Accessing the general curriculum : including students with disabilities in standards-based reform / / Victor Nolet, Margaret J. McLaughlin

• Record Nr.: UNINA9911094271703321
• Autore: Nolet Victor
• Pubbl/distr/stampa: Thousand Oaks, Calif., : Corwin, 2005
• ISBN: 9781483351810; 1483351815; 9781483329253; 1483329259; 9781452208978; 1452208972
• Edizione: [2nd ed.]
• Descrizione fisica: 1 online resource (xii, 130 p.) : ill
• Disciplina: 371.9046
• Soggetti: Special education - Curricula - United States; Children with disabilities - Education - United States; Inclusive education - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; Contents; Acknowledgments; About the Authors; Introduction; Chapter 1 - Access to the General Education Curriculum: Why It is More Important Than Ever Before; IDEA and Access to the General Education Curriculum; The No Child Left behind Act; The Components of Standards-Driven Reform; The Link between Standards and Curriculum; Dissecting the Standards; Differentiating between Content and Achievement Standards; Standards and Curriculum; Standards and Students with Disabilities; A New Way to Think about Special Education; Challenges for Special and General Education Teachers; Chapter 2 - The Nature of CurriculumMultiple Types of Curriculum; The Intended Curriculum; The Taught Curriculum; The Learned Curriculum; The Core Elements of Curriculum; What is the Purpose of Curriculum?; Curriculum as a Map for Teachers; Immediacy; Specificity; Curriculum Involves a Domain; Specifying the Domain; Curriculum and Time; Allocated Time; Curriculum Sequence; Decisions about Time; Finding the General Education Curriculum; Purpose, Domain, and Time; The ; Present; Looking Ahead and Looking Back; Conclusion; Chapter 3 - The Learning-Teaching Connection; Learning Research and Implications for TeachingHelp Students Develop Meaningful Patterns of Information; Creating Experts; Teach to Improve Your Students' Memories; Help Students Attend to What You Want Them to Learn; Make Effective Use of Practice; Make Effective Use of Scaffolding; Help Students Manage Their Own Learning; Rehearsal; Elaboration; Organization; Comprehension Monitoring; Affect; Teach for Transfer and Generalization; The Learning-Teaching Connection; Chapter 4 - Assessment That Supports Access to the General Education Curriculum; Assessment and Decision Making; What Will Typical Students be Expected to Do During the Time Frame Addressed by the IEP?What is the Student's Present Level of Academic Achievement and Functional Performance in the General Education Curriculum?; In What Ways is the Student's Disability Impacting Academic Achievement and Functional Performance in the General Education Curriculum?; Is the Student Making Progress in the General Education Curriculum?; Norm-Referenced Decisions; Criterion-Referenced Decisions; Individual-Referenced Decision Making; Chapter 5 - Curriculum Access and the Individualized Education Program; A Continuum of Curriculum AccessUniversal Design for Learning and Access to the General Education Curriculum; Multiple Means of Representation; Teaching Presentations; Instructional Materials; Multiple Means of Expression; Presentation and Graphics Software; Oral Presentation; Models and Manipulatives; Flexible Means of Engagement; Accommodations; Alternative Acquisition Modes; Content Enhancements; Alternative Response Modes; Modifications; Teaching Less Content; Teaching Different Content; Individualized Curriculum Goals; Accommodations, Modifications, and Assessment; Special Education and Related Services
• Sommario/riassunto: This text presents a framework and strategies to help teachers and administrators to make the general curriculum accessible to all students. It includes design measures that can assist in assessing the progress of disabled students.

English adjectives of comparison : lexical and grammaticalized uses / / by Tine Breban

• Record Nr.: UNINA9911099628503321
• Autore: Breban Tine <1980->
• Pubbl/distr/stampa: Berlin ; ; New York, : De Gruyter Mouton, 2010
• ISBN: 9786612722899; 9781282722897; 1282722891; 9783110216011; 3110216019
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (407 p.)
• Collana: Topics in English linguistics ; ; 63
• Classificazione: HF 271
• Disciplina: 425
• Soggetti: English language - Adjective; English language - Grammar; Grammar, Comparative and general
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Frontmatter -- Table of contents -- Introduction -- Part I. Theoretical argumentation for the grammaticalization and subjectification hypothesis of English adjectives of comparison in the English NP -- 1. Constructing a dynamic functional combinatory model of the English NP -- 2. Grammaticalization and subjectification in the English NP -- 3. English adjectives of general comparison -- 4. The grammaticalization hypothesis -- 5. The role of subjectivity and subjectification in the grammaticalization of prenominal adjectives of comparison -- Part II. Synchronic corpus study -- 6. Adjectives of difference -- 7. Adjectives of identity -- 8. Adjectives of similarity -- 9. Adjectives of comparison in postnominal position -- Part III. Diachronic corpus studies -- 10. Diachronic corpus study of six adjectives of comparison -- 11. Diachronic corpus study of six adjectives of difference -- 12. Summary -- Backmatter
• Sommario/riassunto: The book is concerned with a hitherto underresearched grammaticalization process: the development from quality-attributing adjective to determiner in the English noun phrase. It takes a bottom-; up approach, based on extensive synchronic and diachronic corpus studies of six English adjectives of comparison: other, different, same, identical, similar and comparable. Their functional diversity in current English is proposed to constitute a case of layering, representing the original descriptive use, which expresses how like/unlike each other entities are, and a range of grammaticalized referential uses, which contribute to the identification and/or quantification of the entities denoted by the NP. Diachronic and comparative data material is invoked to verify and further develop the grammaticalization hypothesis. The development of adjectives of comparison involves several key concepts identified in the literature. Crucially, it is described as a case of textual intersubjectification driven by the optimalization of recipient-design. The actual grammaticalization paths are diverse and are characterized by lexical as well as structural persistence, i.e. the same lexical meaning develops into different grammatical functions in different syntagmatic configurations. In order to define the NP as a locus of diachronic change, this study offers a new angle on the description of adjectives and the modelling of NP structure. It advocates the abandonment of the traditional class-based model in favour of a radically functional one, in which functions are defined in terms of prototypicality so as to allow for gradience between and within them. The described grammaticalization processes involve developments from prototypical lexical to grammatical reference-related use within the adjectival category, which can be the starting point of further gradual change to determiners. The traditional relation between classes and positions is envisaged as a correspondence between functional and syntactic zones. The change in form concomitant with grammaticalization in the NP is argued to consist of the reconfiguration of structural combinatorics and progressive leftward movement. The book is of interest to linguistic researchers and graduate students in linguistics who focus their attention on grammaticalization and subjectification, the functional description of adjectives, questions of deixis and theoretical issues relating to nominal reference.

DRI : dietary reference intakes for vitamin A, vitamin K, arsenic, boron, chromium, copper, iodine, iron, manganese, molybdenum, nickel, silicon, vanadium, and zinc : a report of the Panel on Micronutrients ... and the Standing Committee on the Scientific Evaluation of Dietary Reference Intakes, Food and Nutrition Board, Institute of Medicine

• Record Nr.: UNINA9911147335303321
• Pubbl/distr/stampa: Washington, D.C., : National Academy Press, c2001
• ISBN: 9786610185160; 9781280185168; 1280185163; 9780309511995; 0309511992
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (797 p.)
• Disciplina: 612.3/924
• Soggetti: Trace elements in nutrition; Vitamin A in human nutrition; Vitamin K; Reference values (Medicine)
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Front Matter -- Preface -- Reviewers -- Contents -- Summary -- 1 Introduction to Dietary Reference Intakes -- 2 Overview and Methods -- 3 A Model for the Development of Tolerable Upper Intake Levels -- 4 Vitamin A -- 5 Vitamin K -- 6 Chromium -- 7 Copper -- 8 Iodine -- 9 Iron -- 10 Manganese -- 11 Molybdenum -- 12 Zinc -- 13 Arsenic, Boron, Nickel, Silicon, and Vanadium -- 14 Uses of Dietary Reference Intakes -- 15 A Research Agenda -- A Origin and Framework of the Development of Dietary Reference Intakes -- B Acknowledgments -- C Dietary Intake Data from the Third National Health and Nutrition Examination Survey (NHANES III), 1988-1994 -- D Dietary Intake Data from the Continuing Survey of Food Intakes by Individuals (CSFII), 1994-1996 -- E Dietary Intake Data from the U.S. Food and Drug Administration Total Diet Study, 1991-1997 -- F Canadian Dietary ; Intake Data, 1990 -- G Biochemical Indicators for Iron, Vitamin A, and Iodine from the Third National Health and Nutrition Examination Survey (NHANES III), 1988-1994 -- H Comparison of Vitamin A and Iron Intake and Biochemical Indicators from the Third National Health and Nutrition Examination Survey (NHANES III), 1988-1994 -- I Iron Intakes and Estimated Percentiles of the Distribution of Iron Requirements from the Continuing Survey of Food Intakes by Individuals (CSFII), 1994-1996 -- J Glossary and Acronyms -- K Conversion of Units -- L Options for Dealing with Uncertainties -- M Biographical Sketches of Panel and Subcommittee Members -- Index.
• Sommario/riassunto: This volume is the newest release in the authoritative series issued by the National Academy of Sciences on dietary reference intakes (DRIs). This series provides recommended intakes, such as Recommended Dietary Allowances (RDAs), for use in planning nutritionally adequate diets for individuals based on age and gender. In addition, a new reference intake, the Tolerable Upper Intake Level (UL), has also been established to assist an individual in knowing how much is "too much" of a nutrient. Based on the Institute of Medicine's review of the scientific literature regarding dietary micronutrients, recommendations have been formulated regarding vitamins A and K, iron, iodine, chromium, copper, manganese, molybdenum, zinc, and other potentially beneficial trace elements such as boron to determine the roles, if any, they play in health. The book also: Reviews selected components of food that may influence the bioavailability of these compounds. Develops estimates of dietary intake of these compounds that are compatible with good nutrition throughout the life span and that may decrease risk of chronic disease where data indicate they play a role. Determines Tolerable Upper Intake levels for each nutrient reviewed where adequate scientific data are available in specific population subgroups. Identifies research needed to improve knowledge of the role of these micronutrients in human health. This book will be important to professionals in nutrition research and education.