ahmedheakl/docatlas_instruct huggingface dataset:
- • d'enfants dans une discussion á visée philosophique en maternelle • d'enfants dans une discussion á visée philosophique en maternelle (Alain DELSOL)
- • corpus de quatre séances en cycle 3 (juin 2005) • corpus de quatre séances en cycle 3 (juin 2005) (Catherine HOLLARD)

#### Réflexion

- • c'est se réconcilier avec sa propre parole • c'est se réconcilier avec sa propre parole (Oscar BRENIFIER)
- • : comprends ce que pourras, fais ce que voudras • : comprends ce que pourras, fais ce que voudras (Sylvain SANGLA)
- • d'un praticien philosophique • d'un praticien philosophique (Cyrille RICHARD)

#### Formation

- • former aux pratiques à visée philosophique ? • former aux pratiques à visée philosophique ? (Geneviève GUILPAIN)

#### Recherche

- • discussion à visée philosophique à l'école primaire : quelle formation ? • discussion à visée philosophique à l'école primaire : quelle formation ?
- • une anthropologie didactique de la complexité : la philosophie á l'école (thèse de • une anthropologie didactique de la complexité : la philosophie á l'école (thèse de Nicolas Go)
- • compétences des enseignants pour animer des discussions à visée • compétences des enseignants pour animer des discussions à visée philosophique (DVP) ? (Michel TOZZI)

#### Informations et publications

- • •
- • d'études de L'ACIREPH : Enseigner la problématisation en philosophie • d'études de L'ACIREPH : Enseigner la problématisation en philosophie (Jean-Marc LAMARRE)
- • colloque sur les nouvelles pratiques à visée philosophique à l'école et dans • colloque sur les nouvelles pratiques à visée philosophique à l'école et dans la cité. Unesco - Paris - 15-16/11/06 (Michel TOZZI, Cyrille RICHARD)

#### Dossier : "Autorité et discussion à visée philosophique (DVP)"

- • maître gagne-t-il ou non en "autorité" en participant sur le fond à une discussion • maître gagne-t-il ou non en "autorité" en participant sur le fond à une discussion à visée philosophique ? (Pierre USCLAT)
- • pas tuer" : de l'autorité du maître à celle de la discussion elle-meme • pas tuer" : de l'autorité du maître à celle de la discussion elle-meme (Françoise CARRAUD)
- • classe coopérative ou l'autorité de l'argument • classe coopérative ou l'autorité de l'argument (Sylvain CONNAC)
- • et autorité dans une discussion à visée philosophique • et autorité dans une discussion à visée philosophique (Romain JALABERT)

#### International

- • : l'apprentissage du philosopher, incidences positives et conditions • : l'apprentissage du philosopher, incidences positives et conditions d'application (Marie-France DANIEL)
- • Faso : le changement positif des enfants de la rue par l'enseignement • Faso : le changement positif des enfants de la rue par l'enseignement philosophique (Daniel OUEDRAOGO)
- • : dois-je partager mes bonbons ? le thème de la "justice" dans le cours • : dois-je partager mes bonbons ? le thème de la "justice" dans le cours d'éthique du CP et du CE (Barbara BRUNING)
- • : les dilemmes et les nouvelles directives de la philosophie, du niveau • : les dilemmes et les nouvelles directives de la philosophie, du niveau fondamental à l'université (Adriana MATTAR MAAMARI)
- Ukształtowanie systemu identyfikacji ze szkołą

Formy realizacji	Osoby odpowiedzialne
• dokumentów oraz • dokumentów oraz korespondencji na papierze firmującym logo placówki	Dyrektor szkoły, nauczyciele, pracownicy administracji
• się logo szkoły • się logo szkoły	Dyrektor szkoły, nauczyciele
• strony internetowej • strony internetowej szkoły	Informatycy, zespół ds. promocji szkoły
• szablonów listów • szablonów listów gratulacyjnych, podziękowań, „wkładek” do nagród książkowych dla uczniów	zespół ds. promocji szkoły, Dyrektor szkoły, nauczyciele
• fanpage szkoły • fanpage szkoły	Zespół promocji

- Utrwalenie pozytywnego obrazu szkoły w mediach

Formy realizacji	Osoby odpowiedzialne
• na łamach prasy lokalnej, • na łamach prasy lokalnej, dodatków regionalnych prasy ogólnokrajowej oraz publikacje w Internecie	Zespół ds. promocji szkoły
• szkolnej strony • szkolnej strony internetowej	Informatycy, zespół ds. promocji szkoły
• osiągnięć uczniów • osiągnięć uczniów w lokalnych mediach oraz na stronie internetowej	Nauczyciele, zespół ds. promocji szkoły

