john ruble (24 Ergebnisse)

Hardcover. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Zustand: Good. Used book that is in clean, average condition without any missing pages.

Zustand: Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.

Zustand: Very Good. Used book that is in excellent condition. May show signs of wear or have minor defects.

Hardcover. Zustand: Bon. Ancien livre de bibliothèque avec équipements. Edition 2006. Ammareal reverse jusqu'à 15% du prix net de cet article à des organisations caritatives. ENGLISH DESCRIPTION Book Condition: Used, Good. Former library book. Edition 2006. Ammareal gives back up to 15% of this item's net price to charity organizations.

hardcover. Zustand: fine. Zustand des Schutzumschlags: fine. Yudell, Moore Ruble (illustrator). Many illustrations. 256pp., 4to, green cloth, d.w. Victoria: Images, (2004). A fine copy in a fine dust wrapper.

hardcover. Zustand: Very Good. Cover and edges may have some wear.

430 S., 1 Bl. Mit Abb. Gr.-8°, Orig.-Pappbd. mit -Schutzumschlag. - Widmungsexemplar. Vorsatzblatt mit handschriftl. Widmung von John Czaplicka an sein Institut, signiert. - Schutzumschlag mit sehr geringen Gebrauchsspuren. sonst gutes Exemplar. 1000 gr.

Hardcover. Zustand: Very good. Zustand des Schutzumschlags: Very good. First Printing [Stated]. xiv, [2], 430. [2] pages. Illustrations. Notes. Tables. Figures. Index. Minor edge soiling. A few corners creased. The dust jacket has slight wear and soiling. The index has entries for Architectural Space, Architecture, City Center, Collective Identity, Communal, Heritage and Tradition, Historical Topographies, Housing Policy, Pierre L'Enfant. Marian Column, Modernism, Monuments, Tourism, Urban Development, and Working Class. Czaplicka has taught in Hamburg, Germany, at Harvard, and Humboldt University in Berlin. His publications have dealt with the pictorial imagery of Berlin, Americanism in Germany, Austrian exile artists, and commemorative practices and urban history in East-Central Europe. Recently he edited a collection on rewriting urban history and European immigration. Together with Felix Lutz, he is engaged in a study of German-American cultural-political relations that concentrates on the period 19001933. Blair Aldridge Ruble (born December 18, 1949) is a non-fiction writer and academic administrator whose work has focused on comparative urban studies as well as Russian and Ukrainian affairs. Ruble was affiliated with the Woodrow Wilson International Center for Scholars for several decades, beginning in the late 1970s. He served in various capacities at the Wilson Center between 1977 and 2017, including a long-standing association with the Kennan Institute from 1989 to 2012. Following this, he was named a Distinguished Fellow, a title he held until the Wilson Center ceased operations in April 2025. Composing Urban History and the Constitution of Civic Identities tells the story of how fractured urban communities sometimes succeed and sometimes fail at creating a way of life embracing the many varieties of people and institutions that make cities both urban and urbane. The volume studies nine cities long divided by race, nationality, class, and religion: Washington, D.C., Kaliningrad, St. Petersburg, L'viv, Prague, Vienna, Berlin, Barcelona, and Riga. All have undergone greater and lesser transitions from authoritarian to democratic forms of government, creating new needs and opportunities to shape a civic identity. The contributors study these cities' presentations of their own history as embodied in everything from museum exhibits to architecture to street names. Do a city's efforts at material renewal and reform reflect and promote an inclusive, pluralistic self-image that supports nascent democratic institutions, or an exclusionary one that claims all the city for some particular group? Drawing on the experiences of the past half-century, Composing Urban History and the Constitution of Civic Identities shows how the emergence of pluralistic images of the past, present, and future can open the way for more pluralistic understandings of power and social relations. Contributors are John Czaplicka, Howard Gillette, Jr., Grigorii V. Golosov, Yaroslav Hrytsak, Brian Ladd, Siegfried Mattl, James A. Miller, Jiri Musil, Cynthia Paces, Blair A. Ruble, Olga Sezneva, Ojars Sparitis, Pep Subiros, Victor Susak, Ilya Utekhin, and John Michael Vlach.

Zustand: NEW.

Zustand: Fine. Sealed, light knock to bottom edge of rear cover, contents seem to be unaffected, like new condition.

Paperback. Zustand: Brand New. 2015 edition. 100 pages. 9.25x6.25x0.50 inches. In Stock.

Zustand: New. Series: SpringerBriefs in Psychology. Num Pages: 101 pages, 53 black & white illustrations, biography. BIC Classification: JKSN; JMC; MMJT. Category: (P) Professional & Vocational. Dimension: 235 x 155 x 6. Weight in Grams: 191. . 2015. Paperback. . . . . Books ship from the US and Ireland.

Zustand: new.

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides. Key areas of coverage include: Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism. Advances in measurement of IEP quality for transition-age autistic youth Integration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainers Lessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans. COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback. COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.

Paperback. Zustand: Brand New. 150 pages. 9.25x6.25x0.75 inches. In Stock.

Zustand: New. This book offers individual assessment and program planning for students with autism spectrum disorders, based in life experiences, with family and teacher input. A complete guide to successful learning, it includes protocols, scripts, forms and case examples. Num Pages: 273 pages, 32 black & white illustrations, biography. BIC Classification: JMC; JNC; MMZL; MQV. Category: (P) Professional & Vocational. Dimension: 158 x 234 x 22. Weight in Grams: 464. . 2012. 2012th Edition. paperback. . . . . Books ship from the US and Ireland.

