LEADER 00785nam0-22002891i-450- 001 990007768750403321 035 $a000776875 035 $aFED01000776875 035 $a(Aleph)000776875FED01 035 $a000776875 100 $a20021010d--------km-y0itay50------ba 101 0 $aita 200 1 $aGrudpfandrechte im insolvenzverfahren$fvon Walter Gerhardt 205 $a7. Aufl. 210 $aKoln$cKommunikationsforum$d1996. 215 $a89 p.$d21 cm 225 1 $aRWS-Skript$v35 676 $a346.07 700 1$aGerhardt,$bWalter$0257918 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007768750403321 952 $a21-AB-280$b9263$fDDCP 959 $aDDCP 996 $aGrudpfandrechte im insolvenzverfahren$9666488 997 $aUNINA DB $aGEN01 LEADER 01284nam0 22002891i 450 001 UON00223680 005 20231205103426.474 100 $a20030730d1970 |0itac50 ba 101 $apor 102 $aBR 105 $a|||| ||||| 200 1 $aTempo e expressao literária$fRaúl H. Castagnino$gtraduzido (do original argentino) por Luiz Aparecido Caruso 210 $aSao Paulo$cEditora Mestre Jou$d1970. 172 p. ; 21 cm. 410 1$1001UON00176080$12001 $aColeçao estudos literarios$1210 $aSao Paulo$cMestre Jou 606 $aTempo$xFilosofia$xStudi$3UONC036843$2FI 606 $aTEMPO NELLA LETTERATURA$3UONC042649$2FI 620 $aBR$dSão Paulo$3UONL002145 676 $a809.93384$cLetteratura con specifiche caratteristiche. Concetti filosofici.$v21 700 1$aCASTAGNINO$bRaúl H.$3UONV118379$0685974 702 1$aAPARECIDO CARUSO$bLuiz$3UONV135630 712 $aEditora Mestre Jou$3UONV268317$4650 801 $aIT$bSOL$c20250606$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00223680 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI C 0138 $eSI PO 735 7 0138 $sBuono 996 $aTempo e expressao literária$91268710 997 $aUNIOR LEADER 04493nam 22007215 450 001 9910304131003321 005 20200920115417.0 010 $a3-319-13120-6 024 7 $a10.1007/978-3-319-13120-7 035 $a(CKB)3710000000332316 035 $a(EBL)1966988 035 $a(OCoLC)899495717 035 $a(SSID)ssj0001424423 035 $a(PQKBManifestationID)11821638 035 $a(PQKBTitleCode)TC0001424423 035 $a(PQKBWorkID)11367570 035 $a(PQKB)10019676 035 $a(DE-He213)978-3-319-13120-7 035 $a(MiAaPQ)EBC1966988 035 $a(PPN)183518543 035 $a(EXLCZ)993710000000332316 100 $a20150105d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBoredom in the Classroom $eAddressing Student Motivation, Self-Regulation, and Engagement in Learning /$fby Gayle L. Macklem 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (94 p.) 225 1 $aSpringerBriefs in School Psychology,$x2520-8918 ;$v1 300 $aDescription based upon print version of record. 311 $a3-319-13119-2 320 $aIncludes bibliographical references. 327 $aChapter 1: The Academic Emotion of Boredom: The Elephant in the Classroom -- Chapter 2: Unmasking Boredom: It?s Not so Simple or Uninteresting - Boredom is Both Interesting and Complex -- Chapter 3: The Many Faces of Boredom: A Negative Emotion that is so Common, It Is Simply Accepted, or Brushed Off -- Chapter 4: Theory: What Is Causing Our Students to Tune Out and Turn Off? -- Chapter 5: Interventions for External Variables: What Can Teachers Do to Add a Bit of Excitement to Learning in the Classroom? -- Chapter 6: Interventions for Internal Variables: Some Students Cannot Turn It on - They Need More than Great Teachers and Interesting Lessons. 330 $aThis brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. This stimulating volume: Argues that boredom shouldn't be ignored or dismissed as a passing phase. Examines various types of boredom as well as gender and cultural differences. Explores boredom in the contexts of anxiety and depression and in non-school situations. Provides theory on causes of boredom in students. Details how student self-regulation, motivation, and engagement can be improved. Describes specific roles teachers and mental health professionals can play in controlling boredom. Boredom in the Classroom is an essential resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational psychology, social work, and related disciplines. 410 0$aSpringerBriefs in School Psychology,$x2520-8918 ;$v1 606 $aChild psychology 606 $aSchool psychology 606 $aEducational psychology 606 $aEducation?Psychology 606 $aSocial service 606 $aChild and School Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12040 606 $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000 606 $aSocial Work$3https://scigraph.springernature.com/ontologies/product-market-codes/X21000 615 0$aChild psychology. 615 0$aSchool psychology. 615 0$aEducational psychology. 615 0$aEducation?Psychology. 615 0$aSocial service. 615 14$aChild and School Psychology. 615 24$aEducational Psychology. 615 24$aSocial Work. 676 $a370.154 700 $aMacklem$b Gayle L$4aut$4http://id.loc.gov/vocabulary/relators/aut$0893248 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910304131003321 996 $aBoredom in the Classroom$91995409 997 $aUNINA