03062oam 2200697Ia 450 991078214810332120190503073344.00-262-26854-X1-4356-5494-3(CKB)1000000000536339(SSID)ssj0000200075(PQKBManifestationID)12023894(PQKBTitleCode)TC0000200075(PQKBWorkID)10196657(PQKB)11570030(StDuBDS)EDZ0000131149(MiAaPQ)EBC4524476(OCoLC)244796047(OCoLC)991982501(OCoLC)1055337249(OCoLC)1058133523(OCoLC)1059030925(OCoLC)1066493642(OCoLC)1081254724(OCoLC)1096230264(OCoLC-P)244796047(MaCbMITP)7711(Au-PeEL)EBL4524476(CaPaEBR)ebr11354243(OCoLC)244796047(EXLCZ)99100000000053633920080902d2008 uy 0engur|||||||||||txtccrMechanical sound technology, culture, and public problems of noise in the twentieth century /Karin BijsterveldCambridge, Mass. MIT Press©20081 online resource (xii, 350 p.) illInside technologyBibliographic Level Mode of Issuance: Monograph0-262-02639-2 Includes bibliographical references and index.Listening to technology -- Infernal din, heavenly tunes : repertoires of dramatizing sound -- A continuous buzz : the ongoing charge of industrial noise -- Instruments of torture : traffic noise as uncivilized behavior -- The art of noises : the celebration and control of mechanical sound in music -- A wall of sound : the gramophone, the radio, and the noise of neighbors -- A booming business : the search for a practical aircraft noise index -- A sound history of technological culture.'Mechanical Sound' traces efforts to control unwanted sound - the noise of industry, city traffic, gramophones and radios, and aircraft - from the late 19th to the late 20th century. Karin Bijsterveld argues that a paradox of control has developed, in which only some forms of noise are regulated by experts and governments.Inside technology.Noise pollutionSoundSocial aspectsHistory20th centuryMachineryNoiseNoise controlNoise musicSCIENCE, TECHNOLOGY & SOCIETY/GeneralSCIENCE, TECHNOLOGY & SOCIETY/History of TechnologyARCHITECTURE/Urban DesignNoise pollution.SoundSocial aspectsHistoryMachineryNoise.Noise control.Noise music.620.2Bijsterveld Karin1961-860578OCoLC-POCoLC-PBOOK9910782148103321Mechanical sound3846698UNINA04832oam 2200517 450 991079590220332120170523091603.01-4522-3807-31-4522-2418-8(OCoLC)865545125(MiFhGG)GVRL6RFW(EXLCZ)99378000000005686220101210d2011 uy 0engurun|---uuuuatxtccrPLCs, DI, & RTI professional learning communities, differentiated instruction, response to intervention : a tapestry for school change /Judy Stoehr, Maria Banks, Linda AllenThousand Oaks, Calif. :Corwin Press,2011.1 online resource (xi, 167 pages) illustrationsGale eBooksMachine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex.1-4129-9238-9 Includes bibliographical references and index.Machine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex. A framework for weaving common threads into an artful solution Rather than buying individual books about professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI), invest wisely in one resource that synthesizes all three. The text uses a tapestry analogy to weave together these critical topics to form a comprehensive framework for achieving continuous school improvement. The result is a stronger foundation for school leaders' and teachers' instructional decisions based on: Utilizing PLCs as the framework for sharing new strategies and uSchool improvement programsProfessional learning communitiesIndividualized instructionResponse to intervention (Learning disabled children)School improvement programs.Professional learning communities.Individualized instruction.Response to intervention (Learning disabled children)371.207EDU032000bisacshStoehr Judy1506209Banks MariaAllen LindaMiFhGGMiFhGGBOOK9910795902203321PLCs, DI, & RTI3736317UNINA