LEADER 00959nam0-22003011i-450- 001 990001329630403321 010 $a0-521-42608-1 035 $a000132963 035 $aFED01000132963 035 $a(Aleph)000132963FED01 035 $a000132963 100 $a20000920d1992----km-y0itay50------ba 101 0 $aeng 200 1 $aManifolds with Singularities and the Adams-Novikov Spectral Sequence$fBoris I. Botvinnik. 210 $aCambridge (NY)$cCambridge University Press$dc1992. 215 $axv, 181 p.$d24 cm 225 1 $aLondon Mathematical Society lecture note series$v170 610 0 $aTopologia algebrica$aCongressi 676 $a514.2 700 1$aBotvinnik,$bBoris I.$060412 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001329630403321 952 $aC-9-(170$b10048$fMA1 959 $aMA1 996 $aManifolds with Singularities and the Adams-Novikov Spectral Sequence$9376427 997 $aUNINA DB $aING01 LEADER 05768nam 2200841 450 001 9910825527103321 005 20231206211812.0 010 $a1-4426-8564-6 024 7 $a10.3138/9781442685642 035 $a(cabnvsl)slc00222522 035 $a(CKB)1000000000793451 035 $a(EBL)4672417 035 $a(SSID)ssj0000284707 035 $a(PQKBManifestationID)11228097 035 $a(PQKBTitleCode)TC0000284707 035 $a(PQKBWorkID)10262595 035 $a(PQKB)11467235 035 $a(CaBNvSL)slc00222522 035 $a(CaPaEBR)418923 035 $a(CaOKQ)4021599-queensdb-Voyager 035 $a(DE-B1597)465193 035 $a(OCoLC)1013937271 035 $a(OCoLC)944177043 035 $a(DE-B1597)9781442685642 035 $a(Au-PeEL)EBL4672417 035 $a(CaPaEBR)ebr11258084 035 $a(OCoLC)958562763 035 $a(VaAlCD)20.500.12592/32m7d4 035 $a(MiAaPQ)EBC4672417 035 $a(OCoLC)560596906 035 $a(MdBmJHUP)musev2_105753 035 $a(MiAaPQ)EBC3262956 035 $a(EXLCZ)991000000000793451 100 $a20160923h20072007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontant 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeaching adolescents $eeducational psychology as a science of signs /$fHoward A. Smith 210 1$aToronto, [Canada] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d2007. 210 4$dİ2007 215 $a1 online resource (413 pages) 225 1 $aToronto Studies in Semiotics and Communication 300 $aDescription based upon print version of record. 311 $a0-8020-9099-0 320 $aIncludes bibliographical references and indexes. 327 $a""Contents""; ""Preface""; ""Acknowledgements""; ""1 Semiotics of Schooling and Teaching""; ""Semiotics""; ""Nature of the Sign""; ""Applied Semiotics""; ""Signs in Schooling""; ""Distinguishing between Education and Schooling""; ""The Culture of Schools""; ""Schools in Historical Perspective""; ""Adolescents in School""; ""Signs in Teaching""; ""The Culture of Classrooms""; ""Signs of the Expert Teacher""; ""2 Signs in Communication""; ""Teaching as Communicating in Signs""; ""Defining Communication""; ""Communication in the Classroom""; ""Verbal Signs""; ""The Limitations of Discourse"" 327 $a""Questioning""""Non-Verbal Signs""; ""Environmental Factors""; ""Proxemics""; ""Kinesics""; ""Haptics""; ""Physical Characteristics""; ""Paralanguage""; ""Artefacts""; ""Signs, Communication, and Cultures""; ""3 Signs in Class Management and Discipline""; ""Signs in Class Management""; ""Adolescence and Class Management""; ""Setting the Stage""; ""Main Approaches to Classroom Management""; ""Five Signs of Effective Teachers""; ""Before School Begins""; ""The First Day of School""; ""Organization and Management during the First Few Weeks""; ""Maintaining What Has Been Accomplished Together"" 327 $a""Signs in Discipline""""Examining Teachersa??? Beliefs about Discipline""; ""Challenges to Classroom Order""; ""The Challenges to Mr Altonen""; ""Analysing the Challenges to Mr Altonen""; ""Other Challenges""; ""Promoting Student Self-Discipline and Responsibility for Learning""; ""Some Dos and Dona???ts of Discipline""; ""In General, What Should Teachers Do?""; ""In General, What Should Teachers Not Do?""; ""Management for Pre-Service Teachers""; ""4 Signs in Adolescent Development""; ""Nomothetic and Idiographic Knowledge""; ""Effects of Nature and Nurture on Behaviour"" 327 $a""Nature (Heredity)""""Nurture (Environment)""; ""Nature and Nurture""; ""Time""; ""Genes and Memes""; ""Physical Development""; ""Puberty and Physical Characteristics""; ""Sex Differences in the Brain""; ""Can People or Activities Be a???Left-Braineda????""; ""Brain Growth and Development""; ""The Left-Handed Adolescent""; ""Cognitive Development""; ""Semiotic and Information-Processing Approaches""; ""Jean Piageta???s Theory: An Appraisal""; ""Lev Vygotskya???s Theory: A Comparison""; ""Recent Advances in Theory and Research""; ""Moral Development""; ""Social and Emotional Development"" 327 $a""Social Development""""Emotional Development""; ""5 Signs of Learning""; ""Learning and Its Major Approaches""; ""Six Levels of Learning""; ""The Behaviourist Approach""; ""The Information Processing (Cognitive Constructivist) Approach""; ""The Cultural Constructivist Approach""; ""Comparing the Major Approaches to Learning""; ""The Signways of Learning""; ""The Linguistic Signway""; ""The Musical Signway""; ""The Logical-Mathematical Signway""; ""The Spatial Signway""; ""The Bodily-Kinesthetic Signway""; ""The Social-Personal Signway""; ""The Naturalistic Signway"" 330 $aGrounded in the semiotic thought of Charles Sanders Peirce, America's greatest polymath, Howard A. Smith's Teaching Adolescents addresses topics in educational psychology from a semiotic or sign-based perspective rather than a behavioural one. 410 0$aToronto studies in semiotics and communication. 606 $aCommunication in education 606 $aSemiotics$xPsychological aspects 606 $aTeenagers$xEducation 606 $aAdolescence 608 $aElectronic books. 615 0$aCommunication in education. 615 0$aSemiotics$xPsychological aspects. 615 0$aTeenagers$xEducation. 615 0$aAdolescence. 676 $a371.102/2 700 $aSmith$b Howard A.$f1943-$01597554 712 02$aScholars Portal. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825527103321 996 $aTeaching adolescents$93919323 997 $aUNINA