary object of perception..................................... 49 3.2 Perception as open, intentional attending with all senses........................ 54 3.3 Observation as attentive turning to the world......................................... 61 3.4 Exercises in perception, observation and thinking ................................. 68 3.5 Perceptual vignettes show traces of attention.......................................... 77 4 Wonder as a phenomenological-pedagogical capacity of ‘being-with’ ............................................................................................... 81 4.1 Everyday wonder in the work with perceptual vignettes......................... 83 4.2 Philosophical excursus: wonder is beginning ......................................... 90 4.3 Wonder and alienation in children......................................................... 93 4.4 Widening the pedagogical horizon with wonder .................................... 98 4.5 Wonder precedes knowledge. An outlook ............................................ 100 5 Writing perceptual vignettes – a creative phenomenological method ....... 104 5.1 ‘I examined the writing’....................................................................... 105 5.2 Problems and system of phenomenological description........................ 107 5.3 Perceptual vignettes as body-oriented phenomenological descriptions............................................................. 111 5.4 Do phenomenology and creativity contradict or complement each other?................................................................... 113 5.5 Using the four-stage model for the phenomenological, creative writing of perceptual vignettes................................................. 118 5.6 Variations of phenomenological texts: phenomenological descriptions, vignettes, anecdotes, memory pictures and perceptual vignettes ........................................... 124 5.7 Writing perceptual vignettes ................................................................ 130 Part II Using perceptual vignettes in (special needs) education 6 Developing a professional pedagogical attitude ........................................ 135 6.1 Attitude – habitus – beliefs – ethos ...................................................... 136 6.2 Beliefs versus attitude .......................................................................... 140 6.3 Professional attitude in (special needs) education ................................. 141 6.4 Professional pedagogical attitude and inclusion ................................... 144 6.5 Professionalizing pedagogical attitude .................................................. 147 6.6 Exercises for developing pedagogical ethos .......................................... 150 7 Perceptual vignettes as media of reflection ................................................. 161 7.1 Reflection in the discourse on education ............................................. 162 7.2 Reflective capacity vs reflective competence/reflexivity ......................... 164 7.3 Excursus: from analysis to synthesis ..................................................... 165 7.4 Preliminary conclusion and starting point for our actions .................... 167 7.5 Implications for training or teacher education ..................................... 167 7.6 Excursus: a working model based on biographical theory .................... 170 7.7 Levels of reflection with perceptual vignettes ....................................... 170 7.8 The reflection spiral of the perceptual vignette method ........................ 173 7.9 Examples of reflective processes ........................................................... 174 7.10 Excursus: phenomenology in relation to inclusion and "]
[{"$nulls":4},"exclusion – ableism ....................................................................... 184 7.11 Reflection in training: outlook ............................................................. 186 8 Perceptual vignettes in preparatory exercises for diagnostic competence........................................................................... 188 8.1 Diagnostic competences in transition..................................................... 188 8.2 Sympathetic diagnosis vs categorization.................................................. 192 8.3 Perceptual vignettes complementing the ‘child conference’..................... 195 8.4 Phenomenology in diagnosis.................................................................. 197 8.5 Perceptual vignettes as a medium of sympathetic diagnosis..................... 198 8.6 Exercises in pedagogical diagnosis........................................................... 200 8.7 The potential of perceptual vignettes in pedagogical diagnosis. Outlook ................................................................................................ 211 9 Perceptual vignettes for innovative professionalism in education. Outlook ....................................................................................................... 213 Indices .............................................................................................................. 221 Quoted perceptual vignettes and other descriptive texts................................. 221 Bibliography.................................................................................................. 223 The authors ...................................................................................................... 243"]
[null,null,null,"Sommario/riassunto","Perceptual vignettes are the result of a phenomenological method applied in pedagogical practice and research. This method includes perception, description and phases of reflection and supports the development of a professional inclusive attitude and diagnostic competence.  The process-based way of working with perceptual vignettes asks us to defer ideal-typical patterns, categorizations of all kinds, judgements and prognoses and to look more closely at each person’s situation.  The book is intended as a study and practice guide and includes theoretical foundations and the practical application of the method as well as themebased exercises in perception, writing and reflection."]