LEADER 02895nam 2200685 a 450 001 9910454501003321 005 20200520144314.0 010 $a1-281-80066-X 010 $a9786611800666 010 $a2-7598-0311-2 024 7 $a10.1051/978-2-7598-0311-8 035 $a(CKB)1000000000691921 035 $a(EBL)369442 035 $a(OCoLC)476204673 035 $a(SSID)ssj0001072919 035 $a(PQKBManifestationID)11719502 035 $a(PQKBTitleCode)TC0001072919 035 $a(PQKBWorkID)11164567 035 $a(PQKB)11470888 035 $a(MiAaPQ)EBC3155173 035 $a(PPN)170219917 035 $a(Au-PeEL)EBL3155173 035 $a(CaPaEBR)ebr10525969 035 $a(CaONFJC)MIL180066 035 $a(OCoLC)922991088 035 $a(DE-B1597)575019 035 $a(DE-B1597)9782759803118 035 $a(MiAaPQ)EBC6810374 035 $a(Au-PeEL)EBL6810374 035 $a(OCoLC)1245165178 035 $a(EXLCZ)991000000000691921 100 $a20050913d2005 uy 0 101 0 $afre 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCharles Beaudouin$b[electronic resource] $eune histoire d'instruments scientifiques /$fDenis Beaudouin ; photos d'instruments de Chloe? Beaudouin 210 $aParis $cEDP Sciences$d2005 215 $a1 online resource (297 p.) 225 1 $aSciences & histoire 300 $aDescription based upon print version of record. 311 $a2-86883-807-3 320 $aIncludes bibliographical references (p. [283]-285). 327 $aSommaire; Préface; Première partie : Histoire d'un constructeur : un artisan des sciences dans la concentration industrielle du XXe siècle; Deuxième partie : Les instruments construits par Charles Beaudouin 1903-1975; Troisième partie : Une brève histoire des constructeurs d'instruments scientifiques sur la montagne Sainte-Geneviève; Conclusion : la métamorphose de l'instrument; Bibliographie; Remerciements; Crédits photographiques; 330 $aA book on the adventure of Charles Beaudouin, a builder of scientific instruments. This book takes us on a fascinating journey, choc-a-block with new discoveries, twists and turns not only scientific but also technological and financial as we revisit the extraordinary French scientific and industrial adventure of the 20th century. 410 0$aSciences & histoire. 606 $aScientific apparatus and instruments$zFrance$xHistory 608 $aElectronic books. 615 0$aScientific apparatus and instruments$xHistory. 676 $a681.7 700 $aBeaudouin$b Denis$01036872 702 $aJoliot$b Pierre, $4ctb$4https://id.loc.gov/vocabulary/relators/ctb 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454501003321 996 $aCharles Beaudouin$92457482 997 $aUNINA LEADER 04541nam 2200625Ia 450 001 9910786968503321 005 20200520144314.0 010 $a981-4390-22-4 035 $a(CKB)2670000000361824 035 $a(EBL)1193156 035 $a(SSID)ssj0000907858 035 $a(PQKBManifestationID)12361235 035 $a(PQKBTitleCode)TC0000907858 035 $a(PQKBWorkID)10897043 035 $a(PQKB)11262460 035 $a(MiAaPQ)EBC1193156 035 $a(WSP)00003063 035 $a(Au-PeEL)EBL1193156 035 $a(CaPaEBR)ebr10700707 035 $a(CaONFJC)MIL486869 035 $a(OCoLC)844704469 035 $a(PPN)189427655 035 $a(EXLCZ)992670000000361824 100 $a20130516d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMathematical olympiad in China$b[electronic resource] $h2009-2010 $eproblems and solutions /$fXiong Bin, Lee Peng Yee, editors 210 $aSingapore $cWorld Scientific$d2013 215 $a1 online resource (204 p.) 225 1 $aMathematical Olympiad Series ;$vv.9 300 $aDescription based upon print version of record. 311 $a981-4390-21-6 327 $aIntroduction; Preface; Early days; International Mathematical Olympiad; Winners of the IMO; Mathematical competition in China; Preparation for IMO; Contents; China Mathematical Competition; 2008 (Chongqing); Part I Multiple-choice Questions (Questions 1--6, six marks each); Part II Short-Answer Questions (Questions 7-12, nine marks each); Part III Word Problems (Questions 13-15, 20 marks each); 2009 (Heilongjiang); Part I Short-Amwa- Question (Question 1-8, seven marks each); Part II Word Problems (14 marks for Question 9, 15 marks each for Questions 10 and 11, 44 marks in total) 327 $aChina Mathematical Competition (Complementary Test)2008 (Chongqing); 2009 (Heilongjiang); China Mathematical Olympiad; 2009 (Qionghai, Hainan); First Day (0800 - 1230; January 9, 2009); Second Day (0800-1230; January 10, 2009); 2010 (Chongqing); First Day (0800 -1230; January 22, 2010); Second Day (0800 -1230; January 23, 2010); China National Team Selection Test; 2009 (Wuhan, Hubei); First Day (0800 -1230; March 31, 2009); Second Day (0800 -1230; April 1, 2009); 2010 (Yingtan, Jiangxi); First Day (0800 - 1230; March 27, 2010); Second Day (0800 -1230; March 28, 2010) 327 $aChina Girls' Mathematical Olympiad 2008 (Zhongshan, Guangdong); 2009 (Xiamen, Fujian); First Day (0800 - 1200; August 13, 2009); Second Day (0800 -1200; August 14, 2009); China Western Mathematical Olympiad; 2008 (Guiyang, Guizhou); First Day (0800 - 1200; November 1 , 2008); Second Day (0800 - 1200; November 2, 2008); 2009 (Kunming, Yunnan); First Day (0800- 1200; October 29, 2009); Second Day (0800 - 1200; October 30, 2009); China Southeastern Mathematical Olympiad; 2009 (Nanchang, Jiangxi); First Day (0800-1200; July 28, 2007); Second Day (0800-1200; July 29, 2009) 327 $a2010 (Changhua, Taiwan)First Day (0080 -1200; August 17, 2010); Second Day (0080- 1200; August 18, 2010); International Mathematical Olympiad; 2009 (Bremen, Germany); First Day (0900-1330; July 15, 2010); Second Day (0900-1330; July 16, 2010); 2010 CAstana, Kazakhstan); First Day (0900-1330; July 7, 2010); Second Day (0900-1330; July 8, 2010) 330 $aThe International Mathematical Olympiad (IMO) is a competition for high school students. China has taken part in the IMO 21 times since 1985 and has won the top ranking for countries 14 times, with a multitude of golds for individual students. The six students China has sent every year were selected from 20 to 30 students among approximately 130 students who took part in the annual China Mathematical Competition during the winter months. This volume of comprises a collection of original problems with solutions that China used to train their Olympiad team in the years from 2009 to 2010. Mathematics 410 0$aMathematical Olympiad Series 606 $aMathematics$xProblems, exercises, etc 606 $aMathematics$xCompetitions 615 0$aMathematics$xProblems, exercises, etc. 615 0$aMathematics$xCompetitions. 