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1. |
Record Nr. |
UNINA990002564420403321 |
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Autore |
Syslo, Maciej M. |
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Titolo |
Discrete Optimization Algorithms : with Pascal Programs / Maciej M. Syslo , Janusz S. Kowalik , Narsingh Deo. |
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Pubbl/distr/stampa |
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Englewood Cliffs : Prentice Hall, 1983 |
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ISBN |
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Descrizione fisica |
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Disciplina |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA990001153560403321 |
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Autore |
Plinius Secundus, Gaius <23-70> |
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Titolo |
Historia naturale di G. Plinio Secondo, tradotta per M. Lodouicho Domenichi. Con le additioni in margine, nelle quali, ò vengono segnate le cose notabili, ò citati altri auttori, che della stessa materia habbiano scritto, ò dichiarati i luoghi difficili, ò posti i nomi di geografia moderni. Di nuouo ristampate, riuiste, & ricorrette. Con le sue tauole copiosissime di tutto quel che nell'opera si contiene |
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Pubbl/distr/stampa |
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In Venetia : appresso Gio. Battista Vscio, 1589 |
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Titolo uniforme |
Historia naturalis <latino> |
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Descrizione fisica |
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55, [1], 1189, [3] p. ; 4° |
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Disciplina |
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Materiale a stampa |
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Livello bibliografico |
Monografia |
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3. |
Record Nr. |
UNINA9910797436403321 |
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Autore |
Taylor Rosemarye <1950-> |
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Titolo |
The K-12 literacy leadership fieldbook / / Rosemarye T. Taylor, Glenda A. Gunter ; cover designer, Michael Dubowe |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2006 |
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©2006 |
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ISBN |
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1-4833-6175-6 |
1-4833-6392-9 |
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Descrizione fisica |
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1 online resource (161 p.) |
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Disciplina |
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Soggetti |
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Language arts (Elementary) - United States |
Language arts (Secondary) - United States |
Educational leadership - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Preface; About the Authors; Chapter 1 - Schools and Districts Committing to Fail-Safe Literacy Leadership; Achieving Commitment; Fail-Safe Literacy Leadership; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 2 - Collaborating Based on Research; NCLB's Five Elements of Reading; The Fail-Safe Literacy Point of View; Fail-Safe Literacy Leaders Collaborating Across Content Areas; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 3 - Developing the Literacy System through Collaboration |
Step 1: Committing to Fail-safe Literacy LeadershipStep 2: Agreeing on a Common Language to Drive Instruction; Step 3: Agreeing on Nonnegotiable Expectations of Daily Practice; Literacy Leadership Teams in Action; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 4 - Using Exemplars to Kick up Literacy Learning a Notch; Step 4: Creating Exemplars and Nonexemplars; Step 5: Clarifying Roles and Responsibilities; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 5 - Using Data to Drive Fail-Safe Literacy Learning |
Step 6: Asking What is Working and What is Not?Step 7: Asking is There |
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Anything Else?; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 6 - Enhancing Reading, Writing, and Content Learning with Technology; 21st-Century Skills; What is Technology Integration?; Literacy Leadership and Technology; Integration of Technology into the Fail-Safe Literacy System; Technological Devices; The Internet and the World Wide Web; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 7 - Completing the Fail-Safe System of Literacy |
Step 8: Creating a Support SystemStep 9: Communicating the Fail-Safe Literacy System; Step 10: Monitoring the Fail-Safe Literacy System; Step 11: Celebrating Successes; Continuing to Kick it up a Notch; Review and Reflection; Helpful Terms; Further Reading and Resources; Appendix A: APEL Template; Appendix B: The Fail-Safe Literacy System Planning Process; References; Index |
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Sommario/riassunto |
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This fieldbook provides a plan for improving literacy for all students; students who enjoy reading become better writers, more involved learners, and joyful readers! |
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