LEADER 01491nam--2200457---450- 001 990000449360203316 005 20090617154544.0 010 $a88-13-17157-9 035 $a0044936 035 $aUSA010044936 035 $a(ALEPH)000044936USA01 035 $a0044936 100 $a20010516d1991----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $aa-------001yy 200 1 $a<> stupefacenti$eeffetti, abuso, traffico$econsiderazioni tossicologiche nella nuova normativa$fElisabetta Bertol, Francesco Mari 210 $aPadova$cCEDAM$d1991 215 $aX, 242 p., 2 p. di tav. ripieg.$cill.$d24 cm 606 0 $aDroghe$xConsumo$xAspetti sociali 606 0 $aDroghe$xConsumo$xAspetti giuridici 606 0 $aStupefacenti 676 $a345.450277 700 1$aBERTOL,$bElisabetta$066102 701 1$aMARI,$bFrancesco$089927 801 0$aIT$bsalbc$gISBD 912 $a990000449360203316 951 $aXXIV.3.Q 173 (IG XVI 124)$b71958 E.C.$cXXIV.3.Q 173 (IG XVI)$d00232905 951 $aSANT.7 5 2$b718 DDPG$cSANT.7 959 $aBK 969 $aECO 969 $aDDPG 979 $aPATTY$b90$c20010516$lUSA01$h1329 979 $c20020403$lUSA01$h1653 979 $aPATRY$b90$c20040406$lUSA01$h1631 979 $aDDPG1$b90$c20060824$lUSA01$h1129 979 $aDDPG1$b90$c20061003$lUSA01$h1331 979 $aDDPG1$b90$c20070215$lUSA01$h1444 979 $aRSIAV1$b90$c20090617$lUSA01$h1545 996 $aStupefacenti$9574901 997 $aUNISA LEADER 01121aam a2200265 i 4500 001 991002885479707536 008 160211s2008 it 001 0 ita 020 $a9788815125606 020 $a8815125604 035 $ab1424858x-39ule_inst 040 $aDip.to di Storia, Societą e Studi sull'Uomo$bita 082 04$a948.903 100 1 $aBorioni, Paolo$0150648 245 10$aSolo il re ha il potere delle armi :$bCopenaghen, 18 ottobre 1660: gli Stati generali di Danimarca e l'instaurazione dell'assolutismo monarchico /$cPaolo Borioni 260 $aBologna :$bIl mulino,$c2008 300 $a207 p. ;$c22 cm. 440 3$aLe grandi date della storia costituzionale ;$v7 650 4$aMonarchia$zDanimarca$xStoria$ySec. 17. 651 4$aDanimarca$xCostituzioni politiche$ySec. 17. 907 $a.b1424858x$b12-02-16$c11-02-16 912 $a991002885479707536 945 $aLE023 948.903 BOR 1 1 $g1$i2023000141786$lle023$og$pE18.50$q-$rl$s- $t0$u0$v0$w0$x0$y.i15711651$z11-02-16 996 $aSolo il re ha il potere delle armi$9254753 997 $aUNISALENTO 998 $ale023$b12-02-16$cm$da $e-$fita$git $h0$i0 LEADER 03444nam 2200589 450 001 9910788144503321 005 20230721045528.0 010 $a1-4411-5658-5 035 $a(CKB)2670000000602394 035 $a(EBL)2084957 035 $a(SSID)ssj0001463112 035 $a(PQKBManifestationID)12626127 035 $a(PQKBTitleCode)TC0001463112 035 $a(PQKBWorkID)11421062 035 $a(PQKB)10460967 035 $a(MiAaPQ)EBC2084957 035 $a(Au-PeEL)EBL2084957 035 $a(CaPaEBR)ebr11078672 035 $a(CaONFJC)MIL752334 035 $a(OCoLC)913513778 035 $a(EXLCZ)992670000000602394 100 $a20060928h20072007 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHow to be a successful teaching assistant /$fJill Morgan 210 1$aLondon ;$aNew York :$cContinuum,$d[2007] 210 4$d©2007 215 $a1 online resource (154 p.) 225 1 $aTeaching Assistant's Series 300 $aDescription based upon print version of record. 311 $a0-8264-9328-9 311 $a1-336-21048-6 320 $aIncludes bibliographical references. 327 $aCover; Contents; List of tables; List of figures; Introduction; The purpose and structure of this book; TAs in the UK and elsewhere; On being an adult learner; 1 What is a TA?; What is a TA?; How do you fit into the education system?; Why the distinction between TAs and professionals?; Appropriate roles and responsibilities for TAs; Standards for your work as a TA; Formal qualifications available to TAs in England and Wales; Chapter summary; How well am I doing? Self-evaluation exercise; 2 Defining your role in the classroom; What is your job description? 327 $aHow is your role shaped by the LA and school?How is your role shaped by individual pupil needs?; Your role as you understand it; What about behaviour management?; Clarifying your role with your supervisor; Chapter summary; How well am I doing? Self-evaluation exercise; 3 Skills and assets required for your role; Assets you bring to your work; What skills does your job require?; How to increase your skills and knowledge; Dealing with misconceptions or difficulties; Case study: The right person for the job; Chapter summary; How well am I doing? Self-evaluation exercise 327 $a4 Working with your supervisorThe legal requirement for supervision; Who is your supervisor?; What is supervision?; The importance of daily instructional supervision; Working effectively under supervision; Case study: Who's in charge here anyway?; Chapter summary; How well am I doing? Self-evaluation exercise; 5 Conclusion; Success as a TA; Where do you go from here?; Appendix; Useful sources of information and training; Organizations and websites; Glossary 330 $aPacked with practical advice, case studies and checklists, this book will help all classroom support staff to help teachers and pupils to achieve maximum success. 410 0$aTeaching Assistant's Series 606 $aTeachers' assistants$xVocational guidance 615 0$aTeachers' assistants$xVocational guidance. 676 $a371.14/124 700 $aMorgan$b Jill$f1956-$01481280 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788144503321 996 $aHow to be a successful teaching assistant$93837134 997 $aUNINA