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This book examines the effects of social relations during primary school on children's neurobiology and pathways to maladaptation. It explores the ways in which after the transition to primary education children, supervised by teachers, need to function with their peers. The volume addresses issues affecting 10% to 20% of children who become poorly accepted or victimized by peers, receive low support by teachers or even have conflictual relations with teachers, and may perceive the classroom as a whole as nonsupportive. Key areas of coverage include: Detrimental effects of such social experiences, providing an overview of how such experiences affect children's neurobiology factors to understand why these children develop maladaptive outcomes.Manifestations of social relations, their complexity, interrelations, and pathways leading to the maladaptive outcomes.How genetic factors may evoke children's social environment and make them susceptible to its impact (e.g., findings on DNA methylation at both epigenome-wide level as well as on particular loci on candidate genes).Links between social environmental stressors and the psychophysiology of elementary school children and reviews both links with the autonomic nervous system as well as with the HPA-axis.The impact of social experiences on neurocognitive function development, decision making, and structural and functional brain development and discusses implications for research, prevention, and intervention. Biosocial Interplay During Elementary School is a must-have resource for researchers, professors, and graduate students as well as clinicians and other professionals in clinical child, school, and developmental psychology, educational psychology/policy and politics, social work, neuroscience, public health, and all related disciplines

Intro -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Introduction -- Radical I: Reason -- Chapter 1: How we might enter philosophy -- Chapter 2: How we are -- Radical II: Experience -- Chapter 3: How we know -- Radical III: Action -- Chapter 4: How we live and work -- Chapter 5: How we might live and work -- Radical IV: Analysis -- Chapter 6: How we get by -- Radical V: Self-Criticism -- Chapter 7: How we might re-enter philosophy -- Chapter 8: How we face life -- Chapter 9: How we face death -- Next steps -- Bibliography -- Index.

We propose a novel mechanism through which established firms contribute to the startup ecosystem: the allocation of R&D tax credits to startups via the M&A channel. We show that when established firms become eligible for R&D tax credits, they increase their R&D and M&A activity. In particular, they acquire more venture capital (VC)-backed startups, but not non-VC-backed firms. Moreover, the impact of R&D tax credits on firms' R&D is increasing with their acquisition of VC-backed startups. The results suggest that established firms respond to R&D tax credits by acquiring startups rather than solely focusing on increasing their R&D intensity in-house. We also highlight evidence that startups do not appear to benefit from R&D tax credits directly, perhaps because they typically lack the taxable income necessary to directly benefit from the tax credits. In this context, established firms can play an intermediary role by acquiring startups and reallocating R&D tax credits, effectively relaxing the financial constraints faced by startups.

As we understand them, dispositions are relatively uncontroversial 'predicatory' properties had by objects disposed in certain ways. By contrast, powers are hypothetical 'ontic' properties posited in order to explain dispositional behaviour. Chapter 1 outlines this distinction in more detail. Chapter 2 offers a summary of the issues surrounding analysis of dispositions and various strategies in contemporary literature to address them, including one of our own. Chapter 3 describes some of the important questions facing the metaphysics of powers including why they're worth positing, and how they might metaphysically explain laws of nature and modality. This title is also available as Open Access on Cambridge Core.