{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":2,"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":48,"n_cols":5,"rows_kept":48,"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],[7,2,7,3],[8,2,8,3],[9,2,9,3],[12,2,12,3],[13,2,13,3],[17,2,17,3],[20,2,20,3],[20,4,20,5],[21,2,21,3],[21,4,21,5],[22,2,22,3],[22,4,22,5],[23,2,23,3],[24,2,24,3],[25,2,25,3],[26,2,26,3],[28,2,28,3],[37,2,37,3],[38,2,38,3],[41,2,41,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910459333303321"]
[null,null,"Autore",null,"Bassett Thomas J"]
[null,null,"Titolo",null,"The atlas of world hunger [[electronic resource] /] / Thomas J. Bassett and Alex Winter-Nelson"]
[null,null,"Pubbl/distr/stampa",null,"Chicago ; ; London, : University of Chicago Press, 2010"]
[null,null,"ISBN",null,"1-282-58464-2"]
[{"$nulls":4},"9786612584640"]
[{"$nulls":4},"0-226-03908-0"]
[null,null,"Descrizione fisica",null,"1 online resource (217 p.)"]
[null,null,"Disciplina",null,"363.8022/3"]
[null,null,"Soggetti",null,"Food supply"]
[{"$nulls":4},"Atlases"]
[{"$nulls":4},"Electronic books."]
[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 and index."]
[null,null,"Nota di contenuto",null,"pt. 1. Locating hunger -- pt. 2. The sources of hunger."]
[null,null,null,"Sommario/riassunto","Earlier this year, President Obama declared one of his top priorities to be \"making sure that people are able to get enough to eat.\" The United States spends about five billion dollars on food aid and related programs each year, but still, both domestically and internationally, millions of people are hungry. In 2006, the Food and Agricultural Organization of the United Nations counted 850 million hungry people worldwide, but as food prices soared, an additional 100 million or more who were vulnerable succumbed to food insecurity. If hunger were simply a matter of food production, no one would go without. There is more than enough food produced annually to provide every living person with a healthy diet, yet so many suffer from food shortages, unsafe water, and malnutrition every year. That's because hunger is a complex political, economic, and ecological phenomenon. The interplay of these forces produces a geography of hunger that Thomas J. Bassett and Alex Winter-Nelson illuminate in this empowering book. The Atlas of World Hunger uses a conceptual framework informed by geography and agricultural economics to present a hunger index that combines food availability, household access, and nutritional outcomes into a single tool-one that delivers a fuller understanding of the scope of global hunger, its underlying mechanisms, and the ways in which the goals for ending hunger can be achieved. The first depiction of the "]
[{"$nulls":4},"geography of hunger worldwide, the Atlas will be an important resource for teachers, students, and anyone else interested in understanding the geography and causes of hunger. This knowledge, the authors argue, is a critical first step toward eliminating unnecessary suffering in a world of plenty."]
[null,"2.","Record Nr.",null,"UNINA9910787632803321"]
[null,null,"Autore",null,"Lewis William E"]
[null,null,"Titolo",null,"Cracking the Common Core [[electronic resource] ] : Choosing and Using Texts in Grades 6-12"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Guilford Publications, 2009"]
[null,null,"ISBN",null,"1-4625-1318-2"]
[null,null,"Descrizione fisica",null,"1 online resource (256 p.)"]
[null,null,"Disciplina",null,"808.0420712"]
[{"$nulls":4},"808/.0420712"]
[null,null,"Soggetti",null,"English language -- Composition and exercises -- Study and teaching (Secondary)"]
[{"$nulls":4},"Language arts (Secondary) -- Curricula -- United States"]
[{"$nulls":4},"Language arts (Secondary) -- Standards -- United States"]
[{"$nulls":4},"English language - Study and teaching (Secondary) - Composition and exercises - United States"]
[{"$nulls":4},"Language arts (Secondary) - Curricula - United States"]
[{"$nulls":4},"Language arts (Secondary) - Standards"]
[{"$nulls":4},"Education"]
[{"$nulls":4},"Social Sciences"]
[{"$nulls":4},"Theory & Practice of 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,"Nota di contenuto",null,"Cover; Half Title Page; Title Page; Copyright Page; Dedication; About the Authors; Foreword; Preface; Contents; Chapter 1. Embracing the Common Core; A Brief Description of the CCSS Initiative; Why Embrace the Standards?; Necessary Changes Related to the Standards; The CCSS: Their Format and Implications for Instruction; Chapter 2. Understanding Adolescent Readers; The Scope of the Challenge; Defining Adolescent Literacy; A Time of Change; Motivating Adolescents to Read; Take-Away Suggestions; Chapter 3. Understanding Challenging Texts; Seminal Works in the Disciplines"]
[{"$nulls":4},"Quantitative Measures of Text DifficultyQualitative Measures of Text Difficulty; Readers and Texts; A Possible Process for Choosing and Using Texts; Final Thoughts; Chapter 4. Designing Challenging Text Sets; An Expanded Understanding of Content-Area Texts; A Word about \"Texts\"; Text Representation Theory; Building Background Knowledge through Intertextual Connections; The Quad Text Set in Action: An "]
[{"$nulls":4},"Example from ELA; The Quad Text Set in Action: An Example from History/Social Studies; The Quad Text Set in Action: An Example from Science; Final Thoughts"]
[{"$nulls":4},"Chapter 5. Building Background KnowledgeWhat Is Background Knowledge and How Do We Get It?; Moving to Instruction; Teaching Technical Vocabulary; Strategies for Previewing; Incorporating Writing; Final Thoughts; Chapter 6. Supporting Students during Reading; Choosing a Stance for Adolescent Readers; Recent Large-Scale Efforts; Rationale for Collaboration; Reading Guides; Peer-Assisted Learning Strategies; Reciprocal Teaching; Jigsawed Text Sets; Making Accommodations; Final Thoughts; Chapter 7. Implementing High-Quality Discussions after Reading; Common Core Requirements for Discussion"]
[{"$nulls":4},"Characteristics of an Effective DiscussionWho's in Control?; Reciprocal Questioning; Reciprocal Teaching; Questioning the Author; Collaborative Reasoning; Discussion Web; Devil's Advocate; Final Thoughts; Chapter 8. Text-Based Writing to Support Understanding; Barriers to Text-Based Writing; Why Text-Based Writing-and Why Me?; Writing Activities That Work; Summary Writing; Argumentative Writing; Final Thoughts; Chapter 9. Research in the Content Areas; A Short History of Research in the Content Areas; \"Real Research\"; Data Collection Tools; Data Analysis Tools; Data Evaluation Tools"]
[{"$nulls":4},"Data Sharing ToolsA Word about Collaboration as a Tool of Inquiry; Final Thoughts; Chapter 10. Leading for Change; Changing or Tweaking; Barriers; Creating a Specific Vision; Gathering the Resources Your Vision Demands; Final Thoughts: Making It All Make Sense; Appendix 1. Text Set Examples from English Language Arts; Appendix 2. Text Set Examples from History/Social Studies; Appendix 3. Text Set Examples from Science; References; Index"]
[null,null,null,"Sommario/riassunto","This book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans"]