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1. |
Record Nr. |
UNISA996205863003316 |
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Titolo |
Journal of historical geography |
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Pubbl/distr/stampa |
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[London], : Academic Press |
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ISSN |
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Disciplina |
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Soggetti |
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Historical geography |
Géographie historique |
Periodicals. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Periodico |
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Note generali |
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2. |
Record Nr. |
UNINA9910792325203321 |
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Autore |
Sansosti Frank J |
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Titolo |
High-functioning autism/Asperger syndrome in schools [[electronic resource] ] : assessment and intervention / / Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan |
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Pubbl/distr/stampa |
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New York, : Guilford Press, c2010 |
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ISBN |
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1-282-55784-X |
9786612557842 |
1-60623-671-7 |
1-60623-672-5 |
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Descrizione fisica |
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1 online resource (276 p.) |
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Collana |
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The Guilford practical intervention in the schools series |
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Altri autori (Persone) |
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CowanRichard J |
Powell-SmithKelly A |
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Disciplina |
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Soggetti |
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Autism spectrum disorders |
Autistic children - 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; Copyright Page; Dedication; About the Authors; Preface; Contents; 1. Introduction: What Is High- Functioning Autism/Asperger Syndrome?; Diagnostic Definitions/Issues; Contemporary Conceptualization of HFA/AS; Developmental Course; Preschool Years; Elementary School; Middle/High School; Long-Term Outcomes; Prevalence; Epidemiology; Educational Placement and Service Delivery Trends; Looking Ahead; 2. Areas of Impairment; Overview; Core Areas of Impairment; Social Interactions; Behavioral Rigidity and Circumscribed Interests; Language and Communication Abilities |
Associated Areas of ImpairmentResponses to Sensory Stimuli; Academic Performance Difficulties; Sleep Disturbances; Motor Abilities; Anxiety and Depression; Theoretical Frameworks for Understanding Areas of Impairment; Theory of Mind; Executive Functioning; Central Coherence; Conclusion; 3. Consultation and Collaboration Efforts; Overview; The Ecological Model of School-Based Services; The Roles of Parents and Other Key Stakeholders; Parents as Primary Stakeholders; Educators and Student Support Services Personnel as Key Stakeholders |
Other Health Professionals and Community-Based Providers as Key StakeholdersCollaborative Problem Solving as a Foundation for Effective Practice; Conjoint Behavioral Consultation; Conjoint Needs Identification; Conjoint Needs Analysis; Plan Implementation; Conjoint Plan Evaluation; CBC Case Study: Alex; Conclusion; 4. Conducting a Comprehensive Assessment; Overview; Traditional School-Based Assessment; Assessing Intellectual Functioning; Issues in Intellectual Assessment; Considerations in Selecting a Cognitive Measure; Measures of Intellectual Functioning; Assessing Academic Skills |
Traditional Academic MeasuresCurriculum-Based Assessment; Assessing Adaptive Behavior; Assessing Diagnostic Characteristics of HFA/AS; Assessing Behavioral Skills; Functional Behavioral Assessment; Assessing Social Skills; Interviews; Observations; Rating Scales; Assessing Emotional Difficulties; Conclusion; 5. Improving Academic Skills; Overview; General Strategies; Task Presentation; Teacher Communication; Priming; Assignments; Homework and Study Skills; Specific Strategies; Reading Support; Writing Support; Math Support; Conclusion; 6. Providing Behavioral Supports; Overview |
Effective Behavioral SupportPreventative Approaches; Environmental Modifications; Choice and Preference; Visual Supports; Direct Intervention Strategies; Teaching Replacement Behaviors; Providing Contingent Positive Reinforcement; Contingency Agreements and Behavioral Contracts; Token Economies; Self-Management; Conclusion; 7. Enhancing Social Skills; Overview; Programming for Social Skills in Schools; Schoolwide (Primary) Approaches; Schoolwide Positive Behavior Support; Character Education; Large-Group Social Skills Instruction; Small-Group (Secondary) Approaches; Social Skills Groups |
Peer-Mediated Approaches |
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Sommario/riassunto |
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Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large |
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3. |
Record Nr. |
UNINA9910964630403321 |
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Autore |
Gagné Renaud <1976-> |
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Titolo |
Ancestral fault in ancient Greece / / Renaud Gagné |
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Pubbl/distr/stampa |
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Cambridge : , : Cambridge University Press, , 2013 |
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ISBN |
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1-139-89303-3 |
1-107-42514-X |
1-107-42297-3 |
1-316-61354-2 |
1-107-41991-3 |
1-139-62660-4 |
1-107-42112-8 |
1-107-41729-5 |
1-107-41856-9 |
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Descrizione fisica |
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1 online resource (ix, 556 pages) : digital, PDF file(s) |
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Disciplina |
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Soggetti |
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Greek literature - History and criticism |
Mythology, Classical |
History, Ancient |
Heredity |
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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 publisher's bibliographic system (viewed on 05 Oct 2015). |
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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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""Contents ""; ""Acknowledgements ""; ""Note on abbreviations ""; ""Introduction ""; ""Chapter 1 The theology of progonikon hamartema ""; ""De decem dubitationibus circa Providentiam ""; ""De sera numinis vindicta ""; ""Confrontations and translations ""; ""Isaak Sebastokrator "" |
""William of Moerbeke """"Chapter 2 Haereditarium piaculum and inherited guilt ""; ""Parentum peccata ""; ""Domestications ""; ""Grotius ""; ""Lomeier ""; ""The scholarship of inherited guilt I ""; ""The scholarship of inherited guilt |
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II "" |
""Chapter 3 The earliest record: exoleia in Homer and Hesiod """"Hesiod ""; ""Homer ""; ""Chapter 4 Sympotic theologies: Alcaeus, Solon, and Theognis ""; ""Alcaeus ""; ""Solon ""; ""Theognidea ""; ""Chapter 5 Tracking divine punishment in Herodotus ""; ""The oath of Glaukos "" |
""The wrath of Talthybios """"The Enagees ""; ""Croesus and Solon ""; ""Chapter 6 Tragic reconfigurations: Labdacids ""; ""Seven against Thebes ""; ""Antigone ""; ""Phoenissae ""; ""Oedipus at Colonus ""; ""Chapter 7 Tragic reconfigurations: Atridae ""; ""Oresteia ""; ""Iphigenia in Tauris "" |
""Orestes """"Conclusion ""; ""Conclusion ""; ""Bibliography ""; ""Index locorum ""; ""General index "" |
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Sommario/riassunto |
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Ancestral fault is a core idea of Greek literature. 'The guiltless will pay for the deeds later: either the man's children, or his descendants thereafter', said Solon in the sixth century BC, a statement echoed throughout the rest of antiquity. This notion lies at the heart of ancient Greek thinking on theodicy, inheritance and privilege, the meaning of suffering, the links between wealth and morality, individual responsibility, the bonds that unite generations and the grand movements of history. From Homer to Proclus, it played a major role in some of the most critical and pressing reflections of Greek culture on divinity, society and knowledge. The burning modern preoccupation with collective responsibility across generations has a long, deep antecedent in classical Greek literature and its reception. This book retraces the trajectories of Greek ancestral fault and the varieties of its expression through the many genres and centuries where it is found. |
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