- Kształtowanie pozytywnego obrazu placówki wśród uczniów, nauczycieli i rodziców

Formy realizacji	Osoby odpowiedzialne
• oraz udział w zawodach • oraz udział w zawodach sportowych o zasięgu miejskim, wojewódzkim, ogólnopolskim	Nauczyciele w-f
###### (a) Very short-period:

This is a market for perishable goods and the goods have to be sold out by the sellers in a short time. The supply cannot be adjusted with the demand,

###### (b) Short-Period:

This is a market for goods with a limited stock. The supply can be adjusted with the demand to some extent but not fully,

###### (c) Long-period:

In such a market the supply can be adjusted with the demand by changing the scale of production.

###### (d) Very long-period:

In such a market, the length of the period is so long that very big changes take place to affect the supply and the demand, e.g. change in technique of production, change in population, change in tastes etc.

- 4. Nature and degree of competition:

In a free economy country there is a competition in the market which may be either perfect or imperfect and accordingly we get perfect and imperfect markets.

###### A market is perfect when sane conditions are satisfied, e.g:

(a) There are large number of sellers and buyers; (b) The products of the sellers are identical; (c) Each buyer and each seller has perfect knowledge of the market; (d) Each seller has equal access to the factors of production; etc. When one or more of the conditions are absent the market is imperfect. Market can be further classified according to the degree of imperfection. The worst situation is when there is a monopoly (one seller) or a monopsony (one buyer).

- 5. Methods of transactions:

Generally in a market there are 'spot' transactions. The main characteristic of a spot transaction is that the goods exist aid the buyers and the sellers do the transactions on the basis of sane agreed terms and conditions. A market where spot transactions take place is called an ordinary market. But there are some organised markets where 'futures' transactions also take place.
Gender	1, Female; 2, Male; 3, Transgender; 4, Nonbinary; 5, Other
Age	12 – 18 years old
How many kids under 18 live in your household? Do not count yourself.	Insert number
Race/ethnicity	1, American Indian or Alaskan Native; 2, Asian; 3, Black or African American; 4, Hispanic or Latinx; 5, Native Hawaiian or Other Pacific Islander; 6, White or Caucasian; 7, Other: Please specify

Race/ethnicity	1, American Indian or Alaskan Native; 2, Asian; 3, Black or African American; 4, Hispanic or Latinx; 5, Native Hawaiian or Other Pacific Islander; 6, White or Caucasian; 7, Other: Please specify

*Question was analyzed individually as well.
and Marxism. Students will be exposed to various debates in each of these traditions and their importance in the present-day context. Political theory, fifty years back, was only concerned about liberalism and Unit-III: Marxism. Of late, with the advancement of society and our understanding of society, new ideas have emerged. They have expanded the horizon of political theory. New theories have evolved and they have thrown new challenges to the society. Modernity encouraged societies to engage in theory building exercise. The emergence of post modernity challenged the grand narratives and encouraged all of us to have micro perspective and challenge everything as modern. Similarly, new theories emerged challenging the existing power structure of the state and society. The understanding of a monocultural society has also changed with people shifting their choice of living from one country to another country. This unit promises to throw many interesting ideas to the students of political science. This unit makes an attempt to understand some of the important political ideas Unit-IV: within the nation state framework. Once nation state is strongly established, it is important to understand the political concepts in detail. Even though concepts like citizenship and civil society are old yet these concepts need some sort of redefinition in the modern context. Similarly, the emergence of welfare state in a political system also has reinforced its presence in the modern context. A student of Political Science needs to take concepts like welfare state and swaraj seriously as it throws many new challenges to the already existing political ideas.

##### Course Content: Unit-I: Introduction

- a) What is Political Theory? Why do we need Political Theory?
- b) Approaches to Political Theory: Normative and Empirical
- c) Modernity and Political Theory

##### Unit-II: Traditions

- a) Liberalism
- b) Neo-Liberalism
- c) Marxism
- d) Neo-Marxism
Zeus \_ Il m'a l'air joli garçon. Hermès \_ Joli, mais bête. Zeus \_ Vraiment bête? Hermès \_ Garanti ! Zeus \_ Alors, c'est notre homme. Allons, convoque les déesses et tout l'Olympe dans la grande salle ! Trois minutes plus tard, tout le monde était là, bruissant de murmures impatients. Zeus fit approcher les trois déesses : \_ Venez autour de moi, mes trois chéries ! Athéna fit claquer ses talons sur le marbre. Son armure rutilait. Elle se posta face au trône de son père. Zeus \_ Ah, elle est tout de même belle, ma fille ! Héra, elle, s'avança de sa démarche habituelle, celle d'une femme pleine de dignité, de maturité.

