LEADER 01030nam2-2200349---450- 001 990002915670203316 005 20070503112712.0 010 $a1-84171-967-6 035 $a000291567 035 $aUSA01000291567 035 $a(ALEPH)000291567USA01 035 $a000291567 100 $a20070503d2006----km-y0itaa50------ba 101 0 $afre 102 $aGB 105 $aa|||z|||001yy 200 1 $aCeltic Coinage$enew discoveries, new discussion$fedited by Philip de Jersey 210 $aOxford$cArchaeopress$d2006 215 $a260 p.$cill.$d30 cm 225 2 $aBAR International series$v1532 410 0$1001000018484$aBAR International series$v1532 606 0 $aMonete celtiche 676 $a737.49364 700 1$aJERSEY,$bPhilip : de$0596916 801 0$aIT$bsalbc$gISBD 912 $a990002915670203316 951 $aXI.5. Coll. 12/ 255$b193438 L.M.$cXI.5. Coll.$d00214806 959 $aBK 969 $aUMA 979 $aVITALE$b90$c20070503$lUSA01$h1127 996 $aCeltic Coinage$9988748 997 $aUNISA LEADER 03746nam 2200601 450 001 9910479883003321 005 20170822145008.0 010 $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.,$d2002. 210 4$dİ2002 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 608 $aElectronic books. 615 0$aEducational psychology. 615 0$aResilience (Personality trait) in children. 676 $a370.15/3 700 $aThomsen$b Kate$0855256 702 $aHenderson$b Nan 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910479883003321 996 $aBuilding resilient students$91909423 997 $aUNINA