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The cause of this chromatic alteration can be assumed to be due to the presence of organic fractions as well as the maltenes or the asphaltenes. When these were exposures to UV solar radiation they underwent a photo-oxidation Amer SGR24i Bou- kir et al. Lastly, the actual appearance of the monument was furthermore modified because of extended brownish- orange patina due to both the presence of oxalates and fungal and bacteria activity; Zygomiceti and Attinomi- ceti and of the application of Amer SGR24i thin layer of plaster which gets its colour from the presence of iron-oxide.

References Fig. Paris, t. Proceedings of are frequently associated to Amer SGR24i chromatic the II International Symposium. The oxalate films in the alterations Urzi and Reailini ; Krumbein Fur- conservation of works of art, Milan, March 25—27, pp — thermore, the patinas analysed by means of IR spectroscope Del Monte M — Organismi pionieri e rocce: Plinius Riv Ital Paleont The latter could be formed by; a Dunham RJ Classification of carbonate rocks according to microflora metabolic processes lichens or bacteria spread depositional texture. Ham WE ed Classification of carbon- ate rocks: Am Assoc Petroleum Geol Bull This item will be shipped through the Global Shipping Program and includes international tracking.

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Shipping and handling. The challenges of school Amer SGR24i in the fast paced world of today cannot be resolved with Amer SGR24i century approaches to leadership or models of leadership that simply do not reflect the contemporary educational landscape.

This book by Belinda Harris offers us an alternative way of understanding leadership and leadership practice. Its central message is that Amer SGR24i is fundamentally about emotional engagement and involvement.

Supporting the Emotional Work of School Leaders: Leading Teachers, Leading Schools

It argues that leaders need to be more attuned to their emotions and that leadership is fundamentally about the quality of relationships with oneself and others. It points to the need for leaders to be more actively cognisant of their own emotional histories as these both shape and affect their actions and reactions. There is also a painful exploration of the damaging effects of leadership when it Amer SGR24i misused, misjudged or misunderstood. The Amer SGR24i of the book resides in the powerful interplay between theory, practice and personal reflection.

Belinda Harris draws upon a wide range of theoretical perspectives from counselling, [Page x]human relations and education to create an intricate theoretical framework for the book. She also brings a rich source of empirical evidence to illuminate, exemplify and reinforce the theoretical points made. The voices of teachers, students and leaders in this book illustrate boldly, clearly and in some cases painfully what happens if the emotional dimension Amer SGR24i leadership is ignored or just profoundly inadequate. Listening to these voices it Amer SGR24i impossible to discount the human side of leadership or to dismiss the important emotional work that all leaders have to do.

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The author's main argument is that leaders can only be effective if they recognise, develop and actively acknowledge their own emotional well being. The emotional health of the school leader, she argues, is powerfully linked to the emotional health of teachers and young people. The book gives many powerful examples of the significant impact of Amer SGR24i attention and care upon individual self Amer SGR24i and self worth. It also shows how emotional wounding and hurt, on the part of those leading, can be detrimental and damaging to those they work with.

In this book Belinda Harris addresses two main questions: These questions are addressed skilfully, empirically and respectfully. But let's be clear, this is not yet another book about emotional intelligence or developing the emotionally intelligent school. In the view of the author and many other contemporary writers in the field the idea of emotional intelligence not only offers a rather restricted analysis of the emotional dimensions of leadership but also falls into the trap of offering sets of conditions, strategies and approaches for all leaders in all contexts. In contrast this book is very careful not to offer prescription, checklists or guides to becoming a more emotionally able leader.

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