16
########## PROGRAMMELEARNINGOUTCOMESFORB.SC.COMPUTERSCIENCE

########## ProgrammeSpecificOutcomes (PSOs)

AftercompletionoftheprogrammeLearnerwouldbeableto-

- 1. Developproficiencytoidentifytherealworldproblemsandfindapropersolutiontoit.
- 2. Increasecriticalthinkinglevelsandskillssothattheycanoutshineinlife
- 3. Design,implement andevaluateacomputer-based system
- 4. Comprehendcomputationalskillsonmultidisciplinaryareastomeettheglobal standards
- 5. Workinateamorcollaborativeenvironmenttoachieveacommongoal
- 6. EstablishthemselvesforsustainablecareerdevelopmentinGovt.,PrivateandPublic Sectors with worthy values
CO 1	Recall thefundamentalsof trategicHumanResourceManagement s	K1
CO 2	Examine theconceptualframeworkofstrategicHumanResourceManagement Models	K4
CO 3	ApplytheknowledgeofvariousstrategiesinHumanResource Managementinthe corporatearena	K3
CO 4	IllustratedraftingofHRpolicies	K2
CO 5	Analyse thelatesttrendinthe strategicHumanResource Management.	K4

Books for study: st 1. Mathur, SPStrategic Human Resource Management 1 Edition 2015, New Age International (P) Ltd Publishers,New Delhi. 2. Catherine Truss, David Mankin& Clare Kelliher (2014), 'Strategic Human Resource Management', Oxford University Press, India. 3. Anuradha Sharma and Aradhana Khandekar (2006), 'Strategic Human Resource Management: An Indian Perspective', Sage Publications Pvt. Ltd , New Delhi.
Books for reference: 1. Jean M Phillips & Stan M Gully , 'Strategic staffing', Pearson International Edition, India. 2. Ananda Das Gupta (2021), 'Strategic Human Resource Management - Formulating and Implementing HR Strategies for a Competitive Advantage', Productivity Press; 1st edition, Routledge
Web references: 1. https://emeritus.org/in/learn/what-is-strategic-human-resource-management-shrm/ 2. https://www.shrm.org/resourcesandtools/tools-and- samples/toolkits/pages/practicingstrategichumanresources.aspx 3. https://www.cegid.com/en/blog/5-steps-for-developing-and-implementing-an- effective-hr-strategy-in-2021/ 4. https://www.managementstudyhq.com/hrm-evaluation-approaches.

Note: Latest edition of the books may be used Mapping of course outcomes with POs and PSOs

POs	PSOs
1	2	3	4	5	6	1	2	3
CO 1	3	3	3	3	3	2	3	2	3
CO 2	3	3	3	3	3	2	3	2	3
CO 3	3	3	3	3	3	2	3	2	3
CO 4	3	3	3	3	3	2	3	2	3
CO 5	3	3	3	3	3	2	3	2	3

High - 3 Medium - 2 Low - 1
sprawnego przepływu informacji i kontaktów ze społecznością szkolną.	bieżących informacji dla uczniów, rodziców i nauczycieli za pomocą: a) szkolnej witryny www b) Biuletyn informacyjny c) strony pless.pl i UG d) prasa lokalna e) komunikacja z GOK	P.Jarosz K.Kupper R. Lejawka	cały rok	szkolna strona www tablice informacyjne
Prezentowanie osiągnięć i sukcesów społeczności szkolnej.	- Propagowanie sukcesów i dorobku szkoły uczniom i rodzicom poprzez: a) nagradzanie uczniów b) listy gratulacyjne dla rodziców c) ustne wyróżnienia na apelach i podczas uroczystości wewnątrzszkolnyc h.	Wszyscy nauczyciele Dyrektor Zespół do spraw promocji szkoły K. Skipioł	Cały rok	kronika szkolna Internet prasa lokalna

