ahmedheakl/docatlas_instruct huggingface dataset:
The Civic Hall, Station Road, Barnoldswick, BB18 5NA Tel 01282 788090 Email: barnoldswicktowncouncil@gmail.com Application for Co-option to Barnoldswick Town Council Please return completed forms to the Clerk at the above postal or email address

Full Name……………………………………………………………………………………………………………………… Home Address………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………….. Contact Number…………………………………………………………………………………………………………… Email Address……………………………………………………………………………………………………………….

Please answer ‘yes’ or ‘no’ to the following qualification criteria. QUALIFICATION CRITERIA Are you a British citizen, a Commonwealth citizen, or a citizen of a EU Country? ………………. Are you over 18? ………………. Are you on the electoral register for the community and intend to remain so? ………………. Have you lived either in the community or within 3 miles of its boundary for at least a year? ………………. Have you been the owner or tenant of land in the community for at least a year? ............... PLEASE CONFIRM THAT NONE OF THE DISQUALIFICATION CRITERIA APPLY TO YOU Are you the subject of a bankruptcy restriction order or interim order? ……………… Have you within the last 5 years been convicted of an offence in the UK, the
##### TEXT BOOKS

1. R.Murugesan (2005), AlliedPhysics,S. Chand&Co, NewDelhi. 2. K.ThangarajandD. Jayaraman(2004), Allied Physics, Popular Book Depot, Chennai. 3. BrijlalandN.Subramanyam(2002), Textbook of Optics, S.Chand&Co, NewDelhi. 4. R.Murugesan (2005), Modern Physics, S.Chand&Co, NewDelhi. 5. A.SubramaniyamAppliedElectronics, 2ndEdn.,National PublishingCo.,Chennai.

##### REFERENCE BOOKS

1. ResnickHallidayandWalker (2018), Fundamentals of Physics, 11thEdn., JohnWilley and Sons, Asia Pvt.Ltd.,Singapore.

- 2. D.R.KhannaandH.R. Gulati (1979).Optics, S.Chand&Co.Ltd.,New Delhi.

3. A.Beiser (1997), Concepts of Modern Physics, Tata McGraw Hill Publication, New Delhi. 4. Thomas L. Floyd (2017), Digital Fundamentals, 11thEdn., Universal Book Stall, New Delhi. 5. V.K.Metha(2004), Principlesofelectronics, 6 th Edn. ,S.Chandand Company, New Delhi.

##### WEBLINKS

- 1. https://www.berkshire.com/learning-center/delta- pfacemask/https://www.youtube.com/watch?v=QrhxU47gtj4https:

//www.youtube.com/watch?time\_continue=318&v=D38BjgUdL5 U&feature=emb\_logo

- 2. https://www.youtube.com/watch?v=JrRrp5F-Qu4
- 3. https://www.validyne.com/blog/leak-test-using-pressuretransducers/
- 4. https://www.atoptics.co.uk/atoptics/blsky.htm -
- 5. https://www.metoffice.gov.uk/weather/learnabout/weather/optical-effects

54 METHOD OF EVALUATION: Continuous Internal Assessment End Semester Examination Total Grade 25 75 100 COURSE OUTCOMES: CO1 Explain the concepts of inter ference diffraction using principles of Super position of waves and rephrase the concept of polarization based on wave patterns CO2 Outline the basic foundation of different atom models and Various experiments establishing quantum concepts. Relate the importance of interpreting improving the oreticalmodels based on observation. Appreciate inter disciplinary nature of science and in solar energy related applications. CO3 Summarize the properties of nuclei, Nuclear forces structure of atomic nucleus and nuclear models. Solve problems on delay rate half-life and mean-life. Interpret nuclear processes like fission and fusion. Understand the
High - 3 Medium - 2 Low - 1

M.Com.(General) First Year Elective - II B Semester I STRATEGICHUMANRESOURCEMANAGEMENT

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

Learning Objectives
1	ToappreciatetheimportanceofHRMasafieldofstudyandasacentralmanagementfunction
2	TounderstandtheimplicationofHRM on Governmentregulationsandcorporatedecisions
3	ToanalysethekeyelementsoftheHRfunctions
4	To gain knowledge about the elements,keyconceptsandterminology of HRM
5	ToapplytheprinciplesandtechniquesofHRMtothediscussionofmajorpersonnelissuesincasest udies.

Course Units

UNIT I (12 hrs) Introduction to SHRM SHRM- Meaning, Features, Evolution, Objectives, Advantages, Barriers to SHRM, SHRM v/s Traditional HRM, Steps in SHRM, Roles in SHRM: Top Management, Front-
Aide au professeur : ici liste de tous les synonymes de (dictionnaire CRISCO) ruse adresse, art, artifice, astuce, attrape-gogo, attrape-nigaud, attrapoire, bateau, carotte, cautèle, chafouinerie, chausse-trape, complot, détour, diplomatie, duperie, échappatoire, embûche, expédient, faux-fuyant, feinte, ficelle, finasserie, finauderie, finesse, fourberie, fraude, habileté, intrigue, invention, machiavélisme, machination, machine, malice, malignité, manège, manoeuvre, matoiserie, méandre, moyen, perfidie, piège, politique, retour, rets, roublardise, rouerie, rubrique, savoir-faire, simulation, singerie, sournoiserie, stratagème, stratégie, subterfuge, subtilité, tactique, tour, trame, tromperie, truc ici liste de tous les synonymes de (dictionnaire CRISCO) rusé adroit, artificieux, astucieux, benoît, cauteleux, chafouin, combinard, débrouillard, dégourdi, diplomate, espiègle, fertile, ficelle, fin, finasseur, finaud, fourbe, futé, habile, insidieux, loup, machiavélique, madré, malicieux, malin, matois, narquois, normand, patelin, perfide, politique, renard, retors, roublard, roué, sournois, subtil, tortueux, vieux loup, vieux renard, vieux routier ici liste de tous les synonymes de (dictionnaire CRISCO) ruser biaiser, circonvenir, feinter, finasser, louvoyer, manœuvrer , renarder, tromper
PHASE 3	Lecture à voix haute collective : un élève lit, les autres suivent. Lignes 52 à 61 (… avorton.)  Recopiez ce que dit le géant au VPT dans la bulle.  Comment s'appelle ce genre de propos ? Une insulte  Comment va réagir le VPT ? Lignes 61 à 83 (… tailleur.)  Le géant lit « 7 d'un coup » sur la ceinture du VPT . Que pense-t-il que le VPT a fait ?  Le géant lance 2 défis au VPT. Lesquels ? - Presser une pierre. - Lancer une pierre très haut.  Comment fait le VPT pour battre le géant ? = ruse ! à bien faire expliciter aux élèves ! Lignes 83 à 104 (… arbre !.)  Quelle est la ruse du VPT pour faire croire au géant qu'il porte l'arbre avec lui ?
Aboriginal and Torres Strait Islander peoples are the First Peoples of Australia, representing the oldest continuous cultures in the world with diverse languages, kinship structures and ways of life.

## The aim of this resource

This resource is designed for people who may be interested in funding or conducting research with Aboriginal and Torres Strait Islander children on the topic of family violence. It is informed by the views of Indigenous researchers, research ethics committee members, Elders and senior community members, service providers, parents and young people from remote, rural, regional and urban Australia who participated in a scoping study. For information on the study see the Appendix. This resource has a specific focus on conducting research with children on the topic of family violence. It is designed to complement, rather than replace, existing resources that provide guidance on ethical research with Aboriginal and Torres Strait Islander people and communities. This resource is also designed to inform community and/or family members who may be asked to support and/or provide consent for Aboriginal and/or Torres Strait Islander children to participate in research on family violence. It explains that children (their families and communities) have a right to make decisions about their participation in research. This resource informs individuals, family and community members about the responsibilities researchers have, to ensure that children (their families and communities) are enabled to provide prior, informed and free consent to participate in, and to be protected from harm during any type of research. It aims to assist family or community members to understand:

- • why research with children on family violence may be of benefit
- • the best-practice principles that should be followed by researchers
- • which questions community and family members can ask researchers to help them feel confident in supporting the process of seeking consent from children to participate in research.

The research team acknowledges that Aboriginal and Torres Strait Islander peoples and communities cannot and should not be treated as a single entity: “Before British colonisation of the Australian continent there were at least 260 distinct language groups, each with their own distinct history, culture, and social, religious and spiritual activities” (Salmon et al., 2018, p. 1). For a visual representation of this diversity, see: https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia Despite the past and continuing adversity faced by Aboriginal and/or Torres Strait Islander people, children and families, not all Aboriginal and Torres Strait Islander peoples, families and communities experience or perpetrate violence.

Doing good business
Aliyah	Torah Reader (English Name)	Aliyah Honoree (English Name)	Aliyah Honoree Hebrew Name - Name ben (son of) OR bat (daughter of) father and mother
1. Rishon
2. Sheni
3. Shlishi	Reserved for Congregation
4. Revi’i	Reserved for Congregation
5. Chamishi
6. Shishi
7. Shevi’i	Bar/Bat Mitzvah Parents
Maftir	Bar/Bat Mitzvah
Haftarah	Bar/Bat Mitzvah
подражать. Дома родители, а в дошкольном учреждении руководитель и воспитатели должны обеспечить безусловное соблюдение правил противопожарной безопасности всеми членами семьи и сотрудниками детского сада, строго поддерживать противопожарный режим и незамедлительно устранять любые причины, которые могут привести к возникновению пожара. Любые игры с огнем должны немедленно пресекаться. Вовремя остановить ребенка, удержать его от шалости с огнем – долг не только родителей, воспитателей, но и всех граждан. Основы воспитания детей закладываются в дошкольном возрасте. Наряду с другими нравственными качествами семья, детский сад, школа воспитывают у детей бережливое отношение к личному имуществу граждан. Привитие детям навыков осторожного обращения с огнем и безусловного выполнения правил пожарной безопасности составляют одну из сторон решения этой задачи. При повседневном и настойчивом контроле со стороны взрослых эти навыки со временем перейдут у детей в привычку, сохраняться на всю жизнь. Оказание первой медицинской помощи СОЛНЕЧНЫЕ ОЖОГИ При солнечном ожоге помогает обычный питательный крем. Пораженные участки следует прикрывать от солнца, пока не пройдет краснота. ТЕПЛОВОЙ УДАР Симптомы теплового и солнечного удара: покраснение кожи, головокружение, головная боль, тошнота, общая слабость, вялость, ослабление сердечной деятельности, сильная жажда, шум в ушах, одышка, повышение температуры тела, в тяжелых случаях - потеря сознания. Помощь при тепловом (солнечном) ударе: - Немедленно поместите пострадавшего в тень или перенесите его в прохладное помещение. - Снимите или расстегните одежду с верхней половины тела и уложите на спину, немного приподняв голову. - Положите на голову холодный компресс. - Оберните тело мокрой простыней или опрыскайте прохладной
10	Знакомство с основными направлениями деятельности школьного музея. Составление отчета о деятельности музея.	2	10-1	семинар- практикум	кабинет	реферат
11 12 13 14 15 16	4. Фонды музея. Научная организация фондовой работы. Музейный предмет как источник научных знаний. Состав и структура фондов музея. Организация фондовой работы в школьном музее. Комплектование фонда музея Героя Советского Союза Почетного гражданина Великого Новгорода И. А. Каберова. Порядок сбора, учета и хранения музейных предметов. Знакомство с составом и структурой фондов школьного музея. Условия хранения музейных предметов. Составление «Акта приема экспоната»	12 2 2 2 2 2 2	10-2 10-2 10-3 10-3 10-4 10-4	беседа практикум беседа практикум практикум беседа практикум	кабинет музей кабинет музей музей кабинет	опрос викторин а опрос зачет опрос зачет
17 18	5.Учет и хранение фондов. Инвентарная книга. Шифровка. Прием и выдача предметов.	10 2 2	10-5 11-2	семинар семинар	кабинет кабинет	викторин а
########## PaperTitle:Plant Taxonomy

########## (MajorCourse)PaperCode:BOTMAJ202-4 Paper credit: 04(3T+1P) Totalnumberoflectures:60=45+15(L+P) TotalMarks:100(T50+P20+IA30)

CourseObjectives: and CourseObjectives: and nomenclature.

########## CourseLearning Outcomes

Ability to understand basics of identification, classification and nomenclature, sources of taxonomic evidence, taxonomic structure, botanical nomenclature system and phylogeny and floral evolutions of angiosperm.Understand about the phylogeny of major orders of angiosperm.

########## Unit 1:SignificanceofPlanttaxonomy/systematics (15Class, 20marks)

IntroductiontoTaxonomy/systematics;Plant identification,Classification,Nomenclature.Evidences frommorphology, anatomy, palynology, cytology, phytochemistry and molecular data. Field inventory; Role ofHerbarium;Important herbariaandbotanical gardens of the world and India; Virtual herbarium; e-flora;Documentation: Flora, Monographs, Journals; botanical keys.

########## Unit2:TaxonomicHierarchyandBotanicalNomenclature(15Class,15marks)

Concept of taxa (family, genus, species); Categories and taxonomic hierarchy; Species concept (taxonomic, biological, evolutionary).

BotanicalNomenclature: of BotanicalNomenclature: of names, principle of priority and its limitations; Name of hybrids.

########## Unit 3:ClassificationSystemsandPhylogenyofAngiosperms(15Class,15marks)
International Organisational Behaviour Practices - Organizational Change and ChangeManagement.OrganisationalDevelopment - Meaning,ModelsandInterventions.

### CourseOutcomes

Studentswillbeableto:

CO No.	CO Statement	Knowledge level
CO 1	Identifythe effectofOB modelsandorganizationallearningonhumanbehaviour	K3
CO 2	Assesstheoriesofmotivationandtheir impactonjobsatisfaction.	K5
CO 3	Examineeffective communicationtools for better organisational climate.	K4
CO 4	Analyse interpersonal transactions at workplace.	K4
CO5	Analysethe variousOBmodelsforchange management and developmentinthe organization.	K4

Books for study: th 1. Aswathappa, (2021) 'Organizational Behaviour (Text, Cases and Games)', 7 Edition, Hmalaya Publication, Mumbai. th 2. Subba Rao, (2021) 'Organizational Behaviour', 6 Edition, Himalaya Publication, Mumbai. th 3. S.S.Khanka, (2021) 'Organizational Behaviour(Text and Cases)', 4 Edition, S. Chand, Noida (UP). 4. L.M.Prasad, (2016) 'Organizational Behaviour', 6th Edition, Sultan Chand, New Delhi.
Books for reference: rd 1. Kavitha Singh, (2022) 'Organizational Behaviour(Text and Cases)', 3 Edition, Sulthan.Chand, New Delhi. th 2. Fred Luthans, (2017) 'Organizational Behaviour', 12 Edition, McGraw HillInternational Edition, New York (USA). 3. Stephen P. Robbins, Timothy A. Judge, Eharika Vohra, (2018 ) 'Organizational th Behavior', 18 Edition, Pearson Education, London. st 4. Mishra M. N. (2001), 'Organizational Behaviour', 1 Edition, S. Chand, Noida (UP).
Web references: 1. http://www.nwlink.com/~donclark/leader/leadob.html 2. https://www.tankonyvtar.hu/hu/tartalom/tamop412A/20110023_Psychology/030300.s corl 3. https://www.workvivo.com/blog/corporate-communication/ 4. https://www.mbaknol.com/management-concepts/concept-of-workplacespirituality/
######## Appendix B

## Hook Norton C of E Primary School Request for Absence from learning in exceptional circumstances

###### Holidays cannot be authorised in accordance with Educational regulations

#### Pupils are only in school for 190 days each year.

### There are 175 other days for holidays and other activities

#### 80% attendance represents 1 day off per week. 90% attendance represents 1 day off per fortnight

##### How to use this form:

- § for all absences from learning other than sickness.
- § Return to the school at least two weeks before the date of requested absence.
- § Use a separate form for each child and each absence.

##### Guidance:

- § The Head teacher may not grant any leave of absence (holidays) during term time unless there are exceptional circumstances.
- § May is an important month in the school calendar for statutory/non statutory tests (SATs).

######### On no account should children be taken out of school during the month of May

##### Parent/Guardian to complete this section:

Name of child:	Class:
Is this the first request for absence this academic year?	Yes / No
Dates requested:	Number of school days requested:

Oxfordshire County Council Model Attendance Policy Reviewed November 2015
La porte s'ouvrit immédiatement. Le Professeur McGonagall, une grande sorcière aux cheveux noirs, vêtue d'une longue robe vert émeraude, se tenait dans l'encadrement. Elle avait le visage sévère des gens qu'il vaut mieux éviter de contrarier, pensa aussitôt Harry (…) - Bienvenue à Poudlard, dit le professeur McGonagall. Le banquet de début d'année va bientôt commencer mais avant que vous preniez place dans la Grande Salle, vous allez être répartis dans les différentes maisons (…) Elles ont pour nom Gryffondor, Poufsouffle, Serdaigle et Serpentard (…) Pendant votre année à Poudlard, chaque fois que vous obtiendrez de bons résultats, vous rapporterez des points à votre maison, mais chaque fois que vous enfreindrez les règles communes, votre maison perdra des points. A la fin de l'année scolaire, la maison qui aura obtenu le plus de points gagnera la coupe des Quatre Maisons, ce qui constitue un très grand honneur (…) Mettez -vous en rang et suivez- moi, dit le professeur aux élèves (…)

Le professeur McGonagall s'avança en tenant à la main un long rouleau de parchemin. - Quand j'appellerai votre nom, vous mettrez le choixpeau sur votre tête et vous vous assiérez sur le tabouret. Je commence : Abbot, Hannah ! Elle alla mettre le choixpeau qui lui tomba devant les yeux et s'assit sur le tabouret (…)

- - ! cria le choixpeau après un instant de silence. - ! cria le choixpeau après un instant de silence.

Des applaudissements s'élevèrent et Hannah alla s'asseoir parmi les autres étudiants de Poufsouffle. - Harry Potter ! - Hum, ce n'est pas facile, dit une petite voix à son oreille. C'est même très difficile. Je vois beaucoup de courage. Des qualités intellectuelles, également, Il y a du talent et... ho ! ho ! mon garçon, tu es avide de faire tes preuves, voilà qui est intéressant... Voyons, où vais-je te mettre ? Harry crispa les doigts sur les bords du tabouret. « Pas à Serpentard, pas à Serpentard », pensa-t-il avec force. - Pas à Serpentard ? dit la petite voix. Tu es sûr ? Tu as d'immenses qualités, sais-tu ? Je le vois dans ta tête et Serpentard t'aiderait singulièrement sur le chemin de la grandeur, ça ne fait aucun doute. Alors ? Non ? Vraiment ? Très bien, si tu es sûr de toi, il vaut mieux t'envoyer à... GRYFFONDOR !

Harry entendit le dernier mot résonner dans la Grande Salle. Il ôta le choixpeau et se dirigea, les jambes tremblantes, vers la table des Gryffondor.

Harry Potter à l'école des sorciers , J.K. Rowling, 1999

#### 1/ Quel professeur accueille les élèves à Poudlard ?

……………………………………………………………………………………………………………………………………………………………………………………

https://mimiclass.fr
########## Attendance Targets

The school will aim to be in the top 10% of school nationally. A system for analysing performance towards the targets will be established and a senior school manager will be responsible for overseeing this work.

- • registers, by law, must be kept for at least 3 years; • registers, by law, must be kept for at least 3 years;
- • registers will be backed up electronically and preserved for three years. • registers will be backed up electronically and preserved for three years.
- • in paper registers must be in ink; • in paper registers must be in ink;
- • corrections must be visible (no correcting fluid) • corrections must be visible (no correcting fluid)

The registers must be safely stored. The school has an electronic registration system.

########## Register and Admission Roll keeping.

The legal requirements regarding register and admission roll keeping can be found in The Education [Pupil Registration] (England) Regulations 2006.

########## Categorisation of Absence

Any pupil who is on roll but not present in the school at the time of registration must be recorded within one of these categories:

[1] Unauthorised Absence; [2] Authorised Absence; [3] Approved Educational Activity.

- 1. Unauthorised Absence

This is for those pupils where no reason has been provided, or whose absence is deemed to be without a valid reason.

- 2. Authorised Absence

This is for those pupils who are away from school for a reason that is deemed to be valid under the Education Act 1996.

- 3. Approved Educational Activity

This covers types of supervised educational activity undertaken off site but with the approval of the school. This would include:

- • field trips and educational visits; • field trips and educational visits;
- • sporting activities; • sporting activities;
- • courses or approved education off site; • courses or approved education off site;
- • types of dual registration. • types of dual registration.

########## Note: Pupils recorded in this category are deemed to be present for attendance returns purposes.

########## Appendix A

####### Holiday Leave Entitlement

Oxfordshire County Council Model Attendance Policy Reviewed November 2015
Annexe I

2.2 Intitulé du document
Cliquez ou appuyez ici pour entrer du texte.
2.3 La date d'approbation du SCoT et l'adresse du site Internet qui permet de prendre connaissance du document
Cliquez ou appuyez ici pour entrer du texte.
2.4 Territoire (commune(s) et EPCI) couvert par le SCoT
Cliquez ou appuyez ici pour entrer du texte.
2.5 Secteurs du territoire concernés par la procédure de révision, de modification ou de mise en compatibilité du document d'urbanisme (matérialiser la localisation sur un document graphique)
Cliquez ou appuyez ici pour entrer du texte.

3. Contexte de la planification
3.1 Documents de rang supérieur et documents applicables
Le territoire est-il couvert par un document de planification régionale (SAR, SDRIF, PADDUC) ?
☐ Oui ☐ Non
Si oui, nom du document et date d'approbation :
Cliquez ou appuyez ici pour entrer du texte.
Le territoire est-il couvert par d'autres types de documents exprimant une politique sectorielle (schéma d'aménagement et de gestion des eaux, plan de gestion des risques d'inondation, charte de parc naturel, PCAET, etc.) ?

3.2 Précédentes évaluations environnementales du SCoT
Préciser la date de l'avis de l'AE sur l'évaluation environnementale lors de l'élaboration du SCoT

Cette évaluation environnementale a-t-elle été actualisée ? ☐ Oui ☐ Non
Si oui, préciser la date de l'actualisation

Comment l'avis de l'autorité environnementale relatif à cette évaluation environnementale ou son actualisation a été pris en compte ? Expliquer les conséquences sur la procédure actuelle

Depuis l'évaluation environnementale initiale, ou sa dernière actualisation, le document a fait l'objet d'une procédure d'évolution qui n'a pas fait l'objet d'évaluation environnementale ☐ Oui