676 $a510.79 701 $aBin$b Xiong$01529555 701 $aLee$b P. Y$g(Peng Yee),$f1938-$01483249 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786968503321 996 $aMathematical olympiad in China$93773883 997 $aUNINA LEADER 04807oam 2200469 450 001 9910821361603321 005 20170523091603.0 010 $a1-4522-8356-7 010 $a1-4522-7934-9 035 $a(OCoLC)865545105 035 $a(MiFhGG)GVRL6RGJ 035 $a(EXLCZ)993780000000056305 100 $a20120410d2012 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$a41 active learning strategies for the inclusive classroom, grades 6-12 /$fDiane Casale-Giannola, Linda Schwartz Green 210 1$aThousand Oaks, Calif. :$cCorwin Press,$d2012. 215 $a1 online resource (xvi, 207 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4129-9397-0 320 $aIncludes bibliographical references. 327 $aCONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- Publisher's Acknowledgments -- ABOUT THE AUTHORS -- CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL -- Definition and Research -- The Inclusive Classroom at the Secondary Level: Who Are We Teaching? -- The Adolescent Learner -- Helping Teachers Meet the Inclusion Challenge -- What Is Active Learning? -- Brain-Based Learning and the Adolescent Learner -- Information Processing -- Connections to Differentiated Instruction -- Supporting State Standards and Assessments -- Motivating Learners With Active Learning Strategies -- Access Is Not Enough: The Critical Need to Address Diverse Student Populations -- The Beginning -- Summary -- CHAPTER 2: ACTIVE LEARNING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH SCHOOL: DEBUNKING THE MYTH -- Frequently Asked Questions -- Reflect on the Experience -- During the Lesson -- After the Lesson -- Final Thoughts -- CHAPTER 3: SELECTING AND IMPLEMENTING ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM -- Classifications and Characteristics -- Other Diverse Populations -- Assessing Students and Indentifying Learning Characteristics -- Using Strategies: Before, During, and After -- How to Choose a Strategy to Meet Individual Student Needs -- Learner Characteristics Described -- Metacognitive Issues -- Auditory Processing Concerns -- Memory Issues -- Low Experiential Base -- Attention Needs -- Higher-Aptitude Learners -- Interpersonal Preferences -- Language Needs -- Social Interaction Needs -- Visual Processing Concerns -- Learner Considerations -- How to Choose a Strategy to Meet Individual Teacher Needs -- Learning Communities -- And Now, the Next Step of Our Journey -- Summary -- CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT -- How Do I Manage Everyone? -- Whole Group Instruction -- Small Group Instruction -- Different Ways to Form Groups -- And Now (Drum Roll, Please) . . . The Strategies -- Summary -- CHAPTER 5: ACTIVE LEARNING STRATEGIES -- 1. ARTIFACT REVEAL (Students create artifacts related to learning concepts) -- 2. BALL TOSS (The game of catch facilitates Q&A) -- 3. BAROMETER (Students take stands on controversial issues by voting with their feet) -- 4. BOARD QUIZ (The whole class works collaboratively on quiz questions) -- 5. BODY LANGUAGE (Movement-based instruction involves using the body to represent the content students are learning about) -- 6. BUILDING AN EXPERIENCE (The teacher creates an occurrence so that students can experience the content in order to better facilitate understanding) -- 7. BULLETIN BLOG (The class uses a bulletin board to blog information, comments, and perspectives) -- 8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure). 330 $aKeys to engaging secondary students Research shows that all students-regardless of learning style, disability category, or language difference-learn more effectively when they are engaged in active learning. This book shows teachers how to help all students achieve positive learning outcomes. The authors provide a compilation of strategies that serve as blueprints for instructional design and directions for using them across a variety of content areas. The many benefits of active learning include: A more engaged and interactive classroom Increased self-directed learning Development 606 $aActive learning 606 $aEducation, Secondary 606 $aInclusive education 615 0$aActive learning. 615 0$aEducation, Secondary. 615 0$aInclusive education. 676 $a373.13 700 $aCasale-Giannola$b Diane$01639757 702 $aGreen$b Linda Schwartz 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910821361603321 996 $a41 active learning strategies for the inclusive classroom, grades 6-12$93982939 997 $aUNINA