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1. |
Record Nr. |
UNINA9910704265003321 |
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Autore |
Birla Sushil |
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Titolo |
(Availability of) an international report on safety critical software for nuclear reactors by the regulator task force on safety critical software (TF-SCS) / / prepared by Sushil Birla, Russell Sydnor |
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Pubbl/distr/stampa |
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Washington, DC : , : U.S. Nuclear Regulatory Commission, , 2015 |
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Descrizione fisica |
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1 online resource (185 unnumbered pages) : color illustrations |
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Collana |
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International agreement report ; ; NUREG/IA-0463 |
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Soggetti |
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Nuclear reactors - Safety measures |
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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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Title from title screen (viewed Apr. 29, 2016). |
"Manuscript completed: August 2014; Date published: December 2015." |
"Prepared as part of the technical exchange and cooperation between the U.S. Nuclear Regulatory Commission and the Task Force for safety Critical Software in the Field of Nuclear Safety Research." |
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Nota di bibliografia |
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Includes bibliographical references (pages 161-162). |
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2. |
Record Nr. |
UNINA9910819600703321 |
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Autore |
Pierangelo Roger |
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Titolo |
Special education eligibility : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2007 |
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©2007 |
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ISBN |
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1-4522-9326-0 |
1-4522-9680-4 |
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Descrizione fisica |
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1 online resource (152 p.) |
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Disciplina |
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Soggetti |
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Special education - 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""; ""Acknowledgments""; ""About the Authors""; ""Chapter 1 - Overview of Special Education and Eligibility Procedures""; ""Brief History of the Individuals with Disabilities Education Act""; ""Purposes of IDEA""; ""Special Education""; ""Student with a Disability""; ""Disabilities Covered Under IDEA""; ""Evaluation for Special Education""; ""Components of a Comprehensive Evaluation""; ""The Eligibility Committee/IEP Committee""; ""Responsibilities of the Eligibility Committee/IEP Committee""; ""Members of the Eligibility Committee/IEP Committee"" |
""Procedures for Determining Eligibility""""Chapter 2 - Autism""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of Autism: Step by Step""; ""Final Thoughts""; ""Chapter 3 - Deaf-Blindness""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of Deaf-Blindness: Step by Step""; ""Final Thoughts""; ""Chapter 4 - Developmental Delay""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of a Developmental Delay: Step by Step""; ""Final Thoughts""; ""Chapter 5 - Emotional Disturbance"" |
""Definition Under IDEA""""Overview""; ""Prevalence""; ""Determining the Presence of an Emotional Disturbance: Step by Step""; ""Final Thoughts""; ""Chapter 6 - Hearing Impairment""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of a |
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Hearing Impairment: Step by Step""; ""Final Thoughts""; ""Chapter 7 - Specific Learning Disabilities""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of a Specific Learning Disability: Step by Step""; ""Final Thoughts""; ""Chapter 8 - Mental Retardation""; ""Definition Under IDEA"" |
""Overview""""Prevalence""; ""Determining the Presence of Mental Retardation: Step by Step""; ""Final Thoughts""; ""Chapter 9 - Multiple Disabilities""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of Multiple Disabilities: Step by Step""; ""Final Thoughts""; ""Chapter 10 - Orthopedic Impairment""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of an Orthopedic Impairment: Step by Step""; ""Final Thoughts""; ""Chapter 11 - Other Health Impairments""; ""Definition Under IDEA""; ""Overview""; ""Prevalence"" |
""Determining the Presence of an Other Health Impairment: Step by Step""""Final Thoughts""; ""Chapter 12 - Speech and Language Impairments(Communication Disorders)""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of a Speech and Language Impairment: Step by Step""; ""Final Thoughts""; ""Chapter 13 - Traumatic Brain Injury""; ""Definition Under IDEA""; ""Overview""; ""Prevalence""; ""Determining the Presence of a Traumatic Brain Injury Step by Step""; ""Final Thoughts""; ""Chapter 14 - Visual Impairment""; ""Definition Under IDEA""; ""Overview"" |
""Prevalence"" |
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Sommario/riassunto |
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Offers clear guidelines aligned with the reauthorization of IDEA 2004 for assessing students' eligibility for special education services and for working with families and service providers. |
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3. |
Record Nr. |
UNINA9910165133803321 |
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Autore |
Higgins Wendy |
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Titolo |
Great Pursuit |
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Pubbl/distr/stampa |
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ISBN |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Musica |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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In The Great Pursuit, the dramatic sequel to the New York Times bestselling The Great Hunt, Wendy Higgins delivers another thrilling fantasy filled with dangerous enemies, political intrigue, searing romance, and a princess who is willing to do everything to protect her kingdom. One hunt has ended, but the pursuit for love and justice continues.The kingdom of Lochlanach has traded the great beast that once terrorized the realm of Eurona for something far more dangerous: the ire of powerful Lashed woman Rosaria Rocato. Rosaria demands that Eurona overturn the laws prohibiting magic, or an innocent will be killed each day.Despite the king's resistance, Princess Aerity believes they must make peace with the Lashed, and though she's accepted a betrothal to the man who took down the beast, she cannot help thinking about Paxton, the Lashed man who stole her heart and disappeared.Aerity soon discovers that Paxton has joined Rosaria's army in the war against her family. Though her feelings for him are still strong, her duty to her kingdom and her family is stronger--especially when her parents are kidnapped and she has to step up to the throne and once again put aside what's best for her in order to do what's best for her people. Paxton and Princess Aerity must fight to see what is more powerful: their love or the impending war between the magical Lashed and the non-magic humans. |
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