{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":4,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":52,"n_cols":5,"rows_kept":52,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[2,4,2,5],[3,2,3,3],[4,2,4,3],[5,2,5,3],[6,2,6,3],[7,2,7,3],[8,2,8,3],[9,2,9,3],[11,2,11,3],[11,4,11,5],[12,2,12,3],[12,4,12,5],[13,2,13,3],[14,2,14,3],[15,2,15,3],[17,2,17,3],[17,4,17,5],[18,2,18,3],[18,4,18,5],[19,2,19,3],[19,4,19,5],[20,2,20,3],[21,2,21,3],[22,2,22,3],[23,2,23,3],[24,2,24,3],[25,2,25,3],[26,2,26,3],[28,2,28,3],[28,4,28,5],[29,2,29,3],[29,4,29,5],[30,2,30,3],[30,4,30,5],[31,2,31,3],[32,2,32,3],[38,2,38,3],[39,2,39,3],[40,2,40,3],[41,2,41,3],[44,2,44,3],[45,2,45,3],[49,2,49,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA990008683140403321"]
[null,null,"Autore",null,"Fusai, Gianluca"]
[null,null,"Titolo",null,"Implementing models in quantitative finance : methods and cases / Gianluca Fusai, Andrea Roncoroni"]
[null,null,"Pubbl/distr/stampa",null,"New York : Springer, 2008"]
[null,null,"ISBN",null,"978-3-540-22348-1"]
[null,null,"Descrizione fisica",null,"XXIII, 607 p. ; 24 cm"]
[null,null,"Locazione",null,"ECA"]
[null,null,"Collocazione",null,"ZA-15-TB"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910835437603321"]
[null,null,"Titolo",null,"Dishwashers in Italy"]
[null,null,"Pubbl/distr/stampa",null,"Euromonitor International Ltd"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Periodico"]
[null,"3.","Record Nr.",null,"UNINA990002045100403321"]
[null,null,"Autore",null,"Cheesman, Evelyn"]
[null,null,"Titolo",null,"Hunting insects in the South Seas / Evelyn Cheesman"]
[null,null,"Pubbl/distr/stampa",null,"London, : Philip Allan & Co., 1932"]
[null,null,"Descrizione fisica",null,"243 p. ; 23 cm"]
[null,null,"Disciplina",null,"595.7"]
[null,null,"Locazione",null,"FAGBC"]
[null,null,"Collocazione",null,"B ENT 318"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"4.","Record Nr.",null,"UNINA9910975032703321"]
[null,null,"Autore",null,"Lougy Richard A. <1944->"]
[null,null,"Titolo",null,"Teaching young children with ADHD : successful strategies and practical interventions for preK-3 / / Richard A. Lougy, Silvia L. DeRuvo, David Rosenthal"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, CA, : Corwin Press, c2007"]
[null,null,"ISBN",null,"9781452294216"]
[{"$nulls":4},"1452294216"]
[{"$nulls":4},"9781452210018"]
[{"$nulls":4},"1452210012"]
[{"$nulls":4},"9781441653710"]
[{"$nulls":4},"1441653716"]
[null,null,"Edizione",null,"[First edition.]"]
[null,null,"Descrizione fisica",null,"1 online resource (208 pages)"]
[null,null,"Disciplina",null,"371.94"]
[null,null,"Soggetti",null,"Children with attention-deficit hyperactivity disorder - Education"]
[{"$nulls":4},"Attention-deficit hyperactivity disorder"]
[{"$nulls":4},"Early childhood education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. 175-181) and index."]
[null,null,"Nota di contenuto",null,"Yes, ADHD is a real disorder! -- Myth or fact? -- Diagnostic criteria -- Manifestations of ADHD -- Prevalence of ADHD -- Recognizing and understanding ADHD in young children -- What causes ADHD? -- Creating an optimal learning environment -- Summary -- Recognizing ADHD : primary symptoms and common impairments -- Inattention -- Hyperactivity -- Impulsivity -- Other behaviors often seen in children with ADHD -- Impairments in executive functioning -- Temperament and ADHD -- Summary -- Developing and reinforcing appropriate social skills -- Preschool and elementary school as the training ground -- What are social skills and why are they so important? -- Social skills development -- Strategies that support social skills development -- Five problem-solving areas that challenge children with ADHD -- Suggestions for reinforcing appropriate social behaviors -- Challenging settings for children with ADHD -- Summary -- Help, this kid is driving me crazy! : proactive classroom management and positive behavior supports -- Developing a personal philosophy of behavior management -- Analyzing behavior -- Putting the strategies to practice -- Summary -- How do i teach this kid? classroom strategies "]
[{"$nulls":4},"to support all learners -- Classroom success is possible -- Treating children with ADHD fairly -- Defining the objective of the lesson -- The differentiated classroom -- Making appropriate accommodations -- Beyond accommodations and interventions : the special education referral -- Learning disabilities -- Other health impaired -- Summary -- Why is writing so hard? specific strategies to develop writing skills -- Why writing is so hard -- Teaching early writing -- Analyzing writing tasks -- Scaffolds for writing success -- The dreaded book report! -- The even more dreaded written report -- Summary -- What teachers should know about medication -- What medications are most commonly used to treat ADHD? -- What changes can I expect to see with my students on stimulants? -- Do stimulants cure ADHD? how do these medicines work? -- How long does a child with ADHD need to be on medication before it works? -- How will I know if my student is overmedicated? -- If the medicine works, does that confirm that the diagnosis of ADHD is correct? -- What are the possible side effects of stimulants that my student might experience? -- What information from teachers is helpful to doctors? -- Are stimulants addictive? -- Can stimulants lead to problems with abuse of other drugs? -- Are there particular kids who would be expected to do poorly on stimulants? -- Are there children who need to be on medication only at school? -- Are there problems with adverse drug interactions if a child is on a stimulant? -- I've heard that kids can become psychotic on stimulants. is it true? -- Can stimulants be used by children younger than  age 5? -- My student used to do well on ritalin, but now it doesn't seem to work. What is going on? -- Are there any good natural remedies available for treating ADHD? -- One of my students is on prozac. Is this commonly used in young children with ADHD? -- Do medications help learning disabilities? -- One of my students is very defiant and oppositional. will medications help with this? -- Summary -- Communicating effectively with parents -- Parents: the most important resource -- Respect and acknowledge the challenges parents face -- Criticism is the least effective form for change -- ADHD as an \"excuse\" -- Helping parents separate enabling from supportive decisions -- When it seems a child might have ADHD -- When parents don't disclose that their child is taking medication -- Regular communication is critical -- Summary -- Taking care of yourself -- Recognizing the signs of stress -- Suggested ways to lower stress -- Resource A: Recognizing ADHD in preschool and primary grades : real profiles -- Resource B: Other disorders sometimes associated with ADHD -- Resource C: Childhood disorders and conditions that can mimic ADHD in young children -- Resource D: Recommended books for teachers -- Resource E: useful websites."]
[null,null,null,"Sommario/riassunto","Provides teachers with an understanding of ADHD and how it manifests in young children, clarifying the what, why, and how of inclusive strategies that work."]