01489cam2 2200433 450 99000084699020331620120515144540.088-348-8025-00084699USA010084699(ALEPH)000084699USA01008469920020107d1998----y0itay0103 baitaIT00|||<<L'>> introduzione dell'opinione dissenziente nel sistema di giustizia costituzionaleSaulle PanizzaTorinoG. Giappichelli[1998]333 p.24 cmQuaderni del dipartimento di diritto pubblico8001000337882Quaderni del dipartimento di diritto pubblicoUniversità di Pisa, 8Corte costituzionaleSentenzeBNCF342.020269PANIZZA,Saulle262819ITsalbcISBD990000846990203316X 19 XIII 818582 G.X 19BKGIUPATTY9020020107USA011241PATTY9020020107USA01124220020403USA011730CHIARA9020020724USA010958ANGELA9020031118USA011733PATRY9020040406USA011658FIORELLA9020120515USA011445FIORELLA9020120515USA011446Introduzione dell'opinione dissenziente nel sistema di giustizia costituzionale879546UNISA01044nam a2200253 i 4500991003584869707536181207s2018 it b 000 0 ita d9788827901953b14355838-39ule_instDip. di Studi Umanisticiita343 Quarta, Elena461314L'art. 238-bis T.U. spese di giustizia :una nuova spada di Damocle sulla disciplina inerente la procedura di conversione delle pene pecuniarie? /Elena Quarta ; prefazione di Giovanni PellerinoVicalvi (FR) :Key,2018135 p. ;21 cmProcedura penale professionalBibliografia: p. 125-129Pellerino, Giovanni.b1435583807-12-1807-12-18991003584869707536LE005 343 QUA 01.0112005000362286le005gE14.00-l- 01110.i1587181207-12-18Art. 238-bis T.U. spese di giustizia1749435UNISALENTOle00507-12-18ma -itait 2004008nam 2200529 450 991080772800332120230808191626.01-4758-2098-4(CKB)3710000000595937(EBL)4405661(SSID)ssj0001614227(PQKBManifestationID)16342059(PQKBTitleCode)TC0001614227(PQKBWorkID)13295309(PQKB)11243861(MiAaPQ)EBC4405661(EXLCZ)99371000000059593720160318h20162016 uy 0engur|n|---|||||txtccrFrom risk to resiliency a resource for strengthening education's stepchild /William H. Warring, JrLanham, Maryland :Rowman & Littlefield,2016.©20161 online resource (130 p.)Description based upon print version of record.1-4758-2097-6 1-4758-2096-8 Includes bibliographical references and index.Cover-Page; Halftitle; Title; Copyright; Dedication; Contents; Foreword; Preface; Acknowledgment; Introduction; Part I: The Problem; 1 Dropouts; Who's Dropping Out?; What Do Dropouts Say?; What Have We Learned?; 2 A Condition of Benign Neglect; Decoupling; School Design Descriptions; Curriculum & Instruction; Continuation School History; Student Performance Expectations; Institutional Train Wreck; Lack of Research; Part II: Adopting Change; 3 Pathways to Change; Cultural Mind-sets: Central to School Change; Changing School Culture: A Principal's Role; Addressing Teacher AdversityA Teacher's Explanatory StyleTeacher Concerns; Creating Key Relationships; Changing Staff Relationships; Creating Community Relationships; 4 Adapting Change Components and Innovations; Synthesizing Practitioners with Innovations; External Change Interventions; School Aims: Happiness in Schools and Classrooms; Evaluating Change; 5 Diffusing Teacher Change Resistance; Change Agents; Teacher Resistance Themes; Teacher Resistance: External Barriers; Distributive Leadership; Diffusing Resistance Through Communication; Beyond Resistance: What if Change Succeeds?; Part III: Acquiring Resiliency6 Building a Resiliency-based ParadigmEducational Resiliency Defined; Four Theories; Resiliency Theory; School Connectedness; Beginning a Trust-Building Process: Listening; A Sense of Autonomy; Altruism; Building High Internal Expectations; Choice, Trust, and Accountability; Consequences of Choice; Believing in Student Resilience; Effective Teacher Preparation Constructs; Protective Factor Descriptors; Limitations of Resiliency Theory; Self-Efficacy Theory; Life Satisfaction Findings; Home Life Satisfaction Factors; 7 School-wide Corrective Factors; Effects of Supportive RelationshipsGratitudeSocial-Cognitive Theory; Bonding: An Essential Change Agent; Hope Theory; Measuring Hope; 8 Q & A: Resiliency-Based Change Concerns; Appendix A; Appendix B; Appendix C; References; Index; About the AuthorFrom Risk to Resiliency offers continuation school developers and classroom teachers a wide range of in-depth choices in which to create resilient, school-wide change. It offers educational leaders research-based evidence in which to overcome common, closely-held beliefs as to the incapacities of continuation school stakeholders and students. Finally, it provides theoretical foundations in which to identify, construct, and measure data-based, educational criteria, necessary for growing program effectiveness.Evening and continuation schoolsUnited StatesEvening and continuation schools374/.8Warring William H.1681696MiAaPQMiAaPQMiAaPQBOOK9910807728003321From risk to resiliency4100405UNINA