LEADER 03072oam 2200697 450 001 9910826671403321 005 20210816040832.0 010 $a1-78570-448-6 010 $a1-78570-446-X 035 $a(CKB)3710000001387481 035 $a(Au-PeEL)EBL4860960 035 $a(CaPaEBR)ebr11385738 035 $a(MiAaPQ)EBC4860960 035 $a(PPN)203002350 035 $a(EXLCZ)993710000001387481 100 $a20170607h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aEconomic zooarchaeology $estudies in hunting, herding and early agriculture /$fedited by Peter Rowley-Conwy, Dale Serjeantson and Paul Halstead 210 1$aOxford, [England] ;$aPhiladelphia, [Pennsylvania] :$cOxbow Books,$d2017. 210 4$dİ2017 215 $a1 online resource (505 pages) $cillustrations 311 1 $a1-78570-445-1 311 08$aPrinted version: Economic zooarchaeology 9781785704451 320 $aIncludes bibliographical references. 330 $aEconomic archaeology is the study of how past peoples exploited animals and plants, using as evidence the remains of those animals and plants. The animal side is usually termed zooarchaeology, the plant side archaeobotany. What distinguishes them from other studies of ancient animals and plants is that their ultimate aim is to find out about human behaviour - the animal and plant remains are a means to this end. The 33 papers present a wide array of topics covering many areas of archaeological interest. Aspects of method and theory, animal bone identification, human palaeopathology, prehistori. 606 $aAnimal remains (Archaeology)$xEconomic aspects 606 $aAnimal remains (Archaeology) 606 $aEconomics, Prehistoric 606 $aHuman-animal relationships$xHistory 606 $aPlant remains (Archaeology) 606 $aPlant remains (Archaeology)$xEconomic aspects 606 $aAnimal remains (Archaeology)$2fast$3(OCoLC)fst00809354 606 $aEconomics, Prehistoric$2fast$3(OCoLC)fst00902267 606 $aHuman-animal relationships$2fast$3(OCoLC)fst00963482 606 $aPlant remains (Archaeology)$2fast$3(OCoLC)fst01065677 608 $aHistory$2fast 615 0$aAnimal remains (Archaeology)$xEconomic aspects. 615 0$aAnimal remains (Archaeology) 615 0$aEconomics, Prehistoric. 615 0$aHuman-animal relationships$xHistory. 615 0$aPlant remains (Archaeology) 615 0$aPlant remains (Archaeology)$xEconomic aspects. 615 7$aAnimal remains (Archaeology) 615 7$aEconomics, Prehistoric 615 7$aHuman-animal relationships 615 7$aPlant remains (Archaeology) 676 $a930.10285 702 $aRowley-Conwy$b Peter 702 $aSerjeantson$b D$g(Dale), 702 $aHalstead$b Paul 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910826671403321 996 $aEconomic zooarchaeology$93981490 997 $aUNINA LEADER 03085nam 2200613 450 001 9910814993203321 005 20230721042525.0 010 $a1-4522-9322-8 010 $a1-4522-9678-2 035 $a(CKB)3710000000456873 035 $a(EBL)1223125 035 $a(OCoLC)939262639 035 $a(SSID)ssj0001532037 035 $a(PQKBManifestationID)12565528 035 $a(PQKBTitleCode)TC0001532037 035 $a(PQKBWorkID)11472799 035 $a(PQKB)11189027 035 $a(MiAaPQ)EBC1223125 035 $a(EXLCZ)993710000000456873 100 $a20150824h20082008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDifferentiated school leadership $eeffective collaboration, communication, and change through personality type /$fJane A. G. Kise, Beth Russell ; acquisitions editor Rachel Livsey ; copy editor Paula L. Fleming ; cover designer Lisa Miller 210 1$aThousand Oaks, California :$cCorwin Press,$d2008. 210 4$dİ2008 215 $a1 online resource (233 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-1773-5 311 $a1-4129-1772-7 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Table of Professional Development Activities; A Note From the Authors; Acknowledgments; About the Authors; Introduction: Leading Through Your Strengths; Chapter 1 - What Type of Leader Are You?; Chapter 2 - Strengths-Based Leadership Priorities: You Can't Do It All; Chapter 3 - Succeeding at School Change; Chapter 4 - Your Leadership Team: Distributing Roles Effectively; Chapter 5 - Communicating So That What You Say Is What They Hear; Chapter 6 - Making Professional Learning Communities Worth the Effort; Chapter 7 - Observing All Types of Teachers 327 $aChapter 8 - Tools for Schoolwide DisciplineChapter 9 - Working With All Types of Parents; Chapter 10 - Strategies for Coping With the Stress of School Leadership; Resource A: Descriptions of Leadership Styles for the 16 Types; Resource B: Problem-Solving, or Z, Model; Resource C: Making Type a Schoolwide Language; Resource D: Further Reading on Personality Type; References; Index 330 $aThis resource shows how an understanding of personality types and adults' individual leadership styles helps build school teams that can collaborate and distribute leadership responsibilities more effectively. 606 $aEducational leadership 606 $aSchool supervision 606 $aSchool management and organization 615 0$aEducational leadership. 615 0$aSchool supervision. 615 0$aSchool management and organization. 676 $a371.2/01 700 $aKise$b Jane A. G.$01604411 702 $aLivsey$b Rachel 702 $aFleming$b Paula L. 702 $aMiller$b Lisa 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910814993203321 996 $aDifferentiated school leadership$93929230 997 $aUNINA