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[null,"1.","Record Nr.",null,"UNINA9910781060303321"]
[null,null,"Autore",null,"Tee Mark Ve-Yin"]
[null,null,"Titolo",null,"Coleridge, revision and romanticism : after the revolution, 1793-1818 / Ve-Yin Tee"]
[null,null,"Pubbl/distr/stampa",null,"London ; New York, : Continuum, 2009"]
[null,null,"ISBN",null,"1-4742-1131-3"]
[{"$nulls":4},"1-282-45280-0"]
[{"$nulls":4},"1-4411-0707-X"]
[null,null,"Descrizione fisica",null,"1 online resource (191 p.)"]
[null,null,"Collana",null,"Continuum literary studies series"]
[null,null,"Disciplina",null,"821.7"]
[null,null,"Soggetti",null,"France History Revolution, 1789-1799 Literature and the revolution"]
[{"$nulls":4},"France History Revolution, 1789-1799 Influence"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (pages [164]-171) and index"]
[null,null,"Nota di contenuto",null,"List of Illustrations -- List of Abbreviations -- Acknowledgements -- Introduction -- 1. The Catholicity of 'Frost at Midnight' -- 2. The Submerged History of 'The Ancient Mariner' -- 3. Ungodly Visions -- 4. A Tale of Remorse -- Conclusion -- Bibliography -- Index"]
[null,null,null,"Sommario/riassunto","The Romantic phenomenon of multiple texts has been shaped by the link between revision and authorial intent. However, what has been overlooked are the profound implications of multiple and contradictory versions of the same text for a materialist approach; using the works of Coleridge as a case study and the afterlife of the French Revolution as the main theme, this monograph lays out the methodology for a more detailed multi-layered analysis. Scrutinising four works of Coleridge (two poems, a newspaper article and a play), where every major variant is read as a separate work with its own distinct socio-historical context, Ve-Yin Tee challenges the notion that any one text is representative of its totality. By re-reading Coleridge in the light of alternative textual materials within that time, he opens a wider scope for meaning and the understanding of Coleridge's oeuvre."]
[null,"2.","Record Nr.",null,"UNINA9910829064403321"]
[null,null,"Autore",null,"Brock Barbara L."]
[null,null,"Titolo",null,"Launching your first principalship : a guide for beginning principals / / Barbara L. Brock, Marilyn L. Grady ; cover designer, Michael Dubowe"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin Press, , 2004"]
[{"$nulls":4},"©2004"]
[null,null,"ISBN",null,"1-4833-6084-9"]
[{"$nulls":4},"1-4833-6303-1"]
[null,null,"Descrizione fisica",null,"1 online resource (161 p.)"]
[null,null,"Disciplina",null,"371.2/012"]
[null,null,"Soggetti",null,"First year school principals - United States"]
[{"$nulls":4},"School management and organization - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; Contents; Introduction; Acknowledgments; About the Authors; Chapter 1 - You've Got the Job; Embrace the Role; Clarify Roles, Expectations, and Responsibilities; What Kind of Leader Will You Be?; Find a Leadership Model; Look Like a Leader; Make Good Decisions; Interact with People; Share Information; Know Who You are; Lead with Your Strengths; Know what You Stand for; Act with Deliberation; Be a Visionary Leader; Assume a Calm, Confident Demeanor; Be Proactive; Remain Focused; Get Out of Your Office; Act with Integrity, Fairness, and Ethics; Expect Personal Change; Sadness; Loneliness"]
[{"$nulls":4},"Expect Relationships to ChangeLoss of Camaraderie; Changed Friendships; Finding Support; Hang on!; The Principal's Key; Chapter 2 - Get Acquainted: The People, the Place, the Culture; The People; Identify Expectations; Compatibility of Expectations; Get Acquainted; Avoid Hasty Promises; Make Friends with the Office Staff; Make the Custodian Your Ally; Match Names and Faces; Meet the Teachers; Include the Auxiliary Staff; Meet the Parents; Remember Volunteers and Student Teachers; Students; Change Brings Anxiety; Examine Lingering Baggage; Examine the School's Context; The Community; The Place"]
[{"$nulls":4},"School CultureEstablish Trust; The Principal's Key; Chapter 3 - Beginning and Ending Your School Year; Beginning the School Year; The Importance of Planning; Assume Nothing; Create a Checklist; The School Calendar; Important Letters; New Teachers; Faculty in-Service; Greeting the Students; Meeting the Parents; Planning for Public "]
[{"$nulls":4},"Relations; Share the Good News; Obtain Feedback; A Checklist for Next Year; The End of the Year; Events; Appreciation; Performance Evaluations; Summer Activities; Maintenance and Cleaning; Instructional Materials; Planning Ahead; Last Faculty Day; The Principal's Key"]
[{"$nulls":4},"Chapter 4 - Learn to CommunicateUnderstand the Communication System; Know Your Audience; Organize Yourself; Make Personal Communication a Priority; Communicate with Constituents: The Superintendent and Staff; The Superintendent; District Staff; Communicate with School Personnel; Building Understanding; Keeping Teachers Informed; When Staff Share Personal Problems; Communicate with Students; Communicate with Parents; The Principal's Key; Chapter 5 - Maximize Staff Potential; Communicate Expectations; Clearly State Expectations; Model Expectations; Provide Personal Attention"]
[{"$nulls":4},"Identify Individual Needs, Talents, and PotentialAssign Responsibilities for Which Employees Have Been Trained; Recognize and Praise Accomplishments; Delegate; Share Decision Making; Encourage and Facilitate Professional Development; Sustain Staff Morale; Share Your Expectations; Be Equitable; Be Consistent; Be Flexible and Understanding; Keep Your Cool; Be Visible; Praise Accomplishments; Let Each Person Know; Place Teachers Where They Shine; Forgive and Forget; Insist on Respect; Be Supportive; Trust; Supervision and Evaluation; Supervision by Wandering; Ignoring Behavior Condones it"]
[{"$nulls":4},"Dealing with Difficult Teachers"]
[null,null,null,"Sommario/riassunto","Effectively hone your leadership skills, reduce stress, manage time and staff, and resolve conflicts with these confidence-boosting tips and tools."]