LEADER 00881nam0-22002891i-450- 001 990006345170403321 005 19980601 035 $a000634517 035 $aFED01000634517 035 $a(Aleph)000634517FED01 035 $a000634517 100 $a19980601d1947----km-y0itay50------ba 105 $a--------00-yy 200 1 $a<>Tribunal Militare International des Grand Criminels de Guerre$fJacques Descheemaeker ; préface de Vespasien V. Pella. 210 $aParis$cPedone$d1947 215 $a122 p.$d26 cm 676 $a341.55 700 1$aDescheemaeker,$bJacques$0238742 702 1$aPella,$bVespasien V. 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006345170403321 952 $aX D 101$b39891$fFGBC 959 $aFGBC 996 $aTribunal Militare International des Grand Criminels de Guerre$9656685 997 $aUNINA DB $aGIU01 LEADER 03269nam 2200589 450 001 9910821396203321 005 20230809224926.0 010 $a3-11-051859-7 010 $a3-11-052058-3 024 7 $a10.1515/9783110520583 035 $a(CKB)3710000001418559 035 $a(MiAaPQ)EBC4895027 035 $a(DE-B1597)473510 035 $a(OCoLC)960033551 035 $a(OCoLC)992489471 035 $a(DE-B1597)9783110520583 035 $a(Au-PeEL)EBL4895027 035 $a(CaPaEBR)ebr11405460 035 $a(CaONFJC)MIL1017713 035 $a(EXLCZ)993710000001418559 100 $a20170726h20172017 uy 0 101 0 $ager 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aInfinitives at the syntax-semantics interface $ea diachronic perspective /$fedited by Lukasz Jedrzejowski, Ulrike Demske 210 1$aBerlin, [Germany] ;$aBoston, [Massachusetts] :$cDe Gruyter Mouton,$d2017. 210 4$d©2017 215 $a1 online resource (x, 362 pages) $cillustrations 225 1 $aTrends in Linguistics Studies and Monographs,$x1861-4302 ;$vVolume 306 311 $a3-11-051847-3 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $tFrontmatter -- $tPreface and acknowledgments -- $tTable of contents -- $tList of contributors -- $t1. Infinitival patterns and their diachronic dynamics: Questions and challenges -- $t2. Restructuring at the syntax-semantics interface -- $t3. The Romanian infinitive selected by perception and cognition verbs -- $t4. A diachronic perspective on the semantics of AcI clauses in Greek -- $t5. Finite, infinitival and verbless complementation: The case of believe, suppose and find -- $t6. Early Modern Romanian infinitives: origin and replacement -- $t7. Semantic factors for the status of control infinitives in the history of German -- $t8. Anti-agreeing infinitives in Old Hungarian -- $t9. The emergence of expressions for purpose relations in older Indo-European languages -- $t10. Main clause infinitival predicates and their equivalents in Slavic: Why they are not instances of insubordination -- $tLanguage index -- $tSubject index 330 $aThe major aim of this volume is to investigate infinitival structures from a diachronic point of view and, simultaneously, to embed the diachronic findings into the ongoing theoretical discussion on non-finite clauses in general. All contributions subscribe to a dynamic approach to infinitival clauses by investigating their origin, development and loss in miscellaneous patterns and across different languages. 410 0$aTrends in linguistics.$pStudies and monographs ;$vVolume 306. 606 $aEnglish language$xInfinitive 610 $aInfinitival Structures. 610 $aNon-finite Clauses. 610 $aSyntax-Semantics Interface. 615 0$aEnglish language$xInfinitive. 676 $a425 686 $aET 750$2rvk 702 $aJedrzejowski$b Lukasz 702 $aDemske-Neumann$b Ulrike 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910821396203321 996 $aInfinitives at the syntax-semantics interface$93914521 997 $aUNINA LEADER 05567oam 2200481 450 001 9910826539603321 005 20220104175023.0 010 $a1-938113-90-X 035 $a(CKB)4100000011868428 035 $a(MiAaPQ)EBC6265158 035 $a(EXLCZ)994100000011868428 100 $a20210511d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAddressing challenging behavior in young children $ethe leader's role /$fBarbara Kaiser & Judy Sklar Rasminsky 210 1$aWashington, DC :$cNational Association for the Education of Young Children,$d[2021] 210 4$d©2021 215 $a1 online resource (202 pages) $cillustrations 311 $a1-938113-89-6 320 $aIncludes bibliographical references and index. 327 $gChapter 1.$tDefining Yourself as a Leader --$tUnderstanding Your Journey --$tLearning to Lead --$tHow Do You Define Your Role? --$tWhat Is Your Vision? --$tWhat Leadership Style Works Best When Challenging Behavior Occurs? --$tGetting to Know You --$tEnhance the Climate --$tThink About It --$tFor Further Learning --$gChapter 2.