01166nam0-22003611i-450-99000747219040332120091119183312.02-251-60529-0000747219FED01000747219(Aleph)000747219FED0100074721920030814d1994----km-y0itay50------bafreFRa---m---001yyAmbiances climatiques instantanees au Spitsbergpour une approche méthodique niveau d'échelleDanial JolyParisDiffusion Les Belles Lettres1994404 p.ill.30 cmCahier de géographie de Besançon33Annales littéraires de l'Université de Franche-Comté529Tesi di laurea all'Università di BesançonClimatologiaNorvegiaSpitsbergClimaSvalbardJoly,Daniel269830ITUNINARICAUNIMARCBK990007472190403321Period.037(033)I.G.1147ILFGEILFGEAmbiances climatiques instantanees au Spitsberg674417UNINA04966nam 2200673 450 991045858060332120200520144314.00-8135-6363-110.36019/9780813563633(CKB)2550000001279473(EBL)1680084(SSID)ssj0001193850(PQKBManifestationID)11731477(PQKBTitleCode)TC0001193850(PQKBWorkID)11147036(PQKB)10181096(MiAaPQ)EBC1680084(OCoLC)878923602(MdBmJHUP)muse31593(DE-B1597)526240(DE-B1597)9780813563633(Au-PeEL)EBL1680084(CaPaEBR)ebr10864843(CaONFJC)MIL600679(EXLCZ)99255000000127947320140511h20142014 uy 0engur|n|---|||||txtccrDefining student success the role of school and culture /Lisa M. NunnNew Brunswick, New Jersey :Rutgers University Press,2014.©20141 online resource (188 p.)Rutgers Series in Childhood StudiesDescription based upon print version of record.0-8135-6362-3 1-306-69428-0 Includes bibliographical references and index.Frontmatter -- Contents -- Acknowledgments -- Introduction: Three High Schools with Three Distinct Ideas about School Success -- 1. Alternative High: Effort Explains School Success -- 2. Fearing Failure at Alternative High -- 3. Comprehensive High: Effort Is Helpful, but Intelligence Limits School Success -- 4. Separate Worlds, Separate Concerns: AP versus College- Prep Track at Comprehensive High -- 5. Elite Charter High: Intelligence plus Initiative Bring School Success -- 6. Competitive Classmates at Elite Charter High -- 7. Beyond Identity: Consequences of School Beliefs on Students' Futures -- Afterword -- Appendix A: Identity Theory and Inhabited Institutionalism -- Appendix B: Methodology -- Notes -- Bibliography -- Index -- About the AuthorThe key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer-an imbalance in resources-this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed-ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn's study of three public high schools reveals how students' beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way-reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students' college-going futures. Some schools' definitions of success match seamlessly with elite college admissions' definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.Rutgers series in childhood studies.High school environmentUnited StatesCase studiesHigh school studentsUnited StatesCase studiesPrediction of scholastic successUnited StatesCase studiesElectronic books.High school environmentHigh school studentsPrediction of scholastic success373.18Nunn Lisa M.1975-1050504MiAaPQMiAaPQMiAaPQBOOK9910458580603321Defining student success2480326UNINA05376nam 2200673 a 450 991078604480332120230803025156.01-299-18664-51-118-58125-31-118-58124-5(CKB)2670000000327396(EBL)1116237(OCoLC)827208623(SSID)ssj0000905980(PQKBManifestationID)11553649(PQKBTitleCode)TC0000905980(PQKBWorkID)10927763(PQKB)10401623(MiAaPQ)EBC1116237(Au-PeEL)EBL1116237(CaPaEBR)ebr10657592(CaONFJC)MIL449914(EXLCZ)99267000000032739620130225d2013 uy 0enguruz|---auuu|txtrdacontentcrdamediacrrdacarrierAdolescent emotions[electronic resource] development, morality, and adaptation /Tina Malit, issue editor ; Gil G. Noam, editor-in-chiefHoboken, N.J. Wiley20131 online resource (137 pages)New directions for youth development,1533-8916 ;no. 136Description based upon print version of record.1-118-58088-5 Includes bibliographical references and index.Title page; Copyright page; Editorial Board; Contents; Editor's Notes; Executive Summary; Chapter One: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; Chapter Two: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Chapter Three: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contexts; Chapter Four: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feelChapter Five: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?Chapter Six: Adolescents' perceptions of institutional fairness: Relations with moral reasoning, emotions, and behavior; Chapter Seven: Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior; 1: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; The typical affective consequences of moral transgressionsAdolescents' emotional experience in the context of their own wrongdoingConclusion; 2: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Emotions and reasoning in situations involving moral conflict and social exclusion; Contextual differences in moral emotions and moral reasoning; Adolescents' sympathy: Relations with moral emotions and moral reasoning; This study; Moral