Buch. Zustand: Neu. Neuware -This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides.Key areas of coverage include:Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism.Advances in measurement of IEP quality for transition-age autistic youthIntegration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainersLessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans.COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback.COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 244 pp. Englisch.

Taschenbuch. Zustand: Neu. Neuware -This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides.Key areas of coverage include:Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism.Advances in measurement of IEP quality for transition-age autistic youthIntegration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainersLessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans.COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback.COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 244 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides.Key areas of coverage include:Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism.Advances in measurement of IEP quality for transition-age autistic youthIntegration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainersLessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans.COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback.COMPASS and Innovative Education for Students with Autismis an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides.Key areas of coverage include:Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism.Advances in measurement of IEP quality for transition-age autistic youthIntegration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainersLessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans.COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback.COMPASS and Innovative Education for Students with Autismis an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.

Hardcover. Zustand: Brand New. 244 pages. 9.25x6.10x0.63 inches. In Stock.

Paperback. Zustand: Brand New. Italian language. 9.37x6.61x0.71 inches. In Stock.

Hardcover. Zustand: Very Good. 248, xv pp. ; green and orange cloth with designs ; no dustjacket ; OCLC: 651318493 ; LC: SB411 ; Dewey: 583.305 ; Contents: The President's Greeting / Walter E. Clark -- Jesse A. Cherrey Parents and Pedigrees / Paul B. Sanders -- Monterey's Municipal Rose-Garden / Francis B. Lester -- Why Do I Like Roses / Chas. E. F. Gersdorff -- May's Rose Highway / M. Glen Kirkpatrick -- Packing Cuttings For Long-Distance Shipment / Peter Bisset -- Let Nature Take Its Course / C. F. Middleton -- Rose-Growing Made Easy / H. M. Helm, M.D. -- Climbing Roses In The Amateur's Garden. / J. H. Nicolas -- Fruit-Jar Own-Root Rose-Propagation / Mrs. Samuel Weidman -- The Preferred Dozen / Referendum Report -- The Static Referendum / R. Marion Hatton -- The Blizzard Country A Symposium -- I. Roses And Rough Winter / Dr. H. M. Helm -- II. The Rose In Wisconsin / Louis R. Potter -- III. Fertilization / H. F. Koch -- IV. Protection Against Enemies / 0. L. Isendring -- V. Winter Protection / August O. Peter -- VI. Selected Roses For Wisconsin / Mrs. William Hopkinson -- VII. Rose-Growing In Iowa / Rev. Earl William Benbow -- VIII. Iowa Roses, Old And New / Mrs. Marion M. Page -- IX. Winter-Protection In Minnesota / John D. Ruble -- X. Roses Where The Blizzards Begin / A. C. Ellerman -- XI. Originating Hardy Roses / Prof. N. E. Hansen - XII. A Paragraph On Protection / Dr. John Donahoe -- XIII. A Note From Wyoming / Arthur Braun -- XIV. Roses In North Dakota / Dr. H. 0. Woutat -- XV. Hardy Roses In North Dakota / Prof. A. F. Yeager -- XVI. My Experience With Roses In North Dakota. / Dr. James P. Aylen -- XVII. Beginning A New Hardy Race Of Roses / F. L. Skinner -- XVIII. Roses Tested In Manitoba / William Godfrey -- XIX. Saskatchewan Has Roses / John Walker -- XX. Roses In Spite Of Winter / C. F. Patterson -- XXI. Hardy Varieties Of Roses / W. R. Reader -- Roses In Kansas City / Minnie Long Sloan -- Climbing Roses For Southern Climates / Capt. George C. Thomas, Jr. -- Help Wanted In Texas / Edward Teas -- United Horticulture Roses Of Australia / T. A. Stewart -- Roses In Brazil / Mrs. Paul C. Schilling -- Roses On The Mexican Coast / V. E. Dillon -- An Expert Rose-Budder / Dr. Emmet Rixford -- The Treasurer Travels / S. S. Pennoek -- Roses Across The Sea / The Editor's Correspondence -- The Proof Of The Pudding-1928 / Members' Opinions -- The New Florists' Roses A Sympsium I -- Unfinished Business / Editorial -- A Short Course In Rose-Culture / O. A. Stevens -- New Roses Of The World / Editorial -- List Of Plates -- I. The Novelty Rose, Talisman Colored Frontispiece -- II. Mr. Walter E. Clark, President Of The American Rose Society -- III. Henry Nevard, A New Hybrid Perpetual -- IV. Roses At A Kansas City Flower Show -- V. Some Of Captain Thomas' Seedling Roses -- VI. Sweet Seventeen, An Australian Hybrid Tea -- VII. An Expert Rose-Budder At Work -- VIII. Dame Edith Helen, A Gorgeous Hybrid Tea -- IX. Mrs. A. R. Barraclough, Ht -- X. Los Angeles At Home -- XI. Miss Marion Manifold, Cl. Ht -- XII. Sunday Rose Festival In Australia -- XIII. Lady Margaret Stewart, Ht -- XIV. Souvenir De F. Bohé, Ht ; spine sunned, else VG. Book.