$tWhat Is Challenging Behavior? --$tWhy Children Behave Inappropriately --$tRisk Factors for Challenging Behavior --$tFor Further Learning --$gChapter 3.$tHow a Child with Challenging Behavior Impacts Your Leadership Skills --$tFinding Ways to Welcome a Child with Challenging Behavior --$tBeing in the Classroom --$tWhen Differences Arise --$tBuilding a Team --$tDeveloping a Common Approach to Challenging Behavior --$tFor Further Learning --$gChapter 4.$tDeveloping a Behavior Guidance Policy --$tStart with Your Vision and Mission --$tFocus on Prevention --$tIntervention Strategies --$tThe Role of Families --$tSupporting Staff --$tMental Health Consultation --$tCollecting Data --$tExclusion --$tFor Further Learning --$gChapter 5.$tEnabling Your Staff to Act --$tHelping Staff to Understand Themselves --$tThe Amygdala Hijack --$tDealing with Stress --$tCulture and Teachers' Expectations --$tImplicit Bias --$tUsing Data --$tFor Further Learning --$gChapter 6.$tThe Power of Prevention --$tThe Influence of Social Climate --$tPhysical Space --$tMaking Things Run Smoothly --$tTeaching Strategies --$tFor Further Learning --$gChapter 7.$tWhy Change Is So Difficult and How to Navigate It --$tRecognizing the Need for Change --$tWhy Do Educators Resist Change? --$tCollaborate, Collaborate, Collaborate --$tWhat Can You Do About Resistance? --$tImplementing Change --$tTake Care of Yourself --$tFor Further Learning --$gChapter 8.$tThe Role of Professional Development --$tBegin with Your Staff --$tA Learning Climate --$tCreate a Professional Development Policy --$tLeaders Should Take Part, Too --$tLooking for Professional Development Options --$tHow Can Staff Share Their Learning with Their Colleagues? --$tFor Further Learning --$gChapter 9.$tFacing the Reality of Challenging Behavior --$tHow Does Your Staff Feel About Having a Child with Challenging Behavior in the Program? --$tGetting Your Staff on Board --$tShould the Child Remain in the Program? --$tWhat About Moving the Child or the Teacher to Another Classroom? --$tSupporting Teachers When There's a Child with Challenging Behavior --$tHow Can Staff Meetings Help? --$tWhen Is It Time to Call in Reinforcements? --$tFor Further Learning --$gChapter 10.$tWorking with the Family --$tOpen Communication Is Important --$tMeeting with the Family --$tThe Role of Implicit Bias and Culture in Teacher-Family Interactions --$tHow Should You Handle Disagreements with the Family? --$tWhat About Suggesting Families Seek Outside Help? --$tHow Do You Work with the Families of the Other Children? 330 $a"The authors of the bestselling Challenging Behavior in Young Children bring their wealth of practical experience, breadth of research base, and approachable tone to this new book for early childhood administrators guiding their staffs--and the children and families they serve--in preventing and responding effectively to challenging behavior. The stakes are high when children get kicked out of early childhood programs: they learn that no one believes in their ability to succeed. As states and school districts increasingly prohibit the suspension and expulsion of young children, directors and administrators of early childhood programs and principals of schools play a crucial role in making it possible for children with challenging behavior to remain in school and learn. Covering topics such as building an environment that promotes positive behavior, reflecting on the effects of bias and expectations on behavior, and empowering staff to use effective guidance strategies, this book offers ideas that leaders can actually implement while maintaining a high-quality learning environment."--Google Books viewed May 5, 2021 606 $aBehavior modification 606 $aTeacher-principal relationships 606 $aEducational leadership 606 $aTeacher-administrator relationships 615 0$aBehavior modification. 615 0$aTeacher-principal relationships. 615 0$aEducational leadership. 615 0$aTeacher-administrator relationships. 676 $a929.374 700 $aKaiser$b Barbara$f1948-$01594627 702 $aRasminsky$b Judy 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910826539603321 996 $aAddressing challenging behavior in young children$93915202 997 $aUNINA