LEADER 01070nam0 22002771i 450 001 UON00329831 005 20231205104216.127 100 $a20090903f |0itac50 ba 101 $apor 102 $aPT 105 $a|||| 1|||| 200 1 $aAmores infelizes$euma história de província$fJoao Gaspar Simoes 205 $a3.ed. novamente revista 210 $aAmadora$cBertrand$d[1934?] 215 $a291 p.$d19 cm. 410 1$1001UON00173256$12001 $a Colecçao Autores Portugueses$1210 $aLisboa$cArcádia Limitada 620 $aPT$dAmadora$3UONL004545 676 $a869.341$cNarrativa portoghese, 1900-1945$v21 700 1$aSIMÕES$bJoão Gaspar$3UONV113717$0681404 712 $aBertrand$3UONV257732$4650 801 $aIT$bSOL$c20240220$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00329831 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI Port III 0096 $eSI SP 2328 5 0096 996 $aAmores infelizes$91367268 997 $aUNIOR LEADER 03713nam 2200589 450 001 9910827651903321 005 20230607210035.0 010 $a1-4833-6068-7 010 $a1-4833-6287-6 035 $a(CKB)3710000000456184 035 $a(EBL)1656307 035 $a(OCoLC)923707531 035 $a(SSID)ssj0001530303 035 $a(PQKBManifestationID)12540202 035 $a(PQKBTitleCode)TC0001530303 035 $a(PQKBWorkID)11523166 035 $a(PQKB)10705059 035 $a(MiAaPQ)EBC1994870 035 $a(EXLCZ)993710000000456184 100 $a20150820h20022002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBuilding resilient students $eintegrating resiliency into what you already know and do /$fKate Thomsen ; foreword by Nan Henderson 210 1$aThousand Oaks, California :$cCorwin Press, Inc.,$d2002. 210 4$d©2002 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-4544-X 311 $a0-7619-4543-1 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Foreword; Preface; Who is Responsible for Building Resilience in Students?; Who Has the Time or Knowledge to Do This?; Using Resiliency Theory is Good Educational Practice; Validating the Art of Teaching and Common Sense; Acknowledgments; About the Author; Chapter 1 - Resiliency: The Basics; Nan Henderson and the Resiliency Attitude; Enter Henderson and Milstein's Resiliency Wheel; Foundations of Resiliency; Overview of Bonnie Benard's Model; Overview of the Wolins' Model; The Challenge Model as it Relates to Brief Solution-Oriented Therapy; Overview of Asset Building 327 $aSummaryChapter 2 - Character Education and Building Resilience; Character Education Lost; What is Character Education?; Working the Wheel; Summary; Chapter 3 - Multiple Intelligences Theory and Building Resilience; Multiple Intelligences and Resiliency; Introduction to Multiple-Intelligences Theory; The Eight Intelligences; How an Intelligence Develops; Putting Multiple Intelligences to Use; How Learning Styles and Multiple Intelligences Interrelate; Working the Wheel; Summary; Chapter 4 - Emotional Intelligence and Building Resilience; Emotion is the Key; Emotional Intelligence Theory 327 $aThe Physiology of EmotionsPutting Emotional Intelligence Theory into Use; Working the Wheel; Summary; Chapter 5 - Service Learning and Building Resilience; Origins of the Concept of Service Learning; Confusion Surrounding Service Learning; Your Goals Drive Your Service Learning; Continuum of Service Learning; Service Learning and Building Resilience; Working the Wheel; Summary; Chapter 6 - Violence Prevention and Building Resilience; Understanding Low-Level Violence; Working the Wheel; Summary; Conclusion; Resource A: Checklist for Assessing Students' Multiple Intelligences 327 $aResource B: True Colors Word SortResource C: Additional Resources; References; Index 330 $aThis essential resource provides educators with proven and practical applications for building resiliency in even the most at-risk students. 606 $aEducational psychology 606 $aResilience (Personality trait) in children 615 0$aEducational psychology. 615 0$aResilience (Personality trait) in children. 676 $a370.15/3 700 $aThomsen$b Kate$01622964 702 $aHenderson$b Nan 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910827651903321 996 $aBuilding resilient students$94035860 997 $aUNINA