The Endocrine Society
The Endocrine Society is a global organization of 18,000 researchers, educators, and clinicians advancing breakthroughs in hormone science and improving public health.
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Bollati Boringhieri editore S.r.l. a socio unico
Our publishing company was founded in 1957 by Paolo Boringhieri focusing on science, mythology and ethnology. In 1987 Giulio Bollati joined the company, taking with him his expertise in history, philosophy , and literary fiction.Since then , the two souls of the publisher scientific studies and humanities have followed intertwined paths. In 2009 Bollati Boringhieri was a cquired by Gruppo editoriale Mauri Spagnol (GeMS) a group including 11 publishing companiesand 20 imprints. On the non fiction side, we are strongly interested in every project that shows human comprehensive history. Gems of our list include, among others Edmund de Waal , Jim Al Khalili, Nick Bostrom, Adam Rutherford, Hannah Fry,Jonathan Gottschall , Frank Close, Max Tegmark.
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Promoted Content
PsychologyDeveloping the Potential of Children with Special Needs
A Skill-based Perspective on Early Childhood Movement Development
by Jeremy Krauss
Jeremy Krauss, one of the last students of Mosché Feldenkrais, has been practicing the Feldenkrais Method for over 40 years and has developed the Jeremy Krauss Approach (JKA) during the past 15 years in his work with children with special needs. This interprofessional approach can provide skill-based support for children with a variety of developmental delays. Krauss looks back on treatment successes with atypically developed individuals whose difficulties are located in the neurological, psychological, or socioemotional domain. Using numerous case studies, Krauss reflects on his experiences, which are connectable to topics such as motor learning, neuroplasticity and developmental psychology. Didactically, JKA is based on close observation of movement sequences and individual movement patterns. The focus is on variations in the dynamic transition from one position to another and the associated individual developmental steps.
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Children's & YANovember 2021Are your emotions like mine?
by Chitwan Mittal, Shruti Hemani
A girl and her lion friend are the stars of this book about feelings. After experiencing a range of emotions, the two friends learn that the best way to deal with them is to FIRST take a deep, deep breath! Magical illustrations, simple text and a universal theme, make this book perfect to read aloud to toddlers (2+ years) and an excellent addition to your picture book collection. You and your child will cherish it forever!
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Age groups: the elderlyMarch 2006When I'm 64
by Committee on Aging Frontiers in Social Psychology, Personality, and Adult Developmental Psychology, Laura L. Carstensen and Christine R. Hartel, Editors, National Research Council
By 2030 there will be about 70 million people in the United States who are older than 64. Approximately 26 percent of these will be racial and ethnic minorities. Overall, the older population will be more diverse and better educated than their earlier cohorts. The range of late-life outcomes is very dramatic with old age being a significantly different experience for financially secure and well-educated people than for poor and uneducated people. The early mission of behavioral science research focused on identifying problems of older adults, such as isolation, caregiving, and dementia. Today, the field of gerontology is more interdisciplinary. When I'm 64 examines how individual and social behavior play a role in understanding diverse outcomes in old age. It also explores the implications of an aging workforce on the economy. The book recommends that the National Institute on Aging focus its research support in social, personality, and life-span psychology in four areas: motivation and behavioral change; socioemotional influences on decision-making; the influence of social engagement on cognition; and the effects of stereotypes on self and others. When I'm 64 is a useful resource for policymakers, researchers and medical professionals.
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EducationCulture of Ambiguity
Implications for Self and Social Understanding in Adolescence
by Bosacki, S. L.
Research shows that the ability to "read others" or to make sense of the signs and symbols evident in human communication has an influence on children's self-conceptions and their social interactions in childhood and adolescence. Given that psychological explanations play a key role in teaching and learning, further research is required, particularly on adolescents within the school context. This book investigates which aspects of these discourse experiences foster the growth of understanding of spirit, emotion, and mind in adolescence. Accordingly, from a co-relational approach to the development of understanding mind and education, this book builds on past and current research by investigating the social and emotional antecedents and consequences of psychological understanding in early adolescence. Specifically, this book explores the question: How do adolescents use their ability to understand other minds to navigate their relationships with themselves and their peers within the culture of ambiguity? To address this question, this book critically examines research on adolescents’ ability to understand mind, emotion, and spirit, and how they use this ability to help them navigate their relationships within the school setting. This book might appeal to a variety of educators and researchers, ranging from early childhood educators/researchers to university professors specializing in socioemotional and spiritual/moral worlds of adolescents. Sandra Leanne Bosacki completed her PhD in Education at the Ontario Institute for Studies in Education of the University of Toronto, Canada. Currently an Associate Professor in the Graduate and Undergraduate Department of Education at Brock University, St. Catharines, Ontario, Canada, she teaches graduate courses in Developmental Educational Psychology and Educational Research. Her teaching and research interests include sociocognitive, emotional, moral, and spiritual development within diverse cultural and educational contexts. She is a contributing associate editor of the International Journal of Children’s Spirituality and is the author books The Culture of Classroom Silence and the Emotional Lives of Children (2005; 2008, Peter Lang). She has published research papers in the Journal of Educational Psychology, the Journal of Early Adolescence, Social Development, and Gender Roles: A Journal of Research. She currently resides in Hamilton, Ontario, Canada.
