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Books on the topic 'Peer acceptance'

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Published: 4 June 2021
Last updated: 26 January 2023

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1

American Institute of Certified Public Accountants. AICPA peer review program report acceptance body handbook. 3rd ed. New York: American Institute of Certified Public Accountants, 1996.

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2

Deković, Maja. The role of parents in the development of child's peer acceptance. Assen: Van Gorcum, 1992.

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3

Wiener, Judith. Correlates of peer status in learning-disabled children. [Toronto, Ont.]: Department of Special Education, The Ontario Institute for Studies in Educatio, 1989.

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4

H, Cillessen Antonius, and Bukowski William M, eds. Recent advances in the measurement of acceptance and rejection in the peer system. San Francisco: Jossey-Bass Publishers, 2000.

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5

To love mercy: Becoming a person of compassion, acceptance & forgiveness. Colorado Springs, Colo: NavPress, 1991.

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6

Connor, Robert J. G. Peer assessment - practical concept or theoretical ideology?: An investigation into the useand acceptance of peer assessment by students and lecturers in higher education. [S.l: The author], 1996.

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7

Choke. New York: Scholastic Press, 2012.

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8

My life in black and white. New York: Viking, 2012.

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9

Cook, Melissa H. The power of validation: Arming your child against bullying, peer pressure, addiction, self-harm, and out-of-control emotions. Oakland, CA: New Harbinger Publications, 2011.

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10

My life from air-bras to zits. Woodbury, Minn: Flux, 2009.

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11

Golant, Mitch. It's O.K. to be different!: A parent/child manual for the education of children. Indianapolis, Ind: RGA Pub. Group, 1988.

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12

1927-, Crane Bob, and Smith, Frank Charles, 1937- ill., eds. It's O.K. to be different!: A parent/child manual for the education of children. New York, NY: T. Doherty Associates, 1988.

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13

Golant, Mitch. Sometimes it's O.K. to be afraid!: A parent/child manual for the education of children. New York, NY: T. Doherty Associates, 1987.

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14

Jake, reinvented. New York: Hyperion, 2003.

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15

Jake reinvented. Markham, Ont: Scholastic Canada, 2003.

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16

Peer acceptance and self-esteem in gifted children. 1987.

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17

Rubin, Kenneth H., Julie C. Bowker, Kristina L. McDonald, and Melissa Menzer. Peer Relationships in Childhood. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0011.

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The significance of peers in the lives of children and adolescents is described. The chapter begins with a discussion of theory relevant to the study of peer interactions, relationships, and groups. Next examined are the prevalence, stability, and characteristics of children’s friendships, the psychosocial correlates and consequences of having a mutual friendship and of having friendships with others who are experiencing adjustment difficulties. Thereafter, sections are focused on the assessment of peer acceptance, rejection, and popularity, and the behavioral, social-cognitive, affective, and self-system concomitants and longitudinal outcomes of peer acceptance and rejection. Subsequently, the extant literature pertaining to child and adolescent peer groups, cliques, and crowds is described. In the next section, the growing literature on culture and peer relationships is discussed. Then, in the summary, we present a transactional, developmental framework for understanding individual differences in children’s peer relationships experiences.
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18

Role of Parents in the Development of Child's Peer Acceptance. Van Gorcum Ltd, 1992.

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19

French, Doran C., and Hoi Shan Cheung. Peer Relationships. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.003.0007.

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This chapter examines how adolescents’ peer relations are contextualized within cultural norms and values. Across cultures, differences in demography, time use, and activity settings are identified as contributors to the varying patterns observed in adolescent social networks, friendships, and romantic relationships. This chapter also reviews status hierarchies related to peer acceptance and rejection, popularity, and bullying in different cultures and discusses the contributions of peers to adolescents’ academic success and engagement in deviant behaviors. We conclude with a recommendation to conduct more research on peer relationships outside of North America, especially focusing on time use and peer activities, cultural norms and values, neurological development and the impact of these on adolescent social competence and risk-taking behavior.
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20

Cuksts, Bruno. Peer acceptance, friendships and attitudes towards academically integrated physically disabled adolescents. 1988.

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21

Cuksts, Bruno *. Peer acceptance, friendships and attitudes towards academically integrated physically disabled adolescents. 1988.

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22

Popularity In The Peer System. Guilford Publications, 2011.

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23

Characteristics of female aggression in relation to childhood peer acceptance: An exploratory study. Ottawa: National Library of Canada, 1994.

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24

Determinants of peer acceptability of exceptional children. 1988.

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25

Sandstrom, Marlene J. The Peer Nature of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0011.

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Relational aggression (RA), which involves the manipulation of a target’s relationships, peer status, or reputation, is an inherently interpersonal weapon. This chapter focuses on the peer context of RA, and addresses core questions about the association between RA and social constructs such as group acceptance, rejection, popularity, and friendship. What are the interpersonal costs and benefits of RA? What factors might explain why some relationally aggressive children are able to achieve and maintain popularity and social centrality despite being disliked? How does RA play out within mutual friendships? And how do the peer dynamics surrounding RA shift across development? The chapter begins with a discussion of RA in relation to group-level peer experiences (i.e., peer liking/acceptance; disliking/rejection; perceived popularity) and then turns to an exploration of RA within the context of friendships. It concludes with a discussion of selection and influence effects in regard to relationally aggressive behavior.
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26

Bullock, Janis R. Family environment, adult psychosocial competence, parental acceptance, and social competence in children's peer relations. 1987.

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27

Lopez, Diana. Choke. Scholastic, Incorporated, 2012.

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28

Palmer, William David. The effect of placement in kindergarten based on the results of a pre-kindergarten development screening on first graders' perceived competence and peer acceptance. 1985.

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29

(Illustrator), Frank Charles Smith, ed. It's Ok to Be Different: A Parent/Child Manual for the Education of Children. Tor Books, 1988.

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30

Bukowski, William M. Recent Advances in the Measurement of Acceptance and Rejection in the Peer System: New Directions for Child and Adolescent Development (J-B CAD Single Issue Child & Adolescent Development). Jossey-Bass, 2000.

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31

Mizock, Lauren, and Zlatka Russinova. Acceptance of Mental Illness. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190204273.001.0001.

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The book covers a topic that is often overlooked in the literature: How people with serious mental illnesses (i.e., schizophrenia, bipolar disorder, severe depression) come to recognize and deal with the symptoms of a mental illness in order to promote recovery. Per the recovery movement in mental health, recovery is understood as not simply symptom elimination, but the process of living a meaningful and satisfying life in the face of mental illness. Acceptance of Mental Illness draws from research to provide educators, clinicians, researchers, and consumers with an understanding of the multidimensional process of acceptance of mental illness in order to support people across culturally diverse groups to experience empowerment, mental wellness, and growth. Chapters focus on providing a historical overview of the treatment of people with mental illness, examining the acceptance process, and exploring the experience of acceptance among women, men, racial–ethnic minorities, and LGBT individuals with serious mental illnesses. The book is a useful tool for mental health educators and providers, with each chapter containing case studies, clinical strategies lists, discussion questions, experiential activities, diagrams, and worksheets that can be completed with clients, students, and peers.
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32

1945-, Epstein Debbie, ed. Challenging lesbian and gay inequalities in education. Buckingham [England]: Open University Press, 1994.

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33

Sometime Ok AF-Cn: Color Nu-Cn (Book of Swords). Tom Doherty Associates, 1987.

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34

(Illustrator), Frank Charles Smith, ed. Sometimes It's Ok to Be Afraid: A Parent/Child Manual for the Education of Children (It's O.K. Series). Tom Doherty Associates, 1988.

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35

Zaidman-Zait, Anat, and Tova Most. Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0022.

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Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including their self-confidence, motivation, social adjustment, peer acceptance, and popularity. This chapter discusses the assessment of pragmatic abilities in DHH learners and argues that pragmatic abilities are fundamental to DHH learners’ social-emotional functioning. A case example will be provided and implications for educational assessment and intervention will be discussed.
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36

Espelage, Dorothy L., Jun Sung Hong, and Gabriel J. Merrin. Relational Aggression and Bullying in a School Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0015.

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Relational aggression, or “indirect bullying” or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.
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37

SINGH, Dr PREETI. INFORMATION TECHNOLOGY. KAAV PUBLICATIONS, DELHI, INDIA, 2022. http://dx.doi.org/10.52458/9789391842499.eb.

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The book offers a global platform for the academia to elevate their image as internationally acclaimed scholars, as it reaches the nook and the corner of the globe online. Researchers can also ripe the benefit of enriching their study by submitting manuscripts to the editorial board that comprises scholars with proven abilities and established research track record. All the articles submitted for publication are subjected to rigorous single blinded peer review to ensure its quality before it gets published. Authors’ scholarly work undergoes critical scrutiny by experts in the same subject to check for scientific validity, relevance and accuracy. Upon getting the final approval from the editorial board members, their decision on acceptance or rejection will be informed via E-mail. The Book supports open access publishing model to maximize the visibility of the published research. Authors can track the article status from the Editorial Manager System of the Book which allows authors to submit article, track status and respond to reviewers’ comments and revision requests.
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38

Carruthers, Gerard. Jacobite Unionism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198736233.003.0006.

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The matter of Jacobitism and the cause of the Stuarts are at the heart of the modern Scottish literary canon, from the songs of Burns via the novels of Scott to the era of Aytoun and Stevenson. Political Jacobitism between 1707 and 1745–6 was the primary vehicle for Scottish independence and anti-unionist sentiment. However, after the collapse of the Jacobite movement at Culloden, later generations of sentimental Jacobite writers, while continuing to be entranced by the romance of Stuart dynasticism, stood for a more pragmatic strain of political acceptance. Sentimental Jacobite writers did not challenge the Union per se, though they tended to subscribe to the view that it was—and should be—a partnership of equals. Scotland, they argued, was not a province of England, no mere Scotland-shire. Nevertheless, much of Scotland’s Jacobite, or more properly neo-Jacobite, literary canon embodied a sotto voice acceptance of the Union.
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39

Michael, Furmston, Tolhurst G J, and Mik Eliza. 6 Problems of Intention and Consideration in Online Transactions. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198724032.003.0006.

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This chapter discusses issues concerning online transactions and points to further challenges. It commences with a broad discussion on the relationship between the two prerequisites of every contract: intention and consideration. It focuses on the difficulty of establishing intention and consideration in circumstances where the context of a particular online interaction is difficult to categorize as either commercial or social. Next, it deals with problems relating to the application of the offer and acceptance model in online transactions. Some basic questions are posed: Is there an offer? If so, what are its contents? Is there an acceptance? If so, when does it become effective? Throughout the discussion it is assumed that each Internet-based communication method creates different problems, and each stage in the online contract formation process faces different technological challenges. Technology, while not changing contract law per se, adds complexity to the traditional analysis. The question is not: do traditional principles apply? but how do they apply?
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40

McKendrick, Ewan. Contract Law. 10th ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/he/9780192856548.001.0001.

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Contract Law: Text, Cases, and Materials provides a complete guide to the subject of contract law. The book comprises a balance of 60 per cent text to 40 per cent cases and materials. Its clear explanations and analyses of the law provide support to students, while the extracts from cases and materials promote the development of essential case reading skills and allow for a more detailed appreciation of the practical workings of the law and of the best legal scholarship. Part I of the book examines the rules relating to the existence of an agreement (particularly offer and acceptance, uncertain and incomplete agreements, and consideration and promissory estoppel). Part II covers the terms of the contract, including implied terms, interpretation, boilerplate clauses, exclusion clauses, unfair terms in consumer contracts, and good faith. Part III examines topics such as mistake, misrepresentation, duress, undue influence, unconscionability, inequality of bargaining power, and frustration and force majeure. Part IV turns to breaches of contract and termination, damages, and specific performance. The last part, Part V, concentrates on third parties.
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41

Lepesant, Gilles. Implementing EU Renewable Energy Policy at the Subnational Level. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198802242.003.0028.

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The European Union (EU) has set targets for gradually reducing greenhouse gas emissions through 2050. One of the instruments involved is the 2009 Renewable Energy Directive, which specifies a 20 per cent renewable energy target for the EU by 2020. The chapter reviews tensions and institutional innovations that can arise at local and regional levels within the context of the implementation of this policy. Drawing on empirical evidence collected in two regions, one in a federal country (Brandenburg in Germany), one in a unitary state (Aquitaine in France), the chapter describes the factors that determine community and market acceptance of renewable energies, suggesting that appropriate multi-level governance schemes are instrumental in the successful adoption and implementation of EU priorities at the local level.
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42

Beste, Jennifer. Why College Students Act the Way They Do. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190268503.003.0003.

