00919nam0-22003131i-450-99000086348040332120040420105209.00-444-89004-1000086348FED01000086348(Aleph)000086348FED0100008634820020821d--------km-y0itay50------baitay-------001yyAttractors of evolution equationsA.V. Babin, M.I. VishikAmsterdamNorth-Holland1992X, 532 p.23 cmStudies in mathematics and its applications25515.325Babin,Anatolii Vladimirovich344878ITUNINARICAUNIMARCBK99000086348040332102 32 D 206303FINBN02 33 D 268083FINBNFINBNAttractors of evolution equations349131UNINA05382nam 2200685 a 450 991048064510332120190320230216.01-4522-8354-01-4522-7956-X1-4833-8751-8(CKB)3710000000333642(EBL)1051669(OCoLC)884577253(SSID)ssj0001400505(PQKBManifestationID)12597787(PQKBTitleCode)TC0001400505(PQKBWorkID)11337641(PQKB)10038877(MiAaPQ)EBC1051669(StDuBDS)EDZ0000996573(EXLCZ)99371000000033364220141202d2012 fy| 0engur|n|---|||||txtccrSchool discipline, classroom management, and student self-management[electronic resource] a PBSS implementation guide /Howard M. Knoff ; foreword by Raymond J. McNultyThousand Oaks, Calif. Corwinc20121 online resource (321 p.)Description based upon print version of record.1-4129-9396-2 Includes bibliographical references and index.COVER; SCHOOL DISCIPLINE, CLASSROOM MANAGEMENT, & STUDENT SELF-MANAGEMENT; CONTENTS; FOREWORD; PREFACE AND ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHOR; CHAPTER 1: INTEGRATING A SCHOOLWIDE POSITIVE BEHAVIORAL SUPPORT SYSTEM (PBSS) BLUEPRINT INTO AN EFFECTIVE SCHOOLS PROCESS; Introduction; Student Competency and Self-Management Defined; How a PBSS Fits into an Effective School; The Underlying Science and Six Components of the Evidence-Based PBSS Blueprint; The Three Tiers within the PBSS Blueprint; Summary; CHAPTER 2: SCHOOL READINESS AND THE STEPS FOR PBSS IMPLEMENTATIONIntroductionGoals of a Schoolwide Positive Behavioral Support System; A Four-Year PBSS Implementation Blueprint; The Planning Year:Pre-Implementation Year 1; Implementation Year 1; Implementation Year 2; Implementation Year 2 Activities; Implementation Year 3; Implementation Year 3 Activities; Summary; CHAPTER 3: THE SCHOOL DISCIPLINE/ PBSS AND OTHER COMMITTEES: EFFECTIVE TEAM AND GROUP FUNCTIONING; Introduction; Using the Effective Schools Blueprint to Organize a School's Committee Structure; Characteristics of Effective Committees; The Committee Mission, Role, and Function DocumentThe Most Typical School Discipline/PBSS Committee Activities and their Infusion into Grade-Level or Instructional Team ActivitiesSummary; Appendix 3.1; Appendix 3.2; Primary Building-Level SPRINT Team Goals, Objectives, and Outcomes; Year-at-a-Glance Agenda for the Monthly SPRINT Team Meetings; CHAPTER 4: BEHAVIORAL ACCOUNTABILITY, STUDENT MOTIVATION, AND STAFF CONSISTENCY; Introduction; The Components within The Behavioral Matrix; Developing The Behavioral Matrix; Preplanning: At The School Discipline/PBSS Committee; Phase 1: At the Grade-Level TeamsPhase 2: At the School Discipline/PBSS CommitteePhase 3: At the Grade-Level Teams; Phase 4: At the School Discipline/PBSS Committee; Phase 5: With the Entire School Faculty; Phase 6: With All Faculty and Students; Summary; Note; CHAPTER 5: TEACHING SOCIAL, EMOTIONAL, AND BEHAVIORAL SKILLS; Introduction; The Importance of Social, Emotional, and Behavioral Skills Instruction: Revisited; The Scientific Criteria of an Effective Social, Emotional, and Behavioral Skills Program; Applying The Scientific Criteria Using the Stop & Think Social Skills ProgramA Brief Review of Some Notable Social, Emotional, and Behavioral Skills ProgramsSelecting a Skills Program At The District Level; Summary; Note; CHAPTER 6: SCHOOL SAFETY AND CRISIS PREVENTION, INTERVENTION, AND RESPONSE; Introduction; The Five Setting-Specific Common School Domains: Prevention; The Five Setting-Specific Common School Domains: Problem Solving; Crisis Management and Emergency Operations Plans and Processes; Summary; CHAPTER 7: TEASING, TAUNTING, BULLYING, HARASSMENT, HAZING, AND PHYSICAL AGGRESSION; Introduction; Bullying: Definitions, Impacts, and ApproachesThe Special Situation Domains for Teasing, Taunting, Bullying, Harassment, Hazing, and Physical AggressionHow do you help students who 'act out' or 'shut down' due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement programme, this book shows you how.School disciplineUnited StatesSchool disciplineUnited StatesCase studiesClassroom managementUnited StatesCommunity and schoolUnited StatesCase studiesElectronic books.School disciplineSchool disciplineClassroom managementCommunity and school371.2Knoff Howard M1043687McNulty Raymond J.Oney ScottHarman CandiceStDuBDSStDuBDSBOOK9910480645103321School discipline, classroom management, and student self-management2468822UNINA01381nam 2200205zu 450 99669555430331620260108110741.0(CKB)37914215100041(UnM)99846095(EXLCZ)993791421510004120250319|1592uuuu || |engur|||||||||||Our Ladys Retorne To England : Accompanied With Saint Frances [sic] And The Good Iesus Of Viana In Portugall, Who Comming From Brasell, Ariued At Clauelly In Deuonshire, The Third Of Iune 1592. A Wonder Of The Lorde Most Admirable, To Note How Many Spanish Saintes Are Enforced To Come One [sic] Pilgrimage For Englande With The Most Happie Fortune Of That Braue Gentill-man William Graftone Cittizen On London, Captaine And Oner Of Our Ladies. Writen By H.RProQuest, UMI1592Roberts339969BOOK996695554303316Our Ladys Retorne To England : Accompanied With Saint Frances And The Good Iesus Of Viana In Portugall, Who Comming From Brasell, Ariued At Clauelly In Deuonshire, The Third Of Iune 1592. A Wonder Of The Lorde Most Admirable, To Note How Many Spanish Saintes Are Enforced To Come One sic Pilgrimage For Englande With The Most Happie Fortune Of That Braue Gentill-man William Graftone Cittizen On London, Captaine And Oner Of Our Ladies. Writen By H.R4503833UNISA