{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":3,"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":64,"n_cols":5,"rows_kept":64,"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],[7,2,7,3],[10,2,10,3],[11,2,11,3],[12,2,12,3],[18,2,18,3],[19,2,19,3],[23,2,23,3],[26,2,26,3],[26,4,26,5],[27,2,27,3],[27,4,27,5],[28,2,28,3],[28,4,28,5],[29,2,29,3],[30,2,30,3],[31,2,31,3],[32,2,32,3],[33,2,33,3],[39,2,39,3],[39,4,39,5],[40,2,40,3],[40,4,40,5],[41,2,41,3],[41,4,41,5],[42,2,42,3],[44,2,44,3],[46,2,46,3],[47,2,47,3],[48,2,48,3],[51,2,51,3],[52,2,52,3],[56,2,56,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNISA996199278403316"]
[null,null,"Autore",null,"Porter Gerald"]
[null,null,"Titolo",null,"Imagined states : nationalism, utopia, and longing in oral cultures / / edited by Luisa Del Giudice and Gerald Porter"]
[null,null,"Pubbl/distr/stampa",null,"Utah State University, University Libraries, 2001"]
[{"$nulls":4},"Logan, Utah : , : Utah State University Press, , 2001"]
[{"$nulls":4},"Baltimore, Md. : , : Project MUSE, , 2012"]
[{"$nulls":4},"©2001"]
[null,null,"ISBN",null,"1-283-26685-7"]
[{"$nulls":4},"9786613266859"]
[{"$nulls":4},"0-87421-457-2"]
[null,null,"Descrizione fisica",null,"1 online resource (224 pages)"]
[null,null,"Disciplina",null,"398/.42"]
[null,null,"Soggetti",null,"Nostalgia"]
[{"$nulls":4},"Nationalism"]
[{"$nulls":4},"Ethnicity"]
[{"$nulls":4},"Imaginary places"]
[{"$nulls":4},"Utopias"]
[{"$nulls":4},"Oral tradition"]
[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."]
[null,null,"Nota di contenuto",null,"Contents; Introduction; Idealized States; Demonized States; Embodied States; Contributors; Index"]
[null,null,null,"Sommario/riassunto","An international ensemble of folklore scholars looks at varied ways in which national and ethnic groups have traditionally and creatively used imagined states of existence-some idealizations, some demonizations-in the construction of identities for themselves and for others. Drawing on oral traditions, especially as represented in traditional ballads, broadsides, and tale collections, the contributors consider fertile landscapes of the mind where utopias overflow with bliss and abundance, stereotyped national and ethnic caricatures define the lives of \"others,\" nostalgia glorifies home and occupation, and idealized and mythological animals serve as cultural icons and guideposts to harmonious social life.Italian Canadian Luisa Del Giudice looks at the rich Italian variants of the traditional gastronomic utopia called Il Paese di Cuccagna, the Land of Cockaigne, \"a mythic land of plenty where "]
[{"$nulls":4},"rivers run with 'milk and honey' (wine, beer, coffee, or rum), food falls like manna from heaven, work is banished, and no one ever grows old\" and considers its persistence in immigrant worldview. From New Delhi, Sadhana Naithani examines the \"preface-d space\" that as India, colonial British authors imagined and passed on to readers in formulaic prefaces to collections of Indian folklore. Reimund Kvideland, of Norway, and Gerald Porter, an English scholar teaching in Finland, show how nineteenth-century Norwegian and English railway navvies (itinerant laborers) idealized their low-status occupations in song. In a second essay, Gerald Porter demonstrates through broadside ballad texts the role of caricatures of the Welsh, Scottish, and Irish in constructing \"Englishness.\" Turks were among the \"others\" Germans demonized, as Tom Cheesman, who teaches in Wales, explains in his paper on their historical representations in German street ballads. Cozette Griffin-Kremer of France paints a sweeping picture of the landscape of the mind that written and popular traditions of Scotland, Ireland, and Wales built around bovine bodies, the human-cow partnership, and the mysteries of domestication, thereby providing conceptions of transcendence of the human condition. Finally, Vaira Freibergs, a scholar and the current president of Latvia, explains the images of longing for idealized childhood homes that married women, exiled by a patrilocal culture, expressed in Latvian folksong."]
[null,"2.","Record Nr.",null,"UNINA9910709917503321"]
[null,null,"Autore",null,"Powell R. G"]
[null,null,"Titolo",null,"Collaborative reference program for paper : Report no. 53G / / R. G. Powell; E. B. Randall Jr.; J. Horlick"]
[null,null,"Pubbl/distr/stampa",null,"Gaithersburg, MD : , : U.S. Dept. of Commerce, National Institute of Standards and Technology, , 1978"]
[null,null,"Descrizione fisica",null,"1 online resource"]
[null,null,"Collana",null,"NBSIR ; ; 78-1345"]
[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","1978."]
[{"$nulls":4},"Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes."]
[{"$nulls":4},"Title from PDF title page."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,"3.","Record Nr.",null,"UNINA9910797315003321"]
[null,null,"Autore",null,"Keeley Page"]
[null,null,"Titolo",null,"Mathematics curriculum topic study : bridging the gap between standards and practice / / Page Keeley, Cheryl M. Rose ; foreword by Joan Ferrini-Mundy"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin Press, a SAGE Publications Company, , 2006"]
[{"$nulls":4},"©2006"]
[null,null,"ISBN",null,"1-4833-5179-3"]
[{"$nulls":4},"1-4522-0874-3"]
[null,null,"Descrizione fisica",null,"1 online resource (256 p.)"]
[null,null,"Disciplina",null,"510.71/073"]
[null,null,"Soggetti",null,"Mathematics - Study and teaching - Curricula - United States"]
[{"$nulls":4},"Mathematics teachers - Training of - United States"]
[{"$nulls":4},"Teacher participation in curriculum planning - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes biliographical references and index."]
[null,null,"Nota di contenuto",null,"\"\"Cover\"\"; \"\"Contents\"\"; \"\"List of Curriculum Topic Study Guides\"\"; \"\"Foreword\"\"; \"\"Preface\"\"; \"\"Overview\"\"; \"\"Need\"\"; \"\"Audience\"\"; \"\"Organization\"\"; \"\"How to Use This Book\"\"; \"\"Acknowledgments\"\"; \"\"About the Authors\"\"; \"\"Chapter 1 - Introduction to Curriculum Topic Study\"\"; \"\"What is Curriculum Topic Study?\"\"; \"\"Why Study a Curriculum Topic?\"\"; \"\"Why Focus on Topics?\"\"; \"\"The Underlying Knowledge and Research Base\"\"; \"\"The Origin of Curriculum Topic Study: From Science to Mathematics\"\"; \"\"National, State, and Local Standards\"\"; \"\"Cognitive Research\"\"; \"\"Effective Professional Development\"\""]
[{"$nulls":4},"\"\"Research on Readersâ€? Interaction with Text\"\"\"\"Mathematics Teachers and Teaching\"\"; \"\"Content Knowledge\"\"; \"\"Pedagogical Content Knowledge\"\"; \"\"Beliefs about Teaching and Learning\"\"; \"\"Having a Professional Knowledge Base\"\"; \"\"The Teacher Professional Continuum\"\"; \"\"Chapter 2 - Examining the Components of a Curriculum Topic Study Guide\"\"; \"\"The CTS Guide\"\"; \"\"Sections and Outcomes\"\"; \"\"Selected Readings\"\"; \"\"CTS Supplementary Material\"\"; \"\"Common Resources for Study and Reflection\"\"; \"\"Building a Professional Collection: Experts at Your Fingertips!\"\""]
[{"$nulls":4},"\"\"Descriptions of the Common Resources Used in CTS\"\"\"\"Chapter 3 - Engaging in Curriculum Topic Study\"\"; \"\"Getting Started\"\"; \"\"Gathering "]
[{"$nulls":4},"Your Resources\"\"; \"\"Becoming Familiar with the CTS Guides and Resources\"\"; \"\"Defining Your Purpose and Choosing Your Outcomes\"\"; \"\"Processing Information from CTS Sections\"\"; \"\"Activation and Processing Strategies\"\"; \"\"Reading the CTS Sections\"\"; \"\"Guiding Questions for Individual Sections of a CTS Guide\"\"; \"\"The CTS Learning Cycle: Inquiry, Study, and Reflection\"\"; \"\"Topic Engagement\"\"; \"\"Topic Elicitation\"\"; \"\"Topic Exploration\"\"; \"\"Topic Development\"\""]
[{"$nulls":4},"\"\"Topic Synthesis\"\"\"\"Topic Application\"\"; \"\"Study Reflection and Self-Assessment\"\"; \"\"Using CTS Alone or with a Group\"\"; \"\"Using CTS on Your Own\"\"; \"\"Group Use of CTS\"\"; \"\"Chapter 4 - Contexts for Using Curriculum Topic Study\"\"; \"\"CTS and Mathematics Content Knowledge\"\"; \"\"Using CTS to Identify the Knowledge Needed to Teach a Topic\"\"; \"\"Using CTS to Examine the Structure of Conceptual Knowledge in a Topic\"\"; \"\"CTS and Curriculum\"\"; \"\"Curriculum Selection\"\"; \"\"Supporting Curriculum Implementation\"\"; \"\"CTS and Instruction\"\"; \"\"Reviewing and Modifying Lessons\"\""]
[{"$nulls":4},"\"\"Developing a Standards- and Research-Based Lesson\"\"\"\"CTS and Mathematical Inquiry\"\"; \"\"Time for Using CTS in Instructional Planning\"\"; \"\"CTS and Assessment\"\"; \"\"Designing Assessment Probes\"\"; \"\"Developing Culminating Performances\"\"; \"\"CTS and Preservice and Novice Teacher Support\"\"; \"\"CTS and Leadership Development\"\"; \"\"CTS and Professional Development\"\"; \"\"Embedding CTS in a Variety of Professional Development Strategies\"\"; \"\"Facilitating Professional Development\"\"; \"\"Chapter 5 - Images from Practice: Curriculum Topic Study (CTS) Vignettes\"\""]
[{"$nulls":4},"\"\"Vignette 1: A Team of Primary Teachers Uses CTS to Clarify District Curriculum Goals for Addition and Subtraction Concepts\"\""]
[null,null,null,"Sommario/riassunto","The Curriculum Topic Study (CTS) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment."]