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Books on the topic 'Barwon Health'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Putnam, JoAnne W. Beyond all expectation: The story of Paige Barton. Orono, ME: University of Maine Center for Community Inclusion, 2003.

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2

Barron, Frank X. Creativity and psychological health: Origins of personal vitality and creative freedom / Frank Barron. Buffalo, N.Y: C.E.F. Press, 1990.

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3

The cosmetics baron you've never heard of: E. Virgil Neal and Tokalon. Englewood, CO: Altus History LLC, 2009.

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4

Conroy, Mary Schaeffer. The cosmetics baron you've never heard of: E. Virgil Neal and Tokalon. Englewood, CO: Altus History LLC, 2009.

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5

Conroy, Mary Schaeffer. The cosmetics baron you've never heard of: E. Virgil Neal and Tokalon. Englewood, CO: Altus History LLC, 2009.

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6

Waging war on the autistic child: The Arizona 5 and the legacy of Baron von Munchausen. New York, NY: Skyhorse Pub., 2012.

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7

Shames, Laurence. Not fade away: A short life well lived. Emmaus, Pa: Rodale, 2003.

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8

1951-2002, Barton Peter, ed. Not fade away: A short life well lived. New York: Perennial, 2004.

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9

Landy, Alice S. Heath Introduction To Literature Sixth Edition And Barton Handbook. 6th ed. Houghton Mifflin Company, 1999.

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10

Deroche, Heath Introduction To Poetry, 6th Edition Plus Barton, Contemporary Handbook Literary Terms. 6th ed. Houghton Mifflin Company, 2005.

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11

Lauter, Paul. Heath Anthology American Literature Concise Plus Barton Contemporary Handbook Of Literary Terms 2nd Edition. Houghton Mifflin Company, 2003.

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12

Lauter, Paul. Lauter, Heath Anthology Of American Literature, Volume 1, 4th Edition Plus Barton, Contemporary Handbook Of Literary Terms. 4th ed. Houghton Mifflin Company, 2004.

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13

Ravetz, J. R., and I. Grattan-Guiness. Joseph Fourier, 1768-1830: A Survey of His Life and Work. MIT Press, 2003.

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14

Barlow, David H., ed. The Oxford Handbook of Clinical Psychology. Oxford University Press, 2010. http://dx.doi.org/10.1093/oxfordhb/9780195366884.001.0001.

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The Oxford Handbook of Clinical Psychology synthesizes writing on clinical psychology since the late 1960s in one volume. Comprising articles from the foremost scholars in clinical psychology, the book provides even and authoritative coverage of the research, practice, and policy factors that combine to form today's clinical psychology landscape. In addition to core sections on topics such as training, assessment, diagnosis, and intervention, the book includes valuable articles devoted to new and emerging issues in the clinical field, including heath care reforms, cultural factors, and technological innovations and challenges. Each article offers a review of the most pertinent literature, outlining current issues and identifying possibilities for future research. The book features articles by Editor David H. Barlow on changes during his own forty-year odyssey in the field and ten themes for the future of clinical psychology.
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15

Barlow, David H., ed. The Oxford Handbook of Clinical Psychology. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199328710.001.0001.

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The Oxford Handbook of Clinical Psychology, Updated Edition synthesizes writing on clinical psychology since the late 1960s in one volume. With updated information from the DSM-5, it comprises articles from the foremost scholars in clinical psychology, providing even and authoritative coverage of the research, practice, and policy factors that combine to form today's clinical psychology landscape. In addition to core sections on topics such as training, assessment, diagnosis, and intervention, the book includes valuable articles devoted to new and emerging issues in the clinical field, including heath care reforms, cultural factors, and technological innovations and challenges. Each article offers a review of the most pertinent literature, outlining current issues and identifying possibilities for future research. The book features articles by editor David H. Barlow on changes during his own forty-year odyssey in the field and ten themes for the future of clinical psychology.
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16

Barton, Gregory A. The Global History of Organic Farming. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199642533.001.0001.

