01478nam0 2200349 i 450 SUN011404320180129023846.8080.00N978-94-6239-097-320180125d2015 |0engc50 baengNL|||| |||||*Analysis and enumerationalgorithms for biological graphsAndrea Marino[Amsterdam] : Atlantis, 2015XVII151 p.ill. ; 24 cmPubblicazione in formato elettronico001SUN01043642001 *Atlantis Studies in Computing6210 ParisAtlantis2012-.05-XXCombinatorics [MSC 2020]MFSUNC01981292-XXBiology and other natural sciences [MSC 2020]MFSUNC02083905C38Paths and cycles [MSC 2020]MFSUNC02362692C42Systems biology, networks [MSC 2020]MFSUNC02902005C90Applications of graph theory [MSC 2020]MFSUNC031097AmsterdamSUNL001716Marino, AndreaSUNV088137222755AtlantisSUNV008721650ITSOL20210503RICAhttp://dx.doi.org/10.2991/978-94-6239-097-3SUN0114043UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA08CONS e-book 0089 08eMF89 20180125 Analysis and enumeration1522919UNICAMPANIA05441nam 2200697Ia 450 991044968390332120200520144314.01-280-92707-097866109270740-08-049130-8(CKB)1000000000210040(EBL)226832(OCoLC)437144785(SSID)ssj0000151273(PQKBManifestationID)11136821(PQKBTitleCode)TC0000151273(PQKBWorkID)10282209(PQKB)11685294(MiAaPQ)EBC226832(Au-PeEL)EBL226832(CaPaEBR)ebr10128102(CaONFJC)MIL92707(EXLCZ)99100000000021004020041004d2004 uy 0engurcn|||||||||txtccrEvidence-based educational methods[electronic resource] /[edited by] Daniel J. Moran, Richard W. MalottSan Diego, CA ;London Elsevier Academic Pressc20041 online resource (407 p.)Educational psychology seriesDescription based upon print version of record.0-12-506041-6 Includes bibliographical references and index.Front Cover; Evidence- Based Educational Methods; Copyright Page; Contents; Contributors; Preface; Part 1: Introduction to Evidence-Based Educational Methods; Chapter 1. The Need for Evidence-Based Educational Methods; Introduction; No Child Left Behind; Behavior Analysis and Education; Chapter 2. Reviewing the Outcomes and Principles of Effective Instruction; Introduction; Precision Teaching; Direct Instruction; Programmed Instruction; Personalized System of Instruction; Summary and Conclusion; Chapter 3. A Real Science and Technology of Education; IntroductionThe Need for a Strategic Science of Instruction Components of an Advanced and Sophisticated Science and Technology of Instruction; Cabas®: A Systems Technology of Schooling and a Strategic Science of Pedagogy; Conclusion; Part 2: Precision Teaching; Chapter 4. Precision Teaching: Foundations and Classroom Applications; Why Precision Teaching?; The Chart; Example of Precision Teaching Implementation; Read a Chart; Chart Features; Another Chart Example: Middle School; Learning/Celeration; Precision Teaching's Place in Teaching and Education; Ethics and Precision Teaching Measures in SchoolsChapter 5. Precision Teaching: Applications in Education and Beyond Introduction; Precision Teaching and Special Education; Precision Teaching for Adult Learners in College and Pre-Vocational Training; Precision Teaching Applications for Individuals with Various Disabilities; Precision Teaching with Thoughts, Urges, and Other ''Inner'' Phenomena; Precision Teaching, Computers, and Internet Resources; Conclusions; Part 3: Direct Instruction; Chapter 6. Direct Instruction: The Big Ideas; Introduction; Teaching Generalizable StrategiesInstructional Programs that Powerfully and Systematically Build Skills Organize Instruction to Maximize High-Quality Instructional Interactions; Research Related to Direct Instruction; Chapter 7. Teacher-Made Scripted Lessons; Introduction; Definition of Explicit Instruction; Scripted Lessons; Orient and Review; Presentation of New Content; Practice; Formal Assessments; Positive Outcomes of Scripted Lessons; Chapter 8. The Competent Learner Model: A Merging of Applied Behavior Analysis, Direct Instruction, and Precision Teaching; IntroductionApplied Behavior Analysis and The Competent Learner Model Direct Instruction and the Competent Learner Model; Precision Teaching and the Competent Learner Model; The Components of the Competent Learner Model; Evidence of the Impact of the Competent Learner Model; Part 4: Computers and Teaching Machines; Chapter 9. Effective Use of Computers in Instruction; Introduction; What are the Types of Instructional Software?; What are the Features of Effective Instructional Software?; What Makes Software Design Effective?; What is the Evidence for the Effectiveness of Automated Instruction?How Should Particular Instructional Software be Evaluated?Evidence-Based Educational Methods answers the challenge of the No Child Left Behind Act of 2001 by promoting evidence-based educational methods designed to improve student learning. Behavioral scientists have been refining these instructional methods for decades before the current call for evidence-based education. Precision Teaching, Direct Instruction, Computerized Teaching, Personalized System of Instruction, and other unique applications of behavior analysis are all informed by the scientific principles of learning, have been tested in the laboratory, and are often shown toEducational psychology series.Evidence based educational methodsEffective teachingTeachingElectronic books.Effective teaching.Teaching.371.102371.9Moran Daniel J858154Malott Richard W858155MiAaPQMiAaPQMiAaPQBOOK9910449683903321Evidence-based educational methods1915868UNINA02523nam 2200637 a 450 991077813530332120230721022445.00-8389-9155-61-283-21270-697866132127020-8389-9154-80-8389-9715-5(CKB)1000000000788198(EBL)474210(OCoLC)436156384(SSID)ssj0000198163(PQKBManifestationID)12012053(PQKBTitleCode)TC0000198163(PQKBWorkID)10168983(PQKB)10945238(MiAaPQ)EBC474210(Au-PeEL)EBL474210(CaPaEBR)ebr10492921(CaONFJC)MIL321270(EXLCZ)99100000000078819820081031d2009 uy 0engur|n|---|||||txtccrMarketing today's academic library[electronic resource] a bold new approach to communicating with students /Brian MathewsChicago American Library Association20091 online resource (191 p.)Description based upon print version of record.0-8389-0984-1 Includes bibliographical references and index.Do libraries need to advertise? -- Defining the user -- Student need states -- The library as product -- Conducting marketing research -- Building relationships -- Developing brand strategies -- Promotional building blocks -- Designing messages -- Measuring the impact -- Putting it all together.Written in a concise and engaging manner that speaks to popular anxiety points about new marketing techniques, this book is filled with tips and strategies that academic librarians can use to communicate with students, surpassing their expectations of their library experience.Academic librariesMarketingAcademic librariesPublic relationsLibraries and studentsAdvertisingLibrariesAcademic librariesMarketing.Academic librariesPublic relations.Libraries and students.AdvertisingLibraries.021.7Mathews Brian(Brian Scott)1570271MiAaPQMiAaPQMiAaPQBOOK9910778135303321Marketing today's academic library3843776UNINA