FORMY PROMOCJI ZEWNĘTRZNEJ
LP .	ZADANIA DO REALIZACJ I	FORMY I SPOSOBY REALIZACJI	OSOBY ODPOWIEDZI ALNE	TERMIN	NARZĘDZIA PROMOCJI
Pozyskiwanie sojuszników i sponsorów wspierających działalność szkoły.	Współdziałanie, policją, strażą pożarną poprzez inicjowanie spotkań z przedstawicielami tych instytucji - Poszukiwanie	Dyrektor szkoły, wicedyrektor, pedagog Zespół do spraw promocji Pracownicy szkoły	cały rok	kronika szkoły dyplomy podziękowania
Note:

- 1. The course includes practical components that are divided into five sessions, each spanning two hours, for a total of 10 hours of practical classes. Additionally, there will be a field study component that will require five hours of engagement. The practical sessions will be evaluated and carry a weightageof15marks, whilethe field studycomponent will be assessedandcontribute 5markstowardstheoverall evaluation.
- 2. As part of the course, students will have the opportunity to go on a field trip to a location of botanical interest for the purpose of studying vegetationandplantforms.Duringthefieldtrip,studentswillgatherinformationandobservationstoprepareareport.Thisreportwillthen be submitted during the practical examination, allowing students to demonstrate their understanding of the subject matter and their ability to apply their knowledge in a real-world setting.

Suggestedreadings:

- • MicrobesandLowerCryptogams:Diversity,Ecology,andApplications"byR.N.KothariandS.K.Shukla
- • • Pelczar,M.J.(2001)Microbiology,5 edition,TataMcGraw-HillCo,NewDelhi.
- • • Lee,R.E.(2008).Phycology,CambridgeUniversityPress,Cambridge.4 edition.
- • Kumar,H.D.(1999).IntroductoryPhycology.AffiliatedEast-WestPress,Delhi.
- • • R.B.(2008).Biology,PearsonBenjaminCummings,USA.8 edition.
- • Vashishta,P.C.,Sinha,A.K.,Kumar,A.,(2010).Algae,S.Chand.Delhi,India.
- • Alexopoulos,C.J.,Mims,C.W.,Blackwell,M.(1996).IntroductoryMycology,JohnWiley&Sons(Asia)Singapore.4thedition.
- • Webster,J.andWeber,R.(2007).IntroductiontoFungi,CambridgeUniversityPress,Cambridge.3rdedition.
- • Vashishta,P.C.,Sinha,A.K.,Kumar,A.,(2010),.Fungi,S.Chand.Delhi,India.
- • "MicrobiologyandLowerCryptogams:AnIndianPerspective"byS.P.SinghandS.K.Saini
- • "Microbes,Algae,FungiandLichens:Diversity,Distribution,andEconomicSignificance"byB.K.SharmaandV.P.Sharma
- • "MicrobesandLowerCryptogamsinIndia:ATaxonomicandEcologicalOverview"byP.K.SinghandR.K. Gupta
- • "MicrobialDiversityandLowerCryptogamsinIndianEcosystems"editedbyA.K.PandeyandM.S. Reddy
##### Expected Learning Outcomes:

After the completion of the course, the learners will be able to understand the concept of comparative politics, different methods and approaches used to study comparative politics and also to evaluate some of the major policies in India. They would be aware about different development approaches and political regimes which distinguishes the political culture of developing countries from that of the developed countries. The unit-wise outcomes are given below.

Unit-I: unit will aware the students about political systems, institutions, and their Unit-I: unit will aware the students about political systems, institutions, and their influence on behaviour, governance, and policy outcomes. It covers voting, public opinion, decision-making processes, rational choice theory, and the Interpretative Approach in comparative politics. Students will also learn about colonialism and decolonization, their historical, political, social, and cultural dynamics, and their significance in comparative politics. The students can develop a comprehensive understanding of the modern nation-state Unit-II: in the Western context and its significance in comparative politics, including its political, economic, social, and cultural dimensions. Pupils can gain a thorough grasp of the Welfare State and its relevance in comparative politics, covering its evolution, challenges in the modern world, ideological underpinnings, historical antecedents, and policy implications. It helps the students to develop a comprehensive understanding of the state, ethnicity, nationalism, and nation-building in the developing world, including their historical roots, contemporary dynamics, and implications for governance, stability, and development. The students may gain a comprehensive understanding of political culture, civic Unit-III: culture, political trust, social capital, post-materialism, and thesis of Huntington's clash of civilizations. This unit may enable the students to understand political communication, mass media's role in democratic societies, and media's influence on political attitudes and outcomes. This unit explores democratization, a process of regime transformation from Unit-IV: authoritarian to democratic systems, analysing key features, drivers, and challenges, and identifying factors facilitating or hindering democratization. The students can develop a comprehensive understanding of the theoretical frameworks and debates surrounding
Mapping of course outcomes with POs and PSOs

POs	PSOs
1	2	3	4	5	6	1	2	3
CO1	3	3	2	3	3	2	2	3	3
CO2	3	3	1	3	3	3	3	3	3
CO3	3	3	1	3	3	2	3	3	2
CO4	3	3	2	3	3	3	3	3	3
CO5	3	3	1	3	3	2	3	3	2

High - 3 Medium - 2 Low - 1 M.Com. (General) First Year Elective - II A Semester I LABOUR LAWS

Course Code	Title of the Course	Category	L	T	P	O	Credits	Inst. Inst.	Marks
CIA	External	Total
LABOUR LAWS	5	-	-	-	3	5	25	75	100

Learning Objectives
1.	To Understand the provisions of Trade Unions Act
2.	To gain knowledge on various measures and provisions relating to employees as per the Factories Act and Equal Remuneration Act
3.	To become familiar with compensation payable to workmen under different situations and understand the provisions of the Employees State Insurance Act
4.	To learn different provisions relating to payment of wages and minimum wages to employees
5.	To understand employee welfare measures with respect to provident fund, gratuity and bonus

## Course Units

UNIT I (12 hrs) Introduction and The Trade Unions Act, 1926 Labour legislations: Origin - Nature - Scope - Need - Objectives - Principles - Labour policy andits special features - Constitution as the basis for labour legislation - The Trade Unions Act, 1926:Definition - Objectives - Deficiencies - Registration of trade union -
## COMITE DE SUIVI INDIVIDUEL FICHE D'ENTRETIEN ANNUEL

### Entretien de XX année

####### A remplir par les membres CSI et à remettre au (à la) doctorant(e) au plus tard 15 jours après la réunion

Nous vous remercions d'avoir accepté d'être membre du comité de suivi d'une doctorante ou d'un doctorant de Sorbonne Université. Le comité de suivi individuel du (de la) doctorant(e) veille au bon déroulement du cursus en s'appuyant sur la charte du doctorat et la convention de formation. Il évalue, dans un entretien avec le (la) doctorant(e), les conditions de sa formation et les avancées de sa recherche. Il formule des recommandations et transmet un rapport de l'entretien au (à la) directeur (directrice) de l'école doctorale.

######### Le comité de suivi est vivement encouragé à contacter le (la) directeur (directrice) de thèse à l'issue pour faire part des conclusions de l'entretien. NB. Si certains points nécessitent plus de précisions, il est possible d'ajouter des pages à ce document. Ce guide a pour objet de vous aider à rédiger la fiche d'entretien annuel.

Date et lieu de la réunion du CSI :

DOCTORANT OU LA DOCTORANTE

Nom et prénom du (de la) doctorant(e) : Date de début de la thèse :

LA DIRECTION DE THESE Membres présents lors du comité :

LE COMITE DE SUIVI Membres présents lors du comité : Spécialiste du domaine : Non spécialiste : Autre Membre :
Penalty Notices may be issued to each parent for £60 if paid within 21 days or £120 if paid within 28 days for unauthorised absences. Or if a parent fails to ensure that their child regularly attends school.

### AVOIDABLE ABSENCE IN TERM-TIME

THE FACTS	THE LAW
School aged pupils in maintained schools are expected to attend punctually on the 190 days that the school is open. Whilst there are a number of unavoidable reasons why a pupil might be away from school (illness, medical appointments, exclusions etc), the legislation is clear that any avoidable absence may only be authorised by a school if there are exceptional circumstances. WHAT YOU SHOULD CONSIDER Research suggests that children who are taken out of school may never catch up on the learning they have missed. This may affect test results and can be particularly harmful if the child is studying for final year examinations. Children who struggle with English or Mathematics may also find it even harder to cope when they return to school, while younger children may find it difficult to renew friendships with	Head teachers can only grant leave of absence in exceptional circumstances. Parents submitting the request will need to provide sufficient information/evidence to support this. The request for leave must come from a parent with whom the child normally resides. If a child then stays away from school for more than the authorised period, this must be recorded as unauthorised absence and could be quoted in a prosecution for poor attendance. If the child is away from school for a total of four weeks or more, the school may have the option to take the child off roll subject to the Education (Pupil Registration) (England) Regulations 2006. In the case of unexpected extended absence, it is advisable that the parent fully informs the school as to the reasons. If a child is removed from roll, there is no guarantee that the child will

Oxfordshire County Council Model Attendance Policy Reviewed November 2015