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Affiche du document Réussir la Note de Synthèse grâce à des exemples – Tome 1 : Les dossiers à thématiques économiques — Réussir la Note de Synthèse grâce à des exemples – Tome 1 : Les dossiers à thématiques économiques
SOUALIHO DIABATE
2h43min30
Méthodologie
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218 pages. Temps de lecture estimé 2h43min.
Réussir la Note de Synthèse grâce à des exemples – Tome 1 : Les dossiers à thématiques économiques est un ouvrage méthodologique et pratique conçu pour accompagner efficacement les candidats aux concours administratifs, en particulier ceux de l’ENA de Côte d’Ivoire. En s’appuyant sur une approche progressive et illustrée, ce livre offre les outils indispensables pour comprendre les exigences de l’épreuve de note de synthèse : • repérer rapidement le thème d’un dossier, • construire un plan tripartite cohérent, • extraire et classer les idées essentielles, • rédiger de façon claire, neutre et structurée. Ce premier tome propose une sélection de dossiers économiques récents (intégration régionale, digitalisation, financement des PME, etc.), accompagnés d’exemples corrigés, de plans expliqués et de conseils méthodologiques concrets. Destiné aux débutants comme aux candidats avancés, cet ouvrage constitue un outil de référence pour s’entraîner, progresser et réussir brillamment l’épreuve de note de synthèse, tout en améliorant ses compétences rédactionnelles pour la dissertation.

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Affiche du document Stories of Hope — Stories of Hope
Sandra Abegglen
4h02min15
Etudes supérieures
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323 pages. Temps de lecture estimé 4h02min.
Higher education is in crisis. Students are disengaged, lecturers are burned out, and universities seem more preoccupied with rankings and revenue than with knowledge and wellbeing. But rather than dwell on the problems, this book focuses on solutions—on hope.Bringing together a diverse range of educators and practitioners, this collection showcases real-world innovations that challenge the status quo and offer glimpses of a more humane and inspiring educational future. From rethinking systems and curriculum design to fostering imaginative collaboration and exploring the role of technology, the book highlights practical, hopeful interventions that are already making a difference.This is not a manifesto of complaints but an invitation to reimagine education. The contributors offer fresh perspectives from around the world, illustrating how small but meaningful changes can transform learning spaces, empower educators, and inspire students. For academics, teachers, administrators, and anyone invested in the future of education, this book serves as both a source of inspiration and a call to action. It is an evolving ecosystem of ideas—grounded in practice, rich with possibility, and rooted in radical hope. Now is the time to create the change we wish to see.

Stories of Hope
Sandra Abegglen
4h02min15
Etudes supérieures
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323 pages. Temps de lecture estimé 4h02min.
Higher education is in crisis. Students are disengaged, lecturers are burned out, and universities seem more preoccupied with rankings and revenue than with knowledge and wellbeing. But rather than dwell on the problems, this book focuses on solutions—on hope.Bringing together a diverse range of educators and practitioners, this collection showcases real-world innovations that challenge the status quo and offer glimpses of a more humane and inspiring educational future. From rethinking systems and curriculum design to fostering imaginative collaboration and exploring the role of technology, the book highlights practical, hopeful interventions that are already making a difference.This is not a manifesto of complaints but an invitation to reimagine education. The contributors offer fresh perspectives from around the world, illustrating how small but meaningful changes can transform learning spaces, empower educators, and inspire students. For academics, teachers, administrators, and anyone invested in the future of education, this book serves as both a source of inspiration and a call to action. It is an evolving ecosystem of ideas—grounded in practice, rich with possibility, and rooted in radical hope. Now is the time to create the change we wish to see.