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Undergraduate ethnographers perceive that their peers’ behavior at parties mimics popular culture’s narrative of sex, gender, and college culture. The media accessed by adolescents and young adults depict casual sex as humorous, thrilling, expected, and “no big deal.” Furthermore, popular culture celebrates the college years as the time in life to be wild, drink excessively, and experiment sexually with as many people as possible. Conforming to this lifestyle offers social status and acceptance, and gives students a temporary boost in self-esteem. Excessive alcohol enables students to act in ways they would never comfortably act if sober. After analyzing ethnographers’ perspectives, the author turns to broader social scientific research to offer additional motivations and reasons underlying college students’ attitudes and behavior—hyper-individualism, technology, the ubiquitous use of online porn, and the pervasive pornification of sexuality in U.S. culture.
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43

De Witte, Kristof, Oliver Holz, and Lotte Geunis, eds. Somewhere over the rainbow. Discussions on homosexuality in education across Europe. Waxmann Verlag GmbH, 2018. http://dx.doi.org/10.31244/9783830987475.

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Schools should offer a safe and secure environment for all young people to develop, to learn, and to thrive. Sadly, for many, they fall short. Homophobic and transphobic behaviour is still painfully common in schools across Europe. A significant number of LGBT pupils experience homophobic and transphobic bullying, and they are more likely to experience violence than heterosexual peers. This publication explores the underlying attitudes towards homosexuality in eight European countries: Belgium, Germany, Hungary, Poland, Spain, the Netherlands, the United Kingdom and Turkey. It is the product of a strategic partnership (KA2) between fifteen European secondary and higher education institutions, launched in 2016 under the auspices of the European Commisson’s ERASMUS+ programme. The project supported by this partnership, Homo’poly, promotes greater understanding and acceptance of homosexuality with the explicit aim of improving the school life of LGB pupils.
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44

Waldo, Albert L. Rate versus rhythm control therapy for atrial fibrillation. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0511.

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Based on data from several clinical trials, either rate control or rhythm control is an acceptable primary therapeutic strategy for patients with atrial fibrillation. However, since atrial fibrillation tends to recur no matter the therapy, rate control should almost always be a part of the treatment. If a rhythm control strategy is selected, it is important to recognize that recurrence of atrial fibrillation is common, but not clinical failure per se. Rather, the frequency and duration of episodes, as well as severity of symptoms during atrial fibrillation episodes should guide treatment decisions. Thus, occasional recurrence of atrial fibrillation despite therapy may well be clinically acceptable. However, for some patients, rhythm control may be the only strategy that is acceptable. In short, for most patients, either a rate or rhythm control strategy should be considered. However, for all patients, there are two main goals of therapy. One is to avoid stroke and/or systemic embolism, and the other is to avoid a tachycardia-induced cardiomyopathy. Also, because of the frequency of atrial fibrillation recurrence despite the treatment strategy selected, patients with stroke risks should receive anticoagulation therapy despite seemingly having achieved stable sinus rhythm. For patients in whom a rate control strategy is selected, a lenient approach to the acceptable ventricular response rate is a resting heart rate of 110 bpm, and probably 90 bpm. The importance of achieving and maintaining sinus rhythm in patients with atrial fibrillation and heart failure remains to be clearly established.
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45

Schmitz, Thomas A. Professionals of Paideia? Edited by Daniel S. Richter and William A. Johnson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199837472.013.10.

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This chapter analyzes to what extent public speaking as a sophist can be defined as a profession. While a number of aspects seem to point in this direction (the importance of hard work and good craftsmanship, the acceptance of wages, and the establishment of endowed chairs of rhetoric), other aspects show that sophists were not professionals in our modern sense of the term: their performances were, above all, a public demonstration of social status; recognition by their peers was a key feature of their encounters with each other. The interpretation of an anecdote about the sophist Hippodromus, his encounter with his colleague Megistias, and his physiognomy in Philostratus’s Lives of the Sophists demonstrates that the sophistic performance of status was seen as an expression of natural superiority and should be understood as a typical example of self-presentation by the Greek elite in the Roman Empire.
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46

Shushan, Gregory. North America. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190872472.003.0002.

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Dozens of Native American near-death experiences (NDEs) from the late sixteenth to early twentieth centuries are presented, ranging from across the continent. Many were accompanied by indigenous claims that they were the source for local afterlife beliefs. There were also many afterlife-related myths, and shamanic practices with NDE-like afterlife themes. In addition, numerous religious/cultural revitalization movements were claimed to have been grounded in the NDEs of their founders, and were conceptually related to the phenomenon. Near-death experiences could thus be an empowering force on a socio-cultural-political level in response to the threat of European dominance. There was a widespread acceptance and valorization of NDEs and related phenomena, and a high level of interest in the afterlife per se. Native American religions often showed a clear reciprocal relationship between shamanism, afterlife beliefs, and NDEs.
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47

Koch, Bernhard, ed. Chivalrous Combatants? Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783845276595.

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The debate on remote-controlled and so-called autonomous military robotics has also led to new inquiries into the ethos of soldiers. Should soldiers take risks which technological means could easily help them to avoid? Will the deployment of drones and autonomous weapons systems lead to the demise of military virtues? How much technological asymmetry is acceptable in a battle? Is there a need for a new ethos of chivalry among soldiers? In selected papers, this book endeavors to trace the traditional fundamental ideas of chivalry and military virtues, such as courage. It also addresses the question of the ethical significance of such soldierly attributes in conflicts today. With contributions by Nigel Biggar, Torsten Meireis, Alexander Merkl, Jörn Müller, Peter Olsthoorn, Gregory M. Reichberg, Niklas Schörnig and Malcolm Vale.
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48

Hentschel, Anja, Gerrit Hornung, and Silke Jandt, eds. Mensch - Technik - Umwelt: Verantwortung für eine sozialverträgliche Zukunft. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783748910770.

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Alexander Roßnagel celebrated his 70th birthday on September 13, 2020. The jubilee has shaped innovative research approaches in many areas of environmental and technology law. His interdisciplinary studies often include methodological advancements and combine specific design problems with important questions of fundamental rights and social cooperation – always aiming at responsible decisions for a socially acceptable future. The articles of the festschrift concern many facets of his work and bring together legal and interdisciplinary perspectives on essential challenges regarding the design of legal norms and innovative technologies, privacy and data protection, the conception and regulation of digitization, environmental regulation and organizational development. With contributions by Christiane Borchard, Benedikt Buchner, Alfred Büllesbach, Ernestine Dickhaut, Alexander Dix, Peter Dräxler, Christoph Ewen, Lothar Fischer, Martin Führ, Shizuo Fujiwara, Kurt Geihs, Christian Ludwig Geminn, Rüdiger Grimm, Volker Hammer, Anja Hentschel, Eric Hilgendorf, Michel-A. Horelt, Gerrit Hornung, Silke Jandt, Andreas Janson, Paul C. Johannes, Dieter Klumpp, Nicole Krämer, Michael Kreutzer, Herbert Kubicek, Robert Kuhn, Christel Kumbruck, Jörn Lamla, Philip Laue, Jan Marco Leimeister, Natalie Maier, Fabiano Menke, Hans-Jürgen Müggenborg, Günter Müller, Bernhard Nagel, Maxi Nebel, Uwe Neuser, Tadashi Otsuka, Ulrich Pordesch, Niklas Radenbach, Philipp Richter, Gerhard Roller, Peter Rott, Christoph Schnabel, Roland Steidle, Martin Steinebach, Gerd Stumme, Ali Sunyaev, Mayu Terada, Wolfgang Thaenert, Michael Waidner, Thilo Weichert, Tsuneharu Yonemaru
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49

Peer Rejection: Developmental Processes and Intervention Strategies (Guilford Series On Social And Emotional Development). The Guilford Press, 2003.

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50

Peer Rejection: Developmental Processes and Intervention Strategies (Guilford Series On Social And Emotional Development). The Guilford Press, 2005.

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