00885cam2 2200241 450 E60020005621320220714114244.020091111d2009 |||||ita|0103 baitaIT<<4: >>Calabria e Basilicata[Milano]Mondadori2009362 p.ill.29 cm001E6002000493252001 Italia / [coordinamento generale a cura di Istituto Geografico De Agostini]ITUNISOB20220714RICAUNISOBUNISOBLATEM147599E600200056213M 102 Monografia moderna SBNMLATEM000190CON147599MarazziMAcquistograveUNISOBUNISOB20091111112408.020220714111324.0bethbPer le modalità di consultazione vedi homepage della Biblioteca link FondiCalabria e Basilicata225119UNISOB02564nam 2200565 450 991078889340332120170816143340.01-4704-0630-6(CKB)3360000000464410(EBL)3113519(SSID)ssj0000910353(PQKBManifestationID)11484259(PQKBTitleCode)TC0000910353(PQKBWorkID)10931893(PQKB)10745723(MiAaPQ)EBC3113519(RPAM)1337529(PPN)195411099(EXLCZ)99336000000046441020791031h19801980 uy| 0engur|n|---|||||txtccrAlgebraic potential theory /Maynard Arsove and Heinz LeutwilerProvidence, Rhode Island :American Mathematical Society,[1980]©19801 online resource (137 p.)Memoirs of the American Mathematical Society ;number 226Description based upon print version of record.0-8218-2226-8 Bibliography: pages 128-130.""Table of Contents""; ""1. Mixed lattice semigroups""; ""2. Equivalent forms of Axiom I""; ""3. The calculus of mixed envelopes""; ""4. Strong suprema and infima""; ""5. Harmonic ideals and bands""; ""6. Preharmonic and potential bands""; ""7. Riesz decompositions and projections""; ""8. Quasibounded and singular elements""; ""9. Superharmonic semigroups""; ""10. Pseudo projections and balayage operators""; ""11. Quasi-units and generators""; ""12. Infinite series of quasi-units""; ""13. Generators""; ""14. Increasing additive operators""""15. Potential operators and induced specific projection bands""""16. Some remarks on duals and biduals""; ""17. Axioms for the hyperharmonic case""; ""18. The operators S and Q""; ""19. The weak band of cancellable elements""; ""20. Hyperharmonic semigroups""; ""21. The classical superharmonic semigroups and some abstractions""Memoirs of the American Mathematical Society ;no. 226.Riesz spacesPotential theory (Mathematics)Riesz spaces.Potential theory (Mathematics)515/.73Arsove Maynard1922-1545064Leutwiler Heinz1939-MiAaPQMiAaPQMiAaPQBOOK9910788893403321Algebraic potential theory3799725UNINA03657nam 2200625 450 991081168470332120230828195736.01-4833-0402-71-4833-0403-5(CKB)3710000000456746(EBL)1223127(SSID)ssj0001531456(PQKBManifestationID)12584305(PQKBTitleCode)TC0001531456(PQKBWorkID)11463506(PQKB)10662120(MiAaPQ)EBC1994611(MiAaPQ)EBC1223127(Au-PeEL)EBL1223127(OCoLC)922904724(EXLCZ)99371000000045674620150824h20062006 uy 0engur|n|---|||||txtccrTeaching students with mental retardation a practical guide for every teacher /Bob Algozzine, Jim Ysseldyke ; acquisitions editor Kylee M. Liegl ; copy editor Karen E. Taylor ; cover designer Michael DuboweThousand Oaks, California :Corwin Press,2006.©20061 online resource (137 p.)Practical Approach To Special Education For Every TeacherDescription based upon print version of record.1-4129-3952-6 1-4129-3905-4 Includes bibliographical references and index.Cover; Contents; About A Practical Approach to Special Education for Every Teacher; Acknowledgments; About the Authors; Self-Assessment 1; Introduction to Teaching Students With Mental Retardation; Chapter 1 - What Is Mental Retardation?; Chapter 2 - What Causes Mental Retardation?; Chapter 3 - How Is Mental Retardation Diagnosed?; Chapter 4 - What Characteristics Are Associated With Mental Retardation?; Chapter 5 - How Should Teachers Teach Students With Mental Retardation?; Chapter 6 - What Should Teachers Know About Teaching Students With Severe Disabilities?Chapter 7 - What Trends and Issues Influence How We Teach Students With Mental Retardation?Chapter 8 - Mental Retardation in Perspective; Chapter 9 - What Have We Learned?; Self-Assessment 2; Answer Key for Self-Assessments; On Your Own; Resources; References; IndexLearn what effective teachers do to support students with mental retardation in and out of the inclusive classroom! Providing special and general educators with highly effective strategies for enhancing the academic and social skills of students with mental retardation, and offering a pretest, posttest, and key vocabulary terms, this exceptional resource also discusses: Common causes of mental retardation Diagnosing mental retardation Cognitive, academic, physical, behavioral, and communicational characteristics Methods for improving students' functional academic, social, self-care, and work skills Instructional approaches for students with severe disabilities Issues such as prevention of mental retardation and transitioning from school to work.Practical approach to special education for every teacher.Children with mental disabilitiesEducationUnited StatesChildren with mental disabilitiesEducation371.92/8Algozzine Robert1466306Ysseldyke James E.Liegl Kylee M.Taylor Karen E.Dubowe MichaelMiAaPQMiAaPQMiAaPQBOOK9910811684703321Teaching students with mental retardation4097710UNINA