emotions and moral reasoning task; Coding of emotions and reasoning; Results; Conclusion3: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contextsDevelopmental origins of moral judgments and emotions; Social exclusion: Types and consequences; Intergroup social exclusion in adolescence: A theoretical model; Intergroup social exclusion: Adolescents' evaluations of group nonconformists; Conclusion; 4: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feel; The motivational account and its limitations; Links between moral emotion attributions, decision making, and actionDominant desire: Link 1Outcome expectancies: Link 2; Emotional response to anticipated (in)consistencies of the self: Link 3; Moral emotion attributions and the developing moral self; A three-layer model of moral self-development; Conclusion; 5: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?; Traditional approaches to moral development; Toward an integrative understanding of morality; Guilt, Shame, and Moral Behaviors; Sympathy, Moral Reasoning, and Moral Behaviors; Multidimensionality of Moral Behaviors; MethodParticipants and procedureTake an in depth look at how emotions relate to adolescents' decision making, reasoning, and behavior in morally relevant situations. It provides a summary of current research on emotions, morality, and adaptive behaviors. Furthermore, it discusses new approaches to research on emotions, morality, and socially adaptive behavior in adolescence. By doing so, the articles provide new insights into adolescents' emotional and moral development and show how emotions contribute to the way adolescents negotiate, resolve, and adapt to the moral and social conflicts that inevitably occur in their eveJ-B MHS Single Issue Mental Health ServicesAdolescent psychologyEmotionsAdolescent psychology.Emotions.371.8019616.8527Malti Tina1479285Noam Gil G1479286MiAaPQMiAaPQMiAaPQBOOK9910786044803321Adolescent emotions3695345UNINA03754oam 22005054a 450 991024744610332120260209191016.010.21983/P3.0157.1.00(CKB)4100000001283596(OAPEN)1004626(OCoLC)1183377912(MdBmJHUP)muse87204(oapen)https://directory.doabooks.org/handle/20.500.12854/38687(oapen)doab38687(EXLCZ)99410000000128359620200729e20202016 uy 0engurmu#---auuuutxtrdacontentcrdamediacrrdacarrierElemental Disappearancesby Jason Bahbak Mohaghegh, Dejan LukićBrooklyn, NYpunctum books2016Baltimore, Maryland :Project Muse,2020©20201 online resource (300 pages) illustrations (in colour); PDF, digital file(s)0-9982375-5-8 Includes bibliographical references.The things sought after here are apparitional: they appear and disappear at will; they perfect the art of materialization and vanishing. Such is the nature of living dangerously, and with it the short duration of enchantment. This collection tracks provocative ideas, artifacts, and phenomena rising and fading across different territories of the contemporary world. Through a constellation of powerful thought-images, the authors uncover spaces of an ephemeral and fugitive nature in order to generate a fractal vision of our time and beyond. A former communist prison island in the Adriatic Sea, now abandoned and overgrown with wild plants; the stone garden of a deaf Iranian peasant who dances ecstatically among his geological formations; a Belgian sculptor who combines wax and flesh to depict human and animal forms in states of half-manifestation, incompletion (missing limbs), or branching (morphing into other organisms); a cultural movement in Brazil that takes the discarded debris of urban centers and transforms their splintered wood pieces into massive labyrinths and underground caverns; a blacksmith poet in Afghanistan who alternates between tasks of hammering metal and writing lyrical verses amidst the smoke-clouds of his forge; a Cuban writer whose delirious fixation with the sea compels him to invent a language of pure untimeliness. There are countless sites of disturbance within the postmodern landscape, and yet far too often these disruptive "scenes" remain untheorized and misaligned, treated as random deviations and thus afforded no surpassing consequence or philosophical complexity. On the contrary, such micro-trajectories necessitate an archive and conceptual matrix that will steal them from their false obscurity and decipher them instead as the passcodes to an imminent global turn. For this, one must return to the amorphous outlook of "the marauder" or "the wanderer." This book, then, aims to devise an ever-expanding configuration of radical outsides: i.e. elemental fronts that lead to unforeseen principles; alternative profiles of experience (intense becomings); incendiary, ominous, or vitalistic signs in circulation across the epochal horizon.Transients (Dynamics)Social adjustmentEcological disturbancesLifeMiscellaneaTransients (Dynamics)Social adjustment.Ecological disturbances.LifeMohaghegh Jason Bahbak1979-989827Lukić DejanMdBmJHUPMdBmJHUPBOOK9910247446103321Elemental Disappearances2264010UNINA