LEADER 04729nam 2200637 450 001 9910480255203321 005 20211025042053.0 010 $a9781483363851 035 $a(CKB)3710000000458734 035 $a(EBL)1659084 035 $a(OCoLC)932344395 035 $a(SSID)ssj0001531651 035 $a(PQKBManifestationID)12581627 035 $a(PQKBTitleCode)TC0001531651 035 $a(PQKBWorkID)11463681 035 $a(PQKB)10341221 035 $a(MiAaPQ)EBC1994338 035 $a(EXLCZ)993710000000458734 100 $a20150818h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aYou can't make me! $efrom chaos to cooperation in the elementary classroom /$fSylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (321 p.) 300 $aDescription based upon print version of record. 311 0 $a9781412916622 311 $a9781412916615 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - Foundations and Frameworks; Introduction; Foundational Principles; Foundational Principle 1: The only Person I can Control is Myself; Foundational Principle 2: Behavior is Purposeful; Foundational Principle 3: Reinforcement Increases the Likelihood That a Behavior Will be Repeated; Foundational Principle 4: Punishment Decreases the Likelihood That a Behavior Will be Repeated; Foundational Principle 5: All People Have the Same Basic Needs 327 $aFoundational Principle 6: Each Person Has His or Her Own Belief about How to Meet a Particular NeedFoundational Principle 7: People Who Have Had Their Needs Met Reliably through Socially Accepted Means Operate from Three Basic Assumptions; Foundational Principle 8: Trauma and Long-Term Exposure to Shame-Producing Events Shatters Those Assumptions; Foundational Principle 9: Human Beings Work to Maintain a Sense of Control; Foundational Principle 10: Shame Comes from Public Exposure of One's Own Vulnerability; Human beings Work to Avoid Shame 327 $aFoundational Principle 11: The Four Components of Behavior are Overt, Observable Actions, Emotions, thoughts, and Physiological Reactions Interventions Need to Address all Four; Foundational Principle 12: What We Do to, for, and with Youth Has Powerful, Long-Term Effects; Theoretical Approaches to Behavior Management; The Behavioral Approach; The Biophysical Approach; The Ecological Approach; The Cognitive-Behavioral Approach; A Rationale for Integrating the Theoretical Approaches; Conclusion; Chapter 2 - Typical and Atypical Development; Introduction; Typical Development 327 $aAtypical DevelopmentAssessment; Understanding the Whole Child: Essential Research Topics; Temperament versus Learned Behavior; Externalizing and Internalizing Disorders: The Question of Blame; Neurodevelopmental Constructs; Assessment Tools: Expanding and Enhancing Their Application; Triage: A Rationale for Decision Making; Conclusion; Chapter 3 - Group Development; Introduction; Group Formation: Characteristics and Processes; Stages of Group Development; Stage 1; Stage 2; Stage 3; Roles That Students Play; Roles That Teachers Play; The Pecking Order; Strategies for Building Community 327 $aConclusionChapter 4 - Classwide Behavior Management; Introduction; Conditions; Physical Environment; Schedule; Climate; Consequences; Expectations; Rules; Procedures; Reinforcement and Punishment; Curriculum; Teaching Rules; Teaching Social Skills; Teaching Optimism; Conclusion; Chapter 5 - The Behavior-Achievement Connection; Introduction; Learners Who are at Risk; A Strategy Selection Framework; A Multifaceted Approach in Action; The Role of Assessment; Standardized Assessments; Informal Assessments; Reading Instruction; Essential Elements for Effective Reading Instruction 327 $aAlgebraic Thinking 606 $aProblem children$xEducation (Elementary) 606 $aProblem children$xBehavior modification 606 $aClassroom management 608 $aElectronic books. 615 0$aProblem children$xEducation (Elementary) 615 0$aProblem children$xBehavior modification. 615 0$aClassroom management. 676 $a372.139/3 700 $aRockwell$b Sylvia$01054458 702 $aVanHuss$b Pam 702 $aMiller$b Lisa 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910480255203321 996 $aYou can't make me$92487062 997 $aUNINA LEADER 05292nam 2200673Ia 450 001 9910143176203321 005 20170810191547.0 010 $a1-280-36683-4 010 $a9786610366835 010 $a0-470-31459-1 010 $a0-471-46143-1 010 $a0-471-24429-5 035 $a(CKB)111087027125450 035 $a(EBL)469254 035 $a(OCoLC)814413777 035 $a(SSID)ssj0000230934 035 $a(PQKBManifestationID)11173750 035 $a(PQKBTitleCode)TC0000230934 035 $a(PQKBWorkID)10197375 035 $a(PQKB)10408593 035 $a(MiAaPQ)EBC469254 035 $a(EXLCZ)99111087027125450 100 $a20020117d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe pyrazines$hSupplement I$b[electronic resource] /$fD.J. Brown 210 $aNew York $cJohn Wiley & Sons$dc2002 215 $a1 online resource (575 p.) 225 1 $aChemistry of heterocyclic compounds ;$vv. 58 300 $a"An Interscience publication." 311 $a0-471-40382-2 320 $aIncludes bibliographical references (p. 461-513) and index. 327 $aTHE PYRAZINES Supplement I; The Chemistry of Heterocyclic Compounds Introduction to the Series; Preface; Contents; CHAPTER 1 PRIMARY SYNTHESES FROM ALIPHATIC OR CARBOCYCLIC SYNTHONS; 1.1 From a Single Six-Atom Synthon; 1.1.1 By Completion of the N-C2 Bond; 1.1.1.1 From Appropriate w-Unsaturated Azaalkylamines; 1.1.1.2 From Appropriate w-Halogeno(azaalkylamines); 1.1.1.3 From Appropriate a,w-Diamino(azaalkanes); 1.1.1.4 From Appropriate w-Amino(azaalkanols); 1.1.1.5 From Appropriate w-Amino(azaalkanals); 1.1.1.6 From Appropriate w-Amino(azaalkanones) 327 $a1.1.1.7 From Appropriate w-Amino(azaalkanoic Acids)1.1.1.8 From Appropriate w-Amino(azaalkanoic Esters); 1.1.1.9 From Appropriate w-Amino(azaalkanamides); 1.1.1.10 From Appropriate w-Amino(azaalkanenitriles); 1.1.2 By Completion of the C2-C3 Bond; 1.2 From Two Synthons; 1.2.1 By Using a One-Atom and a Five-Atom Synthon; 1.2.1.1 Where the One-Atom Synthon Supplies N1; 1.2.1.2 Where the One-Atom Synthon Supplies C2; 1.2.2 By Using a Two-Atom and a Four-Atom Synthon; 1.2.2.1 Where the Two-Atom Synthon Supplies N1 + C2; 1.2.2.2 Where the Two-Atom Synthon Supplies C2 + C3 327 $a1.2.3 By Using Two Three-Atom Synthons1.2.3.1 Where Identical Synthons Provide N1 + C2 + C3 and N4 + C5 + C6; 1.2.3.2 Where Different Synthons Provide N1 + C2 + C3 and N4 + C5 + C6; 1.2.3.3 Where the Synthons Provide N1 + C2 + C6 and C3 + N4 + C5; 1.3 From Three Synthons; 1.4 From Four or More Synthons; 1.4.1 Where Synthons Provide N1, C2 + C3, N4, C5 + C6; 1.4.2 Where Synthons Provide N1 + C2, C3 + N4, C5, C6; 1.4.3 Where Synthons Provide N1 + C2, C3, N4 + C5, C6; 1.5 Appendix: Glance Index to Typical Pyrazine Derivatives Available from Aliphatic or Carbocyclic Synthons 327 $aCHAPTER 2 PRIMARY SYNTHESES FROM OTHER HETEROCYCLIC SYSTEMS2.1 Pyrazines from Other Heteromonocyclic Systems; 2.1.1 Azepines as Substrates; 2.1.2 Azetes as Substrates; 2.1.3 Azirines as Substrates; 2.1.4 Azocines as Substrates; 2.1.5 1,2-Diazepines as Substrates; 2.1.6 1,4-Diazepines as Substrates; 2.1.7 Furans as Substrates; 2.1.8 Imidazoles as Substrates; 2.1.9 Isoxazoles as Substrates; 2.1.10 Oxazoles as Substrates; 2.1.11 Oxirenes as Substrates; 2.1.12 Pyridazines as Substrates; 2.1.13 Pyridines as Substrates; 2.1.14 Pyrroles as Substrates; 2.1.15 1,2,5-Selenadiazoles as Substrates 327 $a2.1.16 1,2,5-Thiadiazoles as Substrates2.1.17 Thiirenes as Substrates; 2.2 Pyrazines from Heterobicyclic Systems; 2.2.1 1, 2-Diazabicyclo[2.2.0]hexanes as Substrates; 2.2.2 2,4,-Diazabicyclo[3.1.0]hexanes as Substrates; 2.2.3 2,3-Dioxa-5,7-diazabicyclo-[2.2.2]octanes as Substrates; 2.2.4 Furo[2,3-b]pyrazines as Substrates; 2.2.5 Imidazo[1,2-a]pyrazines as Substrates; 2.2.6 Indoles as Substrates; 2.2.7 Isoxazolo[2,3-a]pyrazines as Substrates; 2.2.8 Isoxazolo[4,5-b]pyrazines as Substrates; 2.2.9 Pteridines as Substrates; 2.2.10 Pyrazino[2,3-d][1,3]oxazines as Substrates 327 $a2.2.11 Pyrazino[2,3-e][1,3,4]thiadiazines as Substrates 330 $aThis book serves as a supplement to The Pyrazines, Volume 41 of the Chemistry of Heterocyclic Compounds series. It covers the literature published between 1979 and 2000, and-together with Volume 41-provides a complete, up-to-date reference for heterocyclic chemists. It emphasizes practical approaches to pyrazine chemistry, offers a full appendix of all simple pyrazines up to 2000, and features detailed coverage of the following topics:Systematic descriptions of all primary synthetic routes to pyrazinesOther preparative routes to alkylpyrazines and their reaction 410 0$aChemistry of heterocyclic compounds ;$vv. 58. 606 $aPyridazines 606 $aHeterocyclic compounds 608 $aElectronic books. 615 0$aPyridazines. 615 0$aHeterocyclic compounds. 676 $a547.59 676 $a547/.59/05 676 $a547/.593 700 $aBrown$b D. J$0383088 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910143176203321 996 $aThe pyrazines$92230606 997 $aUNINA