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Affiche du document Making the Grades — Making the Grades
Todd Farley
3h18min00
Annales d’examens et concours
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264 pages. Temps de lecture estimé 3h18min.
Just as American educators, parents, and policymakers reconsider the No Child Left Behind Act and its heavy emphasis on standardized testing, Todd Farley’s Making the Grades raises questions about the validity of large-scale educational assessments. His behind-the-scenes account of the for-profit testing industry is provocative, hilarious, and instructive.In this alternately amusing and appalling exposé of the standardized test industry, fifteen-year veteran Todd Farley describes statisticians who make decisions about students without even looking at their test answers; state education officials willing to change the way tests are scored whenever they don't like the results; and massive, multi-national, for-profit testing companies who regularly opt for expediency and profit over the altruistic educational goals of teaching and learning. Although there are absurd moments--as when Farley and coworkers had to grade students based on how they described the taste of their favorite food-- the enormous importance of standardized tests in the post “No Child Left Behind” era make this no laughing matter. “This book is dynamite! The nice personal voice makes it utterly accessible and enticing, wholly apart from the terribly important ammunition it provides to those of us in the `testing wars' at national and local levels.”—Jonathan Kozol, author of Savage Inequities Preface AcknowledgmentsPART 1 WAGE SLAVEChapter 1. SCORING MONKEY Chapter 2. NUMBERS Chapter 3. THE WHEAT FROM THE CHAFF Chapter 4. OFF TASKPART 2 MANAGEMENTChapter 5. TABLE LEADER Chapter 6. THE ORACLE OF PRINCETON Chapter 7. THE KING OF SCORINGChapter 8. A REAL JOBPART 3 RETIREMENTChapter 9. MY OWN PRIVATE HALLIBURTON Chapter 10. WORKING IN THEORY Chapter 11. WARM BODIESEpilogueIndex About the Author

Making the Grades
Todd Farley
3h18min00
Annales d’examens et concours
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264 pages. Temps de lecture estimé 3h18min.
Just as American educators, parents, and policymakers reconsider the No Child Left Behind Act and its heavy emphasis on standardized testing, Todd Farley’s Making the Grades raises questions about the validity of large-scale educational assessments. His behind-the-scenes account of the for-profit testing industry is provocative, hilarious, and instructive.In this alternately amusing and appalling exposé of the standardized test industry, fifteen-year veteran Todd Farley describes statisticians who make decisions about students without even looking at their test answers; state education officials willing to change the way tests are scored whenever they don't like the results; and massive, multi-national, for-profit testing companies who regularly opt for expediency and profit over the altruistic educational goals of teaching and learning. Although there are absurd moments--as when Farley and coworkers had to grade students based on how they described the taste of their favorite food-- the enormous importance of standardized tests in the post “No Child Left Behind” era make this no laughing matter. “This book is dynamite! The nice personal voice makes it utterly accessible and enticing, wholly apart from the terribly important ammunition it provides to those of us in the `testing wars' at national and local levels.”—Jonathan Kozol, author of Savage Inequities Preface AcknowledgmentsPART 1 WAGE SLAVEChapter 1. SCORING MONKEY Chapter 2. NUMBERS Chapter 3. THE WHEAT FROM THE CHAFF Chapter 4. OFF TASKPART 2 MANAGEMENTChapter 5. TABLE LEADER Chapter 6. THE ORACLE OF PRINCETON Chapter 7. THE KING OF SCORINGChapter 8. A REAL JOBPART 3 RETIREMENTChapter 9. MY OWN PRIVATE HALLIBURTON Chapter 10. WORKING IN THEORY Chapter 11. WARM BODIESEpilogueIndex About the Author