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Organic farming is a major global movement that is changing land use and consumer habits around the world. This book tells the untold story of how the organic farming movement nearly faltered after an initial flurry of scientific interest and popular support. Drawing on newly unearthed archives, Barton argues that organic farming first gained popularity in an imperial milieu before shifting to the left of the political spectrum after decolonization and serving as a crucial middle stage of environmentalism. Modern organic protocols developed in British India under the guidance of Sir Albert Howard before spreading throughout parts of the British Empire, Europe, and the United States through the advocacy of his many followers and his second wife Louise. Organic farming advocates before and during the Second World War challenged the industrialization of agriculture and its reliance on chemical fertilizers. They came tantalizingly close to influencing government policy. The decolonization of the British Empire, the success of industrial agriculture, and the purging of holistic ideas from medicine sidelined organic farming advocates who were viewed increasingly as cranks and kooks. Organic farming advocates continued to spread their anti-chemical farming message through a small community that deeply influenced Rachel Carson’s ideas in Silent Spring, a book that helped to legitimize anti-chemical concerns. The organic farming movement re-entered the scientific mainstream in the 1980s only with the reluctant backing of government policy. It has continued to grow in popularity ever since and continues to inspire those who seek to align agriculture and health.
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17

Barlow, David H., and Todd Farchione, eds. Applications of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190255541.001.0001.

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In recent years, there has been a movement away from traditional disorder-specific manuals for the treatment of psychological disorders and toward treatment approaches that focus on addressing psychological processes that appear to cut across disorders. These “transdiagnostic” evidence-based treatments may prove to be more cost-efficient and have the potential to increase availability of evidence-based treatments to meet a significant public-health need. Among clinicians, the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP), developed by Dr. David Barlow and colleagues, is the most recognizable and widely used transdiagnostic treatment protocol with empirical support for its use. This book provides clinicians with a “how to” guide for using the UP to treat a broad range of commonly encountered psychological disorders in adults. Each chapter covers a specific emotional disorder but important transdiagnostic processes are highlighted and discussed in relation to treatment. Case studies are employed throughout to illustrate the real-world application of this unique cognitive behavioral protocol and to instruct clinicians in the nuts and bolts of assessment, case formulation, and treatment in accordance with a transdiagnostic perspective. Most of the chapters are authored by current or former unified protocol team members who are all thoroughly familiar with the UP and will be writing about cases they themselves have treated.
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18

Wakefield, Andrew J. Waging War on the Autistic Child: The Arizona 5 and the Legacy of Baron Von Munchausen. Skyhorse Publishing Company, Incorporated, 2016.

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19

Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.

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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including points on which the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill suited for cultivating these habits of mind. Since screens and audio are now entrenched—and valuable—platforms for reading, we need to rethink how to help learners use them wisely.
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20

Dryfoos, Joy G., Jane Quinn, and Carol Barkin, eds. Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.001.0001.

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A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. How should such a school be structured? How can its success be measured? Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21st century. CAS began this work more than a decade ago and today operates thirteen such schools in three low-income areas of New York City. Through a technical assistance center operated by CAS, hundreds of other schools across the country and the world are adapting this model. Based on their own experiences working with community schools, the contributors to the volume supply invaluable information about the selected program components. They describe how and why CAS started its community school initiative and explain how CAS community schools are organized, integrated with the school system, sustained, and evaluated. The book also includes several contributions from experts outside of CAS: a city superintendent, an architect, and the director of the Coalition for Community Schools. Co-editors Joy Dryfoos, an authority on community schools, and Jane Quinn, CAS's Assistant Executive Director of Community Schools, have teamed up with freelance writer Carol Barkin to provide commentary linking the various components together. For those interested in transforming their schools into effective child- and family-centered institutions, this book provides a detailed road map. For those concerned with educational and social policy, the book offers a unique example of research-based action that has significant implications for our society.
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21

Barton, Peter, and Laurence Shames. Not Fade Away: A Short Life Well Lived. RB Large Print, 2003.

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22

1951-2002, Barton Peter, ed. Not fade away: A short life well lived. Prince Frederick, MD: RB Large Print, 2004.

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