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[null,"1.","Record Nr.",null,"UNINA9910973023903321"]
[null,null,"Titolo",null,"Informed consent : legal theory and clinical practice / / Jessica W. Berg ... [et al.]"]
[null,null,"Pubbl/distr/stampa",null,"Oxford ; ; New York, : Oxford University Press, 2001"]
[null,null,"ISBN",null,"0-19-028441-2"]
[{"$nulls":4},"0-19-756138-1"]
[{"$nulls":4},"1-280-83105-7"]
[{"$nulls":4},"0-19-974778-4"]
[null,null,"Edizione",null,"[2nd ed.]"]
[null,null,"Descrizione fisica",null,"xii, 340 p"]
[null,null,"Collana",null,"Oxford scholarship online"]
[null,null,"Disciplina",null,"344.73/0412"]
[null,null,"Soggetti",null,"Informed consent (Medical law) - United States"]
[{"$nulls":4},"Medical ethics - United States"]
[{"$nulls":4},"Physician and patient - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Rev. ed. of: Informed consent / Appelbaum, Paul S. 1987."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Intro -- Contents -- Part I: An Introduction to Informed Consent -- 1. Informed Consent: Framing the Questions -- 2. The Concept and Ethical Justification of Informed Consent -- Part II: The Legal Theory of Informed Consent -- 3. The Legal Requirements for Disclosure and Consent: History and Current Status -- 4. Exceptions to the Legal Requirements: Emergency, Waiver, Therapeutic Privilege, and Compulsory Treatment -- 5. Exceptions to the Legal Requirements: Incompetence -- 6. Legal Rules for Recovery -- 7. Critical Approaches to the Law of Informed Consent -- Part III: The Clinical Setting -- 8. The Role of Informed Consent in Medical Decision Making -- 9. Consent Forms: Documentation and Guidance -- 10. Managed Care and Informed Consent -- 11. Patients Who Refuse Treatment -- Part IV: Consent to Research -- 12. The Independent Evolution of Informed Consent to Research -- 13. Fulfilling the Underlying Purpose of Informed Consent to Research -- Part V: Advancing Informed Consent -- 14. The Limits of Informed Consent -- 15. An Agenda for the Future -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W."]
[null,null,null,"Sommario/riassunto","Informed consent - as an ethical ideal and legal doctrine - has been the source of much concern to clinicians. Drawing on a diverse set of backgrounds and two decades of research in clinical settings, the "]
[{"$nulls":4},"authors - a lawyer, a physician, a social scientist and a philosopher - help clinicians understand and cope with their legal obligations and show how the proper handling of informed consent can improve, rather than impede, patient care."]
[null,"2.","Record Nr.",null,"UNINA9910953552503321"]
[null,null,"Titolo",null,"Minority students in special and gifted education / / Committee on Minority Representation in Special Education, Division of Behavioral and Social Sciences and Education, National Research Council ; M. Suzanne Donovan and Christopher T. Cross, editors"]
[null,null,"Pubbl/distr/stampa",null,"Washington, D.C., : National Academy Press, c2002"]
[null,null,"ISBN",null,"9786610184712"]
[{"$nulls":4},"9780309170819"]
[{"$nulls":4},"0309170818"]
[{"$nulls":4},"9781280184710"]
[{"$nulls":4},"128018471X"]
[{"$nulls":4},"9780309512237"]
[{"$nulls":4},"0309512239"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"xii, 484 p. : ill"]
[null,null,"Disciplina",null,"371.9/0973"]
[null,null,"Soggetti",null,"Special education - Government policy - United States"]
[{"$nulls":4},"Minorities - Education - Government policy - United States"]
[{"$nulls":4},"Educational equalization - Government policy - United States"]
[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","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. 386-462) and index."]
[null,null,"Nota di contenuto",null,"Front Matter -- Preface -- Contents -- Executive Summary -- Part I Setting the Stage -- 1 The Context of Special and Gifted Education -- 2 Representation of Minority Students in Special and Gifted Education -- Part II Pregnancy to Preschool: Early Influences on Cognition and Behavior -- 3 Influences on Cognitive and Behavioral Development -- 4 Early Intervention Programs -- Part III From General to Specialized Education: Why and How Students Are Placed -- 5 The General Education Context -- 6 The Legal Context and the Referral Process -- 7 Assessment Practices, Definitions, and Classification Criteria -- 8 Alternative Approaches to Assessment -- Part IV Improving Outcomes -- 9 Weighing the Benefits of Placement -- 10 Recommendations -- References -- Biographical Sketches -- Index."]
[null,null,null,"Sommario/riassunto","Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had "]
[{"$nulls":4},"disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem?  Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared?  By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments."]