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Affiche du document Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective — Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective
2h35min15
Langues
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207 pages. Temps de lecture estimé 2h35min.
Addresses the dual challenge of assessing content knowledge and language proficiency in multilingual classroomsThis book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a comprehensive analysis of assessment practices, emerging trends and their implications for teaching and learning. The authors emphasise inclusivity, equity and effectiveness in English-medium instruction (EMI) assessment. The chapters address a range of topics within assessment, including designing assessments for both content and language goals; addressing challenges in EMI assessment; and incorporating emerging practices such as formative assessments and translanguaging. The book also discusses policy influences on EMI assessment, teacher assessment literacy and the role of innovative technologies like AI in EMI assessments. It provides practical examples and strategies, aiming to enhance EMI assessment practices and bridge the gap between theory and classroom implementation.Tables and Figures Contributors Acknowledgements Jack Pun, Samantha Curle and Pramod K. Sah: Introduction Chapter 1. Samantha Curle and Pınar Koçer: Exploring the Frontier: Efficacy, Challenges and Future Directions in English Medium Instruction Assessment Practices Chapter 2. Winfred Xuan: Understanding College Students’ Translanguaging Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong Chapter 3. Karna Rana and Pramod K. Sah: University Teachers’ Experiences of Online Testing in English-Medium Instruction Programmes in Nepal Chapter 4. Jieting Jerry Xin and Yuen Yi Lo: A Multiple-Case Study of Teachers’ Assessment Practices in EMI Chapter 5. Shuang He, Weihong Wang and Yonghua (Yoka) Wang: The Washback Effects of Assessment in a Chinese University EMI Programme Chapter 6. Prithvi N. Shrestha: Students’ Academic Reading in EMI and Assessment for Social Justice: The Case of a University in Nepal Through the Lens of Honneth’s Mutual Recognition Chapter 7. Siyan Dang and Masakazu Iino: The Use of Artificial Intelligence in Japanese EMI Assessments: Under the Framework of Activity Theory Chapter 8. Mo Li and Rui Yuan: EMI Teachers’ Perceptions and Implementation of Assessment in Chinese Higher Education Chapter 9. Barry Lee Reynolds and Melissa H. Yu: Established Conceptual Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom Assessment in Taiwan: New Perspectives for Reflecting Assessment Practices Chapter 10. Joyce Kling and Slobodanka Dimova: An Exploratory Study to Examine the Role of Assessment Literacy in the EMI Classroom Chapter 11. Ron Martinez and Larissa Giordani Schmitt: Perceptions of English Medium Instruction in Brazil: How do Students and Instructors of Varying English Proficiency Levels Experience EMI? Chapter 12. Wenyun Jia and Qiuyi Zhu: Assessing Students’ Discipline-Specific Comprehension Ability in a Secondary English Medium Instruction Economics Classroom: The Role of Teacher–Researcher Collaboration Chapter 13. Slobodanka Dimova: Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations Index

Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective
2h35min15
Langues
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207 pages. Temps de lecture estimé 2h35min.
Addresses the dual challenge of assessing content knowledge and language proficiency in multilingual classroomsThis book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a comprehensive analysis of assessment practices, emerging trends and their implications for teaching and learning. The authors emphasise inclusivity, equity and effectiveness in English-medium instruction (EMI) assessment. The chapters address a range of topics within assessment, including designing assessments for both content and language goals; addressing challenges in EMI assessment; and incorporating emerging practices such as formative assessments and translanguaging. The book also discusses policy influences on EMI assessment, teacher assessment literacy and the role of innovative technologies like AI in EMI assessments. It provides practical examples and strategies, aiming to enhance EMI assessment practices and bridge the gap between theory and classroom implementation.Tables and Figures Contributors Acknowledgements Jack Pun, Samantha Curle and Pramod K. Sah: Introduction Chapter 1. Samantha Curle and Pınar Koçer: Exploring the Frontier: Efficacy, Challenges and Future Directions in English Medium Instruction Assessment Practices Chapter 2. Winfred Xuan: Understanding College Students’ Translanguaging Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong Chapter 3. Karna Rana and Pramod K. Sah: University Teachers’ Experiences of Online Testing in English-Medium Instruction Programmes in Nepal Chapter 4. Jieting Jerry Xin and Yuen Yi Lo: A Multiple-Case Study of Teachers’ Assessment Practices in EMI Chapter 5. Shuang He, Weihong Wang and Yonghua (Yoka) Wang: The Washback Effects of Assessment in a Chinese University EMI Programme Chapter 6. Prithvi N. Shrestha: Students’ Academic Reading in EMI and Assessment for Social Justice: The Case of a University in Nepal Through the Lens of Honneth’s Mutual Recognition Chapter 7. Siyan Dang and Masakazu Iino: The Use of Artificial Intelligence in Japanese EMI Assessments: Under the Framework of Activity Theory Chapter 8. Mo Li and Rui Yuan: EMI Teachers’ Perceptions and Implementation of Assessment in Chinese Higher Education Chapter 9. Barry Lee Reynolds and Melissa H. Yu: Established Conceptual Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom Assessment in Taiwan: New Perspectives for Reflecting Assessment Practices Chapter 10. Joyce Kling and Slobodanka Dimova: An Exploratory Study to Examine the Role of Assessment Literacy in the EMI Classroom Chapter 11. Ron Martinez and Larissa Giordani Schmitt: Perceptions of English Medium Instruction in Brazil: How do Students and Instructors of Varying English Proficiency Levels Experience EMI? Chapter 12. Wenyun Jia and Qiuyi Zhu: Assessing Students’ Discipline-Specific Comprehension Ability in a Secondary English Medium Instruction Economics Classroom: The Role of Teacher–Researcher Collaboration Chapter 13. Slobodanka Dimova: Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations Index

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Affiche du document RÉUSSIR LA DISSERTATION DE SUJET D'ORDRE GÉNÉRAL (SOG) GRÂCE À DES EXEMPLES — RÉUSSIR LA DISSERTATION DE SUJET D'ORDRE GÉNÉRAL (SOG) GRÂCE À DES EXEMPLES
SOUALIHO DIABATE
1h38min15
Méthodologie
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131 pages. Temps de lecture estimé 1h38min.
Ce livre est un guide pratique destiné à tous ceux qui souhaitent réussir brillamment l’épreuve de dissertation de sujet d’ordre général (SOG), notamment dans le cadre des concours administratifs, universitaires ou professionnels. À travers une approche méthodologique rigoureuse et des exemples complets, variés et commentés, l’auteur montre comment analyser un sujet, construire un plan pertinent, développer des arguments solides et rédiger une copie claire, cohérente et convaincante. Alliant théorie et pratique, cet ouvrage s’adresse aussi bien aux débutants qu’à ceux qui veulent perfectionner leur technique. Véritable outil de formation intellectuelle, il permet au lecteur de structurer sa pensée, d’enrichir sa culture générale et d’affiner son esprit critique. Un compagnon indispensable pour réussir toutes vos dissertations de SOG avec assurance et méthode.

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Affiche du document Worlding Sei Shônagon : The Pillow Book in Translation — Worlding Sei Shônagon : The Pillow Book in Translation
Valerie Henitiuk
4h08min15
Langues
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331 pages. Temps de lecture estimé 4h08min.
The Makura no Sôshi, or The Pillow Book as it is generally known in English, is a collection of personal reflections and anecdotes about life in the Japanese royal court composed around the turn of the eleventh century by a woman known as Sei Shônagon. Its opening section, which begins haru wa akebono, or “spring, dawn,” is arguably the single most famous passage in Japanese literature. Throughout its long life, The Pillow Book has been translated countless times. It has captured the European imagination with its lyrical style, compelling images and the striking personal voice of its author. Worlding Sei Shônagon guides the reader through the remarkable translation history of The Pillow Book in the West, gathering almost fifty translations of the “spring, dawn” passage, which span one-hundred-and-thirty-five years and sixteen languages. Many of the translations are made readily available for the first time in this study. The versions collected in Worlding Sei Shônagon are an enlightening example of the many ways in which translations can differ from their source text, undermining the idea of translation as the straightforward transfer of meaning from one language to another, one culture to another. Published in English.

Worlding Sei Shônagon : The Pillow Book in Translation
Valerie Henitiuk
4h08min15
Langues
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331 pages. Temps de lecture estimé 4h08min.
The Makura no Sôshi, or The Pillow Book as it is generally known in English, is a collection of personal reflections and anecdotes about life in the Japanese royal court composed around the turn of the eleventh century by a woman known as Sei Shônagon. Its opening section, which begins haru wa akebono, or “spring, dawn,” is arguably the single most famous passage in Japanese literature. Throughout its long life, The Pillow Book has been translated countless times. It has captured the European imagination with its lyrical style, compelling images and the striking personal voice of its author. Worlding Sei Shônagon guides the reader through the remarkable translation history of The Pillow Book in the West, gathering almost fifty translations of the “spring, dawn” passage, which span one-hundred-and-thirty-five years and sixteen languages. Many of the translations are made readily available for the first time in this study. The versions collected in Worlding Sei Shônagon are an enlightening example of the many ways in which translations can differ from their source text, undermining the idea of translation as the straightforward transfer of meaning from one language to another, one culture to another. Published in English.

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Affiche du document Translation and Gender : Translating in the 'Era of Feminism' — Translation and Gender : Translating in the 'Era of Feminism'
Luise von Flotow
1h33min45
Langues
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125 pages. Temps de lecture estimé 1h34min.
Translation and Gender places recent work in translation against the background of the women's movement and its critique of "patriarchal" language. It explains translation practices derived from experimental feminist writing, the development of openly interventionist translation practices, the initiative to retranslate fundamental texts such as the Bible, translating as a way of recuperating writings "lost" in patriarchy, and translation history as a means of focusing on women translators of the past.Published in English.

Translation and Gender : Translating in the 'Era of Feminism'
Luise von Flotow
1h33min45
Langues
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125 pages. Temps de lecture estimé 1h34min.
Translation and Gender places recent work in translation against the background of the women's movement and its critique of "patriarchal" language. It explains translation practices derived from experimental feminist writing, the development of openly interventionist translation practices, the initiative to retranslate fundamental texts such as the Bible, translating as a way of recuperating writings "lost" in patriarchy, and translation history as a means of focusing on women translators of the past.Published in English.

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Affiche du document Identité(s) — Identité(s)
1h03min45
Langues
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85 pages. Temps de lecture estimé 1h4min.
Les langues, vecteurs d’identités individuelles et collectives, jouent un rôle crucial dans la définition des appartenances et des relations de pouvoir. Elles sont souvent au cœur des conflits, instrumentalisées comme outils de domination ou mobilisées comme symboles de résistance et de résilience. Dans un monde globalisé, les questions identitaires deviennent complexes et multidimensionnelles, mêlant histoire, mémoire et aspirations futures.Ce recueil réunit les contributions de douze enseignants-chercheurs français et ukrainiens ayant participé aux Premières rencontres francophones franco-ukrainiennes en sciences du langage dont l’objectif était d’entamer une réflexion interdisciplinaire sur cette problématique à partir de terrains, méthodes et approches théoriques très diverses.

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Affiche du document Pedagogical Translanguaging — Pedagogical Translanguaging
2h11min15
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175 pages. Temps de lecture estimé 2h11min.
Addresses the pressing need to develop evidence-based teaching practices that lead to high-quality educationWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here: Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIVContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269113#.YSjxzI5KjIV Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index

Pedagogical Translanguaging
2h11min15
Langues
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175 pages. Temps de lecture estimé 2h11min.
Addresses the pressing need to develop evidence-based teaching practices that lead to high-quality educationWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here: Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIVContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269113#.YSjxzI5KjIV Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index

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Affiche du document Langues et cultures dans les alliances d'universités européennes — Langues et cultures dans les alliances d'universités européennes
Cédric Brudermann
2h12min00
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176 pages. Temps de lecture estimé 2h12min.
Depuis 2019, l’heure en Europe est à la constitution d’alliances d’universités européennes (AUEs) : des établissements supranationaux du supérieur relevant du Programme Erasmus+ de la Commission européenne. Au sein de ces institutions cependant, langues et cultures sont appelées à jouer un rôle central car c’est par leur truchement que les établissements partenaires vont pouvoir se structurer en « alliances » et viabiliser le modèle organisationnel dont ils sont partie prenante. Cette singularité pose toutefois un certain nombre de questions sur les plans de la gouvernance linguistique, de l’innovation, de la recherche scientifi que et de la pédagogie universitaire.Dans cet ouvrage, il s’agit de fait d’engager une réflexion sur les apports, les défis et les opportunités que langues et cultures sont vouées à engendrer dans les AUEs. Ces préoccupations sont susceptibles d’intéresser tout lecteur désireux d’explorer unequestion éducative jusqu’alors peu documentée mais présentant un fort potentiel d’impact sociétal.

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Affiche du document L'humour du prochain — L'humour du prochain
Claire Stolz
4h33min45
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365 pages. Temps de lecture estimé 4h34min.
Le titre de cet ouvrage, L’Humour du prochain, reprend celui d’un article d’Anne-Marie Paillet. Hommage d’une trentaine de contributeurs, il évoque le fil rouge du présent livre et des travaux de la dédicataire : les ressorts linguistiques de l’humour et de l’ironie ; la jouissance humaniste qu’apporte la langue de la poésie, du théâtre, de la littérature. Après deux parties consacrées à des études de stylistique et d’analyse du discours (y compris musical) sur l’ironie, l’humour et le comique, la troisième partie travaille plus spécifiquement sur les siècles dits « pré-classiques » et « classiques » ; la quatrième partie, intitulée dans un clin d’oeil onomastique « Paillettes poétiques », parcourt quelques marques d’éclat poétique ; enfin, la cinquième partie, « L’écriture et/est la vie », se consacre au rôle de l’écriture dans le rapport au corps et à la conscience de soi. Le livre est ponctué de pastiches de Proust et de La Fontaine ainsi que de textes inédits d’écrivaines (Lise Charles et Léonor de Récondo).

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Affiche du document Devenir formateur du 1er degré — Devenir formateur du 1er degré
Jean-Roland Ono-Dit-Bio
1h33min00
Sciences de l’éducation
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124 pages. Temps de lecture estimé 1h33min.
Depuis 2020, la formation des enseignants du premier degré connaît une évolution majeure. Face à la nécessité croissante de mobiliser davantage de formateurs pour encadrer les stages, qu’ils soient d’observation, de pratique accompagnée ou de prise de responsabilité, l’accompagnement adapté devient primordial.Mais de nombreux enseignants confrontés à ces nouvelles missions se posent des questions.Comment accompagner efficacement les étudiants ? Comment les aider à prendre en main leur classe ? Quels aspects observer lors d’une séance ? Et comment mener un entretien pour qu’ils progressent vraiment ?Ce guide propose des repères clairs, des conseils pratiques et des fiches-outils à l’attention de tous les enseignants impliqués dans la formation : candidats au CAFIPEMF, enseignants en poste ou déjà engagés comme MAT, tuteurs ou PEMF.Enrichi d’une nouvelle section dédiée aux dispositifs hybrides, cet ouvrage accompagne la montée en compétences des enseignants, du CAFIPEMF aux futures missions des formateur du 1er degré.Un outil précieux pour exercer sereinement et efficacement son rôle de formateur du 1er degré ! DEVENIR FORMATEURÊtre formateurLes rôles et les missions du formateurAccompagner en formationLa professionnalisation du formateurLa préprofessionnalisation du formateur : le MATL’évaluation des compétences du candidat au CAFIPEMFLa construction de la professionnalité du futur formateurLe développement professionnelLa perspective développementaleLa perspective managérialeLa perspective constructiviste ou socioconstructivisteLE CAFIPEMF DANS LE SYSTÈME ÉDUCATIF FRANÇAISUn peu d’histoireDe 1962 à 2002De 2002 à 2021Le CAFIPEMF en 2021L’organisation du CAFIPEMFLes conditions de l’inscriptionLa formation des candidatsUne approche systémique de la formationLes contenus de la formationCOMMENT RÉUSSIR SES ÉPREUVES DU CAFIPEMF ?La première épreuve d’admissionLe temps d’enseignement en classeL’action de formationLe rapport d’activitésLa deuxième épreuve d’admissionL’observation d’une pratique de classeÊtre un praticien réflexifLa rédaction du rapport de visiteLes entretiens orauxDevenir un praticien réflexifDevenir un praticien formateurConstruire la métacompétence « savoir analyser »Être praticien formateur : concevoir un dispositif de formation hybride

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Affiche du document NON-IDENTIFIE AUTOPORTRAIT — NON-IDENTIFIE AUTOPORTRAIT
Alain Lacouchie
51min45
Langues
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69 pages. Temps de lecture estimé 52min.
NON-IDENTIFIÉ, AUTOPORTRAIT » réunit toutes les contradictions que porte en lui l'auteur : révolte et douceur, l' éphémère si délicieusement aigu, la violence mais aussi ce difficile rapport aux autres, la femme, la mort ou la recherche de l'oubli qui apaise ...

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Affiche du document Television Drama in Spain and Latin America — Television Drama in Spain and Latin America
Paul Julian Smith
1h47min15
Langues
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143 pages. Temps de lecture estimé 1h47min.
Television Drama in Spain and Latin America addresses two major topics within current cultural, media, and television studies: the question of fictional genres and that of transnational circulation. While much research has been carried out on both TV formats and remakes in the English-speaking world, almost nothing has been published on the huge and dynamic Spanish-speaking sector. This book discusses and analyses series since 2000 from Spain (in both Spanish and Catalan), Mexico, Venezuela, and (to a lesser extent) the US, employing both empirical research on production and distribution and textual analysis of content. The three genres examined are horror, biographical series, and sports-themed dramas; the three examples of format remakes are of a period mystery (Spain, Mexico), a romantic comedy (Venezuela, US), and a historical epic (Catalonia, Spain).Acknowledgements Introduction: TV Nations Genres 1. Transnational Horror Light: Production, Fandom, and Scholarship 2. Biopic TV in Mexico: Juana Inés (Canal Once, 2016), Hasta que te conocí: Juan Gabriel, mi historia [Until I Met You: Juan Gabriel, My Story] (Azteca, 2016) 3. Football TV: Club de Cuervos (Netflix, 2015–) Format Translations 4. Copycat Television? Gran Hotel [Grand Hotel] (Bambú/Antena 3, 2011–13) and El hotel de los secretos [The Hotel of Secrets] (Televisa, 2015–16) 5. Second Tier Reproduction: Juana la virgen (RCTV, 2002) and Jane the Virgin (CW, 2014–present) 6. Television Without a State: Temps de silenci [Time of Silence] (TV3, 2001–02) and Amar en tiempos revueltos [Loving in Troubled Times] (Diagonal/TVE1, 2005–) Conclusion: Series Planet Interview with Patricia Arriaga Jordán, Creator of Juana Inés (23 December 2016) Bibliography Index

Television Drama in Spain and Latin America
Paul Julian Smith
1h47min15
Langues
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143 pages. Temps de lecture estimé 1h47min.
Television Drama in Spain and Latin America addresses two major topics within current cultural, media, and television studies: the question of fictional genres and that of transnational circulation. While much research has been carried out on both TV formats and remakes in the English-speaking world, almost nothing has been published on the huge and dynamic Spanish-speaking sector. This book discusses and analyses series since 2000 from Spain (in both Spanish and Catalan), Mexico, Venezuela, and (to a lesser extent) the US, employing both empirical research on production and distribution and textual analysis of content. The three genres examined are horror, biographical series, and sports-themed dramas; the three examples of format remakes are of a period mystery (Spain, Mexico), a romantic comedy (Venezuela, US), and a historical epic (Catalonia, Spain).Acknowledgements Introduction: TV Nations Genres 1. Transnational Horror Light: Production, Fandom, and Scholarship 2. Biopic TV in Mexico: Juana Inés (Canal Once, 2016), Hasta que te conocí: Juan Gabriel, mi historia [Until I Met You: Juan Gabriel, My Story] (Azteca, 2016) 3. Football TV: Club de Cuervos (Netflix, 2015–) Format Translations 4. Copycat Television? Gran Hotel [Grand Hotel] (Bambú/Antena 3, 2011–13) and El hotel de los secretos [The Hotel of Secrets] (Televisa, 2015–16) 5. Second Tier Reproduction: Juana la virgen (RCTV, 2002) and Jane the Virgin (CW, 2014–present) 6. Television Without a State: Temps de silenci [Time of Silence] (TV3, 2001–02) and Amar en tiempos revueltos [Loving in Troubled Times] (Diagonal/TVE1, 2005–) Conclusion: Series Planet Interview with Patricia Arriaga Jordán, Creator of Juana Inés (23 December 2016) Bibliography Index

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Affiche du document L'ART DU RÉSEAUTAGE POUR ÉVOLUER PROFESSIONNELLEMENT — L'ART DU RÉSEAUTAGE POUR ÉVOLUER PROFESSIONNELLEMENT
Pierrette Stéphanie MOANKONO ELANGA
1h53min15
Méthodologie
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151 pages. Temps de lecture estimé 1h53min.
Et si vos relations devenaient votre meilleur atout pour réussir ? Dans L’Art du Réseautage pour Évoluer Professionnellement, Pierrette Stéphanie MOANKONO ELANGA, vous livre les clés pour transformer vos interactions en opportunités concrètes. Ce guide pratique et inspirant vous accompagne pas à pas : des fondamentaux du réseautage à la création de liens authentiques, en passant par une stratégie structurée pour exploiter votre réseau et éviter les pièges courants. Vous découvrirez également comment surmonter les 10 ennemis du réseautage qui freinent votre progression. Que vous soyez entrepreneur, salarié ou en quête de nouvelles perspectives, ce livre vous aidera à faire de vos connexions un tremplin vers le succès. Devenez un réseauteur d’exception et ouvrez les portes de votre avenir professionnel dès aujourd’hui !

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Affiche du document Et si moi aussi je savais un peu tout sur tout ? — Et si moi aussi je savais un peu tout sur tