01294cam0-22004331i-450-99000381459040332120060321171239.00-631-15988-6000381459FED01000381459(Aleph)000381459FED0100038145920030910d1989----km-y0itay50------baengGBa-------001yy<<The >>informational cityinformation technology, economic restructuring, and the urban-regional processManuel CastellsOxfordBlackwell1989ix, 402 p.ill.22 cmInformazioneTecnologiaCambiamentoCittàCambiamentoAspetti socialiTelecomunicazioniSpazio nella economiaTecnologiaAspetti socialiTecnologia dell'informazione303.4833051.010Castells,Manuel<1942- >33899ITUNINARICAUNIMARCBK990003814590403321303.4833 CAS 27280BFS051.010.CAS792DECGE01 D IV 3503334DINSTBFSDECGEDINSTInformational city506073UNINA01172nam0 22003131i 450 RML029382020231121125738.0038724107820121121d2005 ||||0itac50 baengusz01i xxxe z01nDynamic asset allocation with forwards and futuresAbraham Lioui, Patrice PoncetNew York [etc.] Springer c2005XVII, 263 p.24 cm.FinanzaFIRRMLC065300EInvestimentiFIRRMLC128070N332.6452422Lioui, AbrahamRMLV1897021445323Poncet, PatriceRMLV189701249808ITIT-0120121121IT-FR0098 Biblioteca Area Giuridico EconomicaFR0098 RML0293820Biblioteca Area Giuridico Economica 53DIMET 332.645/12 53VM 0000634625 VM barcode:BAGE000948. - Inventario:116. - Fondo:Sala consultazioneVMA 2007022020121204 53Dynamic asset allocation with forwards and futures3628533UNICAS01199oam 2200433 450 991083079060332120210414122312.01-119-68435-81-5231-3690-11-119-68436-61-119-68437-4(CKB)4100000011529715(MiAaPQ)EBC6380281(OCoLC)1202439391(CaSebORM)9781119684305(EXLCZ)99410000001152971520210414d2021 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierThe pentester blueprint starting a career as an ethical hacker /Phillip L. Wylie, Kim CrawleyIndianapolis, Indiana :Wiley,[2021]©20211 online resource (195 pages)1-119-68430-7 HackingHacking.005.87Wylie Phillip L.1702431Crawley KimMiAaPQMiAaPQUtOrBLWBOOK9910830790603321The pentester blueprint4086959UNINA04828nam 22006615 450 991104917620332120260102122954.03-032-10163-810.1007/978-3-032-10163-1(CKB)44769889100041(MiAaPQ)EBC32484381(Au-PeEL)EBL32484381(DE-He213)978-3-032-10163-1(EXLCZ)994476988910004120260102d2025 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierClassroom Strategies for Trauma-Informed Teaching Restoring Trust, Connection, and Hope /by Amanda-Lee Pitzer1st ed. 2025.Cham :Springer Nature Switzerland :Imprint: Palgrave Macmillan,2025.1 online resource (252 pages)Education Series3-032-10162-X Part I Foundations of Trauma-Informed Understanding -- Chapter 1. What Is Trauma? -- Chapter 2. Theoretical Foundations of Trauma-Informed Practice -- Chapter 3. How Trauma Affects the Brain and Body -- Chapter 4. Cultural and Generational Trauma in Schools -- Chapter 5. How Trauma Shows Up in Classrooms -- Chapter 6. The Ripple Effect—Teachers, Classmates, and Systems -- Part II Shifting the Lens—From Behavior to Belonging -- Chapter 7. The Starting Point Is Empathy -- Chapter 8. Root Cause, Not Just Behavior -- Chapter 9. Special Education and Re-Traumatization -- Chapter 10. Rebuilding Trust after Harm -- Part III Practices That Restore -- Chapter 11. Creating Trauma-Informed Classrooms -- Chapter 12. Responding Without Retraumatizing -- Chapter 13. When Helping Hurts—Turning STS into Strength -- Chapter 14. Stronger Together: Partnering with School-Based Mental Health Teams -- Chapter 15. Leadership Matters—Creating a Trauma-Informed School Culture -- Chapter 16. Student Voice and Agency -- Chapter 17. Parents as Partners in Healing -- Chapter 18. Screens, Stress, and Scrolling: Helping Students Navigate the Digital World -- Chapter 19. Beyond the Classroom—Advocacy as a Trauma-Informed Practice -- Part IV Conclusion -- Chapter 20. Restoring Hope -- Part V Appendix -- Chapter 21. Case Studies and Classroom Tools.This book is a practical and deeply personal guide for educators seeking to understand and respond to student trauma. Blending scholarly research, classroom strategy, and lived experience, it explores how trauma affects learning, behavior, relationships, and teacher well-being, as well as how schools can become places of safety and healing. Written by an educator, trauma scholar, and Gold Star widow, the book weaves compelling narrative with evidence-based practices, offering both insight and hope. The text is organized into three sections that move the reader from foundational understanding to practical application. Part I, Foundations of Trauma-Informed Understanding, examines what trauma is and how it impacts students’ brains, bodies, and behaviors. Part II, Shifting the Lens—From Behavior to Belonging, reframes misbehavior as a signal of underlying need, encouraging educators to seek root causes rather than punitive responses. Part III, Practices That Restore, presents strategies for creating trauma-informed classrooms that prioritize safety, connection, and empowerment. Amanda-Lee Pitzer specializes in trauma-informed education, educational psychology, and educational leadership. She holds a doctorate in Educational Psychology from Regent University. Her trauma work takes place at Columbia College of South Carolina, where she equips teachers with strategies, evidence-based practices, and practical applications to successfully develop trauma-informed classrooms.Education SeriesEducationPhilosophyEducational psychologyEducationTeachersTraining ofChildrenEducational PhilosophyEducational PsychologyEducation ScienceTeaching and Teacher EducationChildhood EducationEducationPhilosophy.Educational psychology.Education.TeachersTraining of.Children.Educational Philosophy.Educational Psychology.Education Science.Teaching and Teacher Education.Childhood Education.371.92Pitzer Amanda-Lee1890118MiAaPQMiAaPQMiAaPQBOOK9911049176203321Classroom Strategies for Trauma-Informed Teaching4531738UNINA