LEADER 00905nam0-2200325---450- 001 990008851480403321 005 20090729110400.0 010 $a978-0-470-01428-8 035 $a000885148 035 $aFED01000885148 035 $a(Aleph)000885148FED01 035 $a000885148 100 $a20090507d2008----km-y0itay50------ba 101 0 $aeng 105 $aa-------001yy 200 1 $aIntroduction to Particle technology$fMartin Rhodes 205 $a2nd ed. 210 $aChichester$cJohn Wiley & Sons$dc2008 215 $aXXII, 450 p.$cill.$d25 cm 610 0 $aParticles 700 1$aRhodes,$bMartin$0252930 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008851480403321 952 $a04 160-157$bDIC 4853$fDINCH 952 $a04 160-158$bDIC 4885$fDINCH 959 $aDINCH 959 $aDINCH 996 $aIntroduction to Particle technology$9804516 997 $aUNINA LEADER 01109nam a22002411i 4500 001 991001980539707536 005 20040202181856.0 008 040407s1967 it |||||||||||||||||ita 035 $ab12852612-39ule_inst 035 $aARCHE-083223$9ExL 040 $aDip.to Scienze Storiche$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a914.575 100 1 $aNovembre, Domenico$0129638 245 10$aAlcuni particolari geomorfologici della costa di Nardō (Salento) in rapporto con le variazioni pleistoceniche /$cDomenico Novembre 260 $aFirenze :$bR. Coppini & C.,$c[1967?] 300 $aP. 224-235 ;$c25 cm. 500 $aEstr. da: Rivista geografica italiana, a. 74., fasc. 2 (1967). 907 $a.b12852612$b02-04-14$c16-04-04 912 $a991001980539707536 945 $aLE009 GEOG.MISC. 4/2$g1$i2009000316140$lle009$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i1341172x$z16-04-04 996 $aAlcuni particolari geomorfologici della costa di Nardō (Salento) in rapporto con le variazioni pleistoceniche$9301817 997 $aUNISALENTO 998 $ale009$b16-04-04$cm$da $e-$fita$git $h0$i1 LEADER 03691nam 2200805Ia 450 001 9910953172703321 005 20250115110037.0 010 $a9786612961274 010 $a9781282961272 010 $a1282961276 010 $a9781605094236 010 $a1605094234 035 $a(CKB)2560000000054520 035 $a(EBL)634162 035 $a(OCoLC)703137585 035 $a(SSID)ssj0000467397 035 $a(PQKBManifestationID)11277285 035 $a(PQKBTitleCode)TC0000467397 035 $a(PQKBWorkID)10484778 035 $a(PQKB)10146045 035 $a(Au-PeEL)EBL634162 035 $a(CaPaEBR)ebr10440694 035 $a(CaONFJC)MIL296127 035 $a(OCoLC)759841459 035 $a(CaSebORM)9781605094236 035 $a(MiAaPQ)EBC634162 035 $a(OCoLC)776150743 035 $a(OCoLC)ocn776150743 035 $a(MiAaPQ)EBC31875750 035 $a(FR-PaCSA)88807225 035 $a(FRCYB88807225)88807225 035 $a(Au-PeEL)EBL31875750 035 $a(OCoLC)1485005288 035 $a(EXLCZ)992560000000054520 100 $a20100817d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBrilliance by design $ecreating learning experiences that connect, inspire, and ENGAGE /$fVicki Halsey 205 $a1st ed. 210 $aSan Francisco $cBerrett-Koehler Publishers$dc2011 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 08$a9781605094229 311 08$a1605094226 320 $aIncludes bibliographical references and index. 327 $aContents; Preface; Introduction: The Time for Brilliance Has Come; 1 Fire Up the Synergy between Learners and Teachers; 2 Craft Content That Sings; 3 The ENGAGE Model: An Overview; 4 Step 1: Energize Learners; 5 Step 2: Navigate Content; 6 Step 3: Generate Meaning; 7 Step 4: Apply to Real World; 8 Step 5: Gauge and Celebrate; 9 Step 6: Extend Learning to Action; 10 Bringing Out Brilliance in the Virtual Classroom; Conclusion: A Legacy of Learning; Resources; A: Free Assessment-The Building Excellence Survey; B: Getting Started Creating Brilliance by Design; Running a Meeting 327 $aDesigning a WorkshopC: Do- It- Yourself Templates; Notes; Bibliography; Acknowledgments; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Z; About the Author 330 $aMany subject matter experts are just that, subject matter experts--not experts in the art of teaching, facilitating, or designing. Thousands of authors, trainers, and speakers have great content, but they lack the skills required to convey their content in a way that inspires learners to unleash their brilliance and move the learning to practice.. They often spend 70% of their time on WHAT they are going to teach, and 30% of their time on HOW, when they should be spending 30% on WHAT, and 70% on HOW. Their instructional techniques often are at odds with their message of inclusivity, eagerness 517 3 $aCreating learning experiences that connect, inspire, and engage 606 $aOrganizational learning 606 $aLearning 606 $aEmployees$xTraining of 606 $aEffective teaching 615 0$aOrganizational learning. 615 0$aLearning. 615 0$aEmployees$xTraining of. 615 0$aEffective teaching. 676 $a658.3/124 686 $a85.08$2bcl 700 $aHalsey$b Vicki$f1955-$01795981 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953172703321 996 $aBrilliance by design$94337518 997 $aUNINA