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121 - 140 of 164 search results for foster children and psychiatry where 16 match all words and 148 match some words.
  1. Results that match 2 of 3 words

  2. RA in the UK

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/RA-in-the-UK.pdf
    20 Oct 2020: 1. Restorative Approaches in Schools in the UK If you work with, or care for, school-aged children and young people then this pamphlet is for you. ... 3. Why are Restorative Approaches helpful? Staff, children and parents/carers who work restoratively
  3. The reliability and validity of the pupil behaviour questionnaire: a…

    https://dev.psychiatry.cam.ac.uk/files/2020/08/tf-STARS-PBQ-2018.pdf
    12 Aug 2020: Included children were in Reception to Year 4 (aged 4 to 9 years). ... doi:10.1080/13632752.2015.1120070. Rutter, M. 1967. “A Children’s Behaviour Questionnaire for Completion Be Teachers: Preliminary Findings.” Journal ofChild Psychology and
  4. Research Report No

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS031.doc
    20 Oct 2020: In addition, we examine the role of teachers in mediating interactions between children and technology – supporting learning through interpreting processes, discussing and explaining meaning, and creating a classroom climate which fosters
  5. TiPS031

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS031.pdf
    20 Oct 2020: According to Rogoff, children take a significant,active role in structuring instruction through simultaneously adjusting their level ofparticipation and requesting assistance, greater responsibility and involvement. ... In addition, we examine therole of
  6. Conceptual integration and science learners - do we expect too much

    https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.doc
    20 Oct 2020: the way that children absorb discussion of these issues in the life-world. ... How many children are exposed to discussions of atoms exchanging electrons and the like in their social hours!
  7. Taber (CSSME, Leeds, 2005) 1 Conceptual integration and science ...

    https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.pdf
    20 Oct 2020: reactions which did not derive from the way that children absorb discussion of these. ... issues in the life-world. How many children are exposed to discussions of atoms.
  8. Cross- case analysis preliminary themes

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS0521.doc
    20 Oct 2020: For example, for DR, “it was a lot easier to go round”, he “managed to focus on every pair of children” and “took a larger role in their decisions”. ... The History project teachers described in their report how “ongoing dialogue between
  9. TiPS0521

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS0521.pdf
    20 Oct 2020: For example, for DR, “it was a lot easier to go round”, he “managed to focus on every pair of children” and “took a larger role in their decisions”. ... The History project teachers described in their report how “ongoing dialogue between
  10. Bystanders in Schools: What Do They Do and WhatDo ...

    https://www.educ.cam.ac.uk/research/programmes/researchdevelopment/19_06mclaughlin.pdf
    20 Oct 2020: There were also substantial differences in the intendedresponses of primary and secondary children. ... For secondary students the. Table 4. Primary and Secondary Children’s Bystander Responses.
  11. epiSTEMe_TISME_12

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeTISME12.pdf
    20 Oct 2020: that knowledge is a tool for solving problems, and foster coherent understanding of fundamental ideas and their relationships (Trafton et al., 2001). ... Eds.) (2001). Adding it up: Helping children learn mathematics. Washington DC: National Academy Press
  12. ESRC_Feb 2010-1

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/ESRC_Feb%202010-1.pdf
    20 Oct 2020: the conventional domains of institutional cultures, be it schools, courts or children and family welfare. ... foster and promote power imbalances to a system that promote healthy self-regulation.
  13. C O P i L cambridge occasional papers in ...

    https://www.mmll.cam.ac.uk/files/copil_11_8_walterlemon.pdf
    13 Oct 2020: According to him, he and his sisterdeveloped it as children in order to have a secret language. ... Journal ofChild Psychology and Psychiatry 44(3). 342–355. Trudgill, Peter. 2004. Linguistic and social typology: The Austronesian migrationsand phoneme
  14. Blog: Alexandra Bolton on skills and education in transforming…

    https://www.cdbb.cam.ac.uk/news/blog-alexandra-bolton-skills-and-education-transforming-construction
    5 Mar 2020: Children and adult participants can engage with Minecraft, virtual reality headsets, 3D scanners and time-lapse film while learning how these technologies are being used to construct and manage built assets ... By bringing construction and the built
  15. The Parliamentary Office of Science and Technology, Westminster,…

    https://www.educ.cam.ac.uk/people/staff/demetriou/all_publications/POST-PN-0583.pdf
    27 May 2020: may show academic benefits. For example, the programme. Philosophy for Children (P4C) involves group discussions. ... National. Children’s Bureau & YoungMinds. 18 Layard et al. (2014). What Predicts a Successful Life?
  16. Genetic signatures of human brain structure: A comparison between…

    https://cslb.psychol.cam.ac.uk/files/lyu_et_al_2020.pdf
    5 Oct 2020: The American. journal of psychiatry 150, 130-134 (1993). 5. Chen P-Y, Chen C-L, Hsu Y-C, Tseng W-YI. ... Transcriptional regulation of neurodevelopmental and metabolic pathways by. NPAS3. Molecular psychiatry 17, 267-279 (2012).
  17. UNIVERSITY RESEARCH ETHICS COMMITTEE University of Cambridge Policy…

    https://www.research-integrity.admin.cam.ac.uk/files/uoc_ethics_policy_july2020_0.pdf
    20 Jul 2020: To facilitate this, the University will:. a) Foster a research culture that embraces the principles set out in this Policy as well as. ... group. Researchers undertaking such research should also be aware of and abide by the University’s Children and
  18. Your Optimise Health PlanPolicy handbook Things you need to ...

    https://www.chu.cam.ac.uk/wp-content/uploads/2022/01/Simplyhealth-Policy-Handbook.pdf
    5 May 2020: the stillbirth of your child after 24 weeks of pregnancy. foster children. ... allow, the employee can apply to include their partner or children on the policy.
  19. DWilson

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminartwo/DWilson.pdf
    20 Oct 2020: addition of ‘the Effect of the Conflict on Women and Children’, an often forgotten theme10. ... and imagination for adults and children alike. Local essentialism closes people to difference.
  20. Annual Reports of the Council and the General Board - Cambridge…

    https://www.reporter.admin.cam.ac.uk/reporter/2019-20/weekly/6573/section2.shtml
    22 Jan 2020: Other initiatives designed to foster a thriving and inclusive culture are outlined on p. ... children. It also agreed to a joint investment in Emerge, an EdTech fund, and committed to joint product-development initiatives in digital formative assessment.
  21. The CATCh-uS research study: Children and adolescents with ADHD ...

    https://dev.psychiatry.cam.ac.uk/files/2020/07/CATCh-uS-summary_13082019-1.pdf
    17 Jul 2020: management of their ADHD when they are too old for children’s services. ... 2019, British Journal of Psychiatry. Further questions or reference requests? Contact: t.newlove-delgado@exeter.ac.uk.

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