LEADER 01612nam 2200337 450 001 9910688494803321 005 20230629183733.0 035 $a(CKB)5400000000044020 035 $a(NjHacI)995400000000044020 035 $a(EXLCZ)995400000000044020 100 $a20230629d2006 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDigital game based learning $eProceedings of the 4th International Symposium for Information Design, 2nd of June 2005 at Stuttgart Media University /$fMichael Gerhard Burmester 210 1$a[Place of publication not identified] :$cKIT Scientific Publishing,$d2006. 215 $a1 online resource (260 pages) 311 $a1000004726 330 $aDigital games are a significant element in the digital media and information society. They influence the development of media technologies as well as interface design, online social interaction and new evaluation approaches.The Fourth Symposium for Information Design focused on the question of how game based learning environments can motivate and stimulate learners in different situations, and improve learning. It presented didactical and pedagogical issues, as well as actual examples and concrete applications. 606 $aEducational games 615 0$aEducational games. 676 $a371.337 700 $aBurmester$b Michael Gerhard$01369263 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910688494803321 996 $aDigital game based learning$93395345 997 $aUNINA LEADER 03713nam 2200589 450 001 9910797456603321 005 20230607210035.0 010 $a1-4833-6068-7 010 $a1-4833-6287-6 035 $a(CKB)3710000000456184 035 $a(EBL)1656307 035 $a(OCoLC)923707531 035 $a(SSID)ssj0001530303 035 $a(PQKBManifestationID)12540202 035 $a(PQKBTitleCode)TC0001530303 035 $a(PQKBWorkID)11523166 035 $a(PQKB)10705059 035 $a(MiAaPQ)EBC1994870 035 $a(EXLCZ)993710000000456184 100 $a20150820h20022002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBuilding resilient students $eintegrating resiliency into what you already know and do /$fKate Thomsen ; foreword by Nan Henderson 210 1$aThousand Oaks, California :$cCorwin Press, Inc.,$d2002. 210 4$dİ2002 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-4544-X 311 $a0-7619-4543-1 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Foreword; Preface; Who is Responsible for Building Resilience in Students?; Who Has the Time or Knowledge to Do This?; Using Resiliency Theory is Good Educational Practice; Validating the Art of Teaching and Common Sense; Acknowledgments; About the Author; Chapter 1 - Resiliency: The Basics; Nan Henderson and the Resiliency Attitude; Enter Henderson and Milstein's Resiliency Wheel; Foundations of Resiliency; Overview of Bonnie Benard's Model; Overview of the Wolins' Model; The Challenge Model as it Relates to Brief Solution-Oriented Therapy; Overview of Asset Building 327 $aSummaryChapter 2 - Character Education and Building Resilience; Character Education Lost; What is Character Education?; Working the Wheel; Summary; Chapter 3 - Multiple Intelligences Theory and Building Resilience; Multiple Intelligences and Resiliency; Introduction to Multiple-Intelligences Theory; The Eight Intelligences; How an Intelligence Develops; Putting Multiple Intelligences to Use; How Learning Styles and Multiple Intelligences Interrelate; Working the Wheel; Summary; Chapter 4 - Emotional Intelligence and Building Resilience; Emotion is the Key; Emotional Intelligence Theory 327 $aThe Physiology of EmotionsPutting Emotional Intelligence Theory into Use; Working the Wheel; Summary; Chapter 5 - Service Learning and Building Resilience; Origins of the Concept of Service Learning; Confusion Surrounding Service Learning; Your Goals Drive Your Service Learning; Continuum of Service Learning; Service Learning and Building Resilience; Working the Wheel; Summary; Chapter 6 - Violence Prevention and Building Resilience; Understanding Low-Level Violence; Working the Wheel; Summary; Conclusion; Resource A: Checklist for Assessing Students' Multiple Intelligences 327 $aResource B: True Colors Word SortResource C: Additional Resources; References; Index 330 $aThis essential resource provides educators with proven and practical applications for building resiliency in even the most at-risk students. 606 $aEducational psychology 606 $aResilience (Personality trait) in children 615 0$aEducational psychology. 615 0$aResilience (Personality trait) in children. 676 $a370.15/3 700 $aThomsen$b Kate$01490016 702 $aHenderson$b Nan 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797456603321 996 $aBuilding resilient students$93754367 997 $aUNINA