D

Schaefer, Helmut

doi:10.1007/978-3-642-95748-2_4

Cited by 2 publications

(8 citation statements)

References 7 publications

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“…KY Ara. Our spectrum can be classified as F7 V. The accurate UBV R C I C magnitudes derived by Schaefer & Hoffleit (1994) are nearly identical to our values reported in Table 6. Schaefer & Hoffleit argue for an error in the identification chart of Wyckoff & Wehinger (1978) on which the DS93 chart is based, the true variable having an offset of some arcsec and being fainter than 21 mag in B in 1994.…”

Section: Other Objectssupporting

confidence: 86%

CCD spectrophotometry of CVs. III. 3270-9000 Å atlas for 38 faint systems

Zwitter¹,

Munari²

1996

Astron. Astrophys. Suppl. Ser.

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Abstract. -A 7Å resolution, 3270−9000Å spectrophotometric atlas is presented for 38 objects from the Downes & Shara (1993) catalogue of Cataclysmic Variables (CVs). The stars were selected among those listed as lacking published spectra. As for previous papers in this series, the aim is to check the CV status of the objects spectroscopically and to provide high quality absolute spectrophotometry over a wide wavelength range. For all programme stars accurate UBV RI magnitudes, continuum fluxes at selected wavelengths and integrated fluxes of emission lines are derived. Among the 38 programme stars, only 16 clearly show a CV-like spectrum. In the three papers of this series we have so far surveyed 94 objects among the entries in the Downes and Shara catalogue which lack spectroscopic confirmation. The fraction of validated CVs is 56%. For objects from the Palomar-Green survey the rate of confirmed CVs is particularly low, amounting to only 23%.

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Section: Other Objectssupporting

confidence: 86%

CCD spectrophotometry of CVs. III. 3270-9000 Å atlas for 38 faint systems

Zwitter¹,

Munari²

1996

Astron. Astrophys. Suppl. Ser.

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“…Clinicians generally suggest that death be explained to young children in concrete, unambiguous terms (Grollman, 1967(Grollman, , 1990Schaefer, 1988;Shapiro, 1994;Webb, 1993). Phrases such as "passed away" or "left us" only reinforce a young child's expectations that the deceased may return, further confusing the child.…”

Section: Explaining Death To Childrenmentioning

confidence: 99%

“…Older children may require a more detailed account of the death. An illness, for example, should be explained in some detail because vague references to a sickness might fuel children's anxiety, leading to beliefs that every illness is life threatening (Schaefer, 1988). Johansen (1988) stresses that a more holistic approach is needed for older children, especially adolescents.…”

Section: Explaining Death To Childrenmentioning

confidence: 99%

“…Death educators, however, support the idea that children should attend funerals, as these rituals are an integral part of the mourning process (Grollman, 1967(Grollman, , 1990Jackson, 1982;Schaefer, 1988;Shapiro, 1994;Siege1 et al, 1990;Webb, 1993). A youngster should have the same right as any other member of the family to pay his or her last respects (Kubler-Ross, 1983;Schaefer, 1988). They even suggest that older children be given a participatory role in the funeral (Grollman, 1967(Grollman, , 1990Kubler-Ross, 1983;Schaefer, 1988).…”

Section: Children and Funeral Attendancementioning

confidence: 99%

“…A youngster should have the same right as any other member of the family to pay his or her last respects (Kubler-Ross, 1983;Schaefer, 1988). They even suggest that older children be given a participatory role in the funeral (Grollman, 1967(Grollman, , 1990Kubler-Ross, 1983;Schaefer, 1988). Not attending the funeral deprives the child of a sense of belonging at an emotional moment.…”

Section: Children and Funeral Attendancementioning

confidence: 99%

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Educating children to cope with death: A preventive model

Aspinall¹

1996

Psychol. Schs.

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Today's children increasingly are exposed to death in their environments. The professional literature indicates potentially adverse effects of unresolved childhood grief. These factors point to the need for death education to be included in the school curriculum, with a focus on promotion of health and prevention of disorders. School psychologists should be in the forefront of advocating, developing, and implementing such a program, in collaboration with the teachers. This article reviews what is known about children's conceptions of death, how children grieve, and relevant research. The guidelines of clinicians in the field are presented on such issues as explaining death to children, their attending funerals, and treating bereaved youths and their families. In addition the broad outline for a death education program is presented, incorporating developmental and theoretical principles about children's grieving process. The curriculum's goals are to provide students with appropriate information about the life cycle, to identify affective issues associated with grief, and to facilitate the development of effective coping strategies for managing bereavement reactions. A death education program may help students to more fully appreciate life while realizing that death is a natural part of the life process.

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D

Cited by 2 publications

References 7 publications

CCD spectrophotometry of CVs. III. 3270-9000 Å atlas for 38 faint systems

CCD spectrophotometry of CVs. III. 3270-9000 Å atlas for 38 faint systems

Educating children to cope with death: A preventive model

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