LEADER 01140nam0-22003851i-450- 001 990006789660403321 005 20100119132247.0 035 $a000678966 035 $aFED01000678966 035 $a(Aleph)000678966FED01 035 $a000678966 100 $a20010426d1994----km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aMatrimonio e sessualita a Roma nello Ottocento$fMargherita Pelaja 210 $aRoma ; Bari$cLaterza$d1994 215 $aVIII, 214 p.$d21 cm 225 1 $aBiblioteca di cultura moderna$v1052 610 0 $aMatrimonio - Roma - Sec. 19 610 0 $aDonna - Posizione sociale - Sec. 19 676 $a306.810945632 700 1$aPelaja,$bMargherita$089546 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006789660403321 952 $aCOLLEZ. 13 (1052)$b22645$fFSPBC 952 $aSE 107.03.16-$b4189$fDECSE 952 $aXXVII 286$b482$fDDCIC 952 $a306.81 PEL 1$b15511$fFLFBC 959 $aDDCIC 959 $aDECSE 959 $aFLFBC 959 $aFSPBC 996 $aMatrimonio e sessualita a Roma nello Ottocento$9636035 997 $aUNINA LEADER 00980nam2-2200349---450 001 990002920470203316 005 20220516104329.0 010 $a0-87661-948-0 035 $a000292047 035 $aUSA01000292047 035 $a(ALEPH)000292047USA01 035 $a000292047 100 $a20070509d1996----km-y0itay50------ba 101 $aeng 102 $aUS 105 $aa---||||001yy 200 1 $a3.: <> architecture$eillustrations 210 $aPrinceton, N.J.$cThe American School of classical studies at Athens$d1996 215 $aXIII, 202 p. di inv., 113 p. di tav.$cill.$d32 cm 410 0$12001 454 1$12001 461 1$1001000287416$12001 606 0 $aTempio di Apollo$yBassai 607 $aGrecia$xAntichità 676 $a726.12009388 801 0$aIT$bsalbc$gISBD 912 $a990002920470203316 951 $aXI.3.B. 375/3$b192056 L.M.$cXI.3.B.$d00210265 959 $aBK 969 $aUMA 996 $aARCHITECTURE$9326223 997 $aUNISA LEADER 04352nam 2200661 450 001 9910827773503321 005 20220210161405.0 010 $a1-118-90330-7 010 $a1-118-90371-4 035 $a(CKB)3710000000202462 035 $a(EBL)1744972 035 $a(SSID)ssj0001261768 035 $a(PQKBManifestationID)11822905 035 $a(PQKBTitleCode)TC0001261768 035 $a(PQKBWorkID)11206066 035 $a(PQKB)11285554 035 $a(MiAaPQ)EBC1744972 035 $a(DLC) 2014027759 035 $a(Au-PeEL)EBL1744972 035 $a(CaPaEBR)ebr10901862 035 $a(CaONFJC)MIL629224 035 $a(OCoLC)883749382 035 $a(MiAaPQ)EBC7147369 035 $a(Au-PeEL)EBL7147369 035 $a(EXLCZ)993710000000202462 100 $a20140811h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEngaging students through social media $eevidence based practices for use in student affairs /$fReynol Junco ; foreword by Mary Madden 205 $a1st ed. 210 1$aSan Francisco, California :$cJossey-Bass,$d2014. 210 4$d©2014 215 $a1 online resource (369 p.) 300 $aDescription based upon print version of record. 311 $a1-118-64745-9 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $aMachine generated contents note: Foreword Preface Acknowledgments About the Author 1 Introduction 2 Research on Social Media 3 Social Media and Student Identity Development 4 Informal Learning Using Social Media 5 Formal Learning Using Social Media 6 Planning, Implementing, and Assessing Social Media Interventions 7 Using Social Media for Professional Development 8 The Future of Social Media in Student Affairs References Index. 330 $a"Using social media to enhance learning outcomes, engagement, and retention Although research shows that most of today's college students adopt and use social media at high rates, many higher education professionals are unaware of how these technologies can be used for academic benefit. Author Reynol Junco, associate professor at Purdue University and fellow at the Harvard Berkman Center for Internet & Society, has been widely cited for his research on the impact of social technology on students. In Engaging Students through Social Media: Evidence-Based Practice for Use in Student Affairs, he offers a practical plan for implementing effective social media strategies within higher education settings.The book bridges the gap between a desire to use social media and the process knowledge needed to actually implement and assess effective social media interventions, providing a research-based understanding of how students use social media and the ways it can be used to enhance student learning. Discover how social media can be used to enhance student development and improves academic outcomes Learn appropriate strategies for social media use and how they contribute to student success in both formal and informal learning settings Dispel popular myths about how social media use affects students Learn to use social media as a way to engage students, teach online civil discourse, and support student development The benefits of social media engagement include improvements in critical thinking skills, content knowledge, diversity appreciation, interpersonal skills, leadership skills, community engagement, and student persistence. This resource helps higher education professionals understand the value of using social media, and offers research-based strategies for implementing it effectively"--$cProvided by publisher. 606 $aStudent affairs services$xResearch$zUnited States 606 $aEducation, Higher$xEffect of technological innovations on 606 $aSocial media 615 0$aStudent affairs services$xResearch 615 0$aEducation, Higher$xEffect of technological innovations on. 615 0$aSocial media. 676 $a378.1/97 686 $aEDU038000$2bisacsh 700 $aJunco$b Reynol$01680481 702 $aMadden$b Mary 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910827773503321 996 $aEngaging students through social media$94049213 997 $aUNINA