01343nam0 22002773i 450 SUN012233520190704084716.868-88-921-1886-70.0020190704d2019 |0itac50 baitaIT|||| |||||I *confini della repressione penale della pornografia minorilela tutela dell'immagine sessuale del minore fra esigenze di protezione e istanze di autonomiaMalaika BianchiTorinoGiappichelli2019XV, 687 p.23 cm.001SUN00020002001 Itinerari di diritto penale. Sez. Monografie92210 TorinoGiappichelli.PedopornografiaItaliaDiritto penaleSGSUNC034988TorinoSUNL000001Bianchi, MalaikaSUNV048610308295GiappichelliSUNV000045650ITSOL20201019RICASUN0122335UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI ECONOMIA03PREST IVBo21 03BDE2413 20200706 UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI GIURISPRUDENZA00CONS XIV.Ee.86 92 00UBG4295 20190704 Confini della repressione penale della pornografia minorile1554627UNICAMPANIA03979nam 22006135 450 991025480710332120200703074118.03-319-59141-X10.1007/978-3-319-59141-4(CKB)4340000000062020(MiAaPQ)EBC4902184(DE-He213)978-3-319-59141-4(EXLCZ)99434000000006202020170707d2017 u| 0engurcnu||||||||rdacontentrdamediardacarrierAfter-School Programs to Promote Positive Youth Development Learning from Specific Models, Volume 2 /edited by Nancy L. Deutsch1st ed. 2017.Cham :Springer International Publishing :Imprint: Springer,2017.1 online resource (85 pages) illustrationsAdvances in Child and Family Policy and Practice,2625-25463-319-59140-1 Includes bibliographical references at the end of each chapters and index.Executive Summary: Overview of Brief and Recommendations for Practice and Policy -- Chapter 1. Summer Learning Programs: Investigating Strengths and Challenges -- Chapter 2. Universal Challenges, Specific Contexts: Insights from Looking Within and Across Different After-School Settings -- Chapter 3. Specialized After-School Programs: Five Case Studies. .The second volume of this SpringerBrief presents a series of papers compiled from a conference addressing how after-school programs can promote positive youth development (PYD) hosted by Youth-Nex, the University of Virginia Center to Promote Effective Youth Development. It examines summer learning and best practices for different types of after-school programs by drawing on the experiences of researchers, program staff, and youth participants. It also presents case studies of five specialized programs and discusses their strengths, limitations, and challenges. In addition, the brief offers recommendations drawn from across the two volumes for how researchers, policy makers, and practitioners can move the field forward and maximize the potential of after-school time and programs to promote positive youth development for children and adolescents. Featured case studies of specialized after-school programs include: Richmond, Virginia’s ROSMY. The Clubhouse: Where Technology Meets Imagination. The Young Women Leaders Program (YWLP). Whatever It Takes (WIT) Program. UTEC of Lowell, Massachusetts. After-School Programs to Promote Positive Youth Development, Volume 2, is a must-have resource for policy makers and related professionals, graduate students, and researchers in child and school psychology, family studies, public health, social work, law/criminal justice, and sociology. .Advances in Child and Family Policy and Practice,2625-2546Child psychologySchool psychologyFamiliesFamilies—Social aspectsPublic healthChild and School Psychologyhttps://scigraph.springernature.com/ontologies/product-market-codes/Y12040Familyhttps://scigraph.springernature.com/ontologies/product-market-codes/X27000Public Healthhttps://scigraph.springernature.com/ontologies/product-market-codes/H27002Child psychology.School psychology.Families.Families—Social aspects.Public health.Child and School Psychology.Family.Public Health.372.1334Deutsch Nancy Ledthttp://id.loc.gov/vocabulary/relators/edtMiAaPQMiAaPQMiAaPQBOOK9910254807103321After-School Programs to Promote Positive Youth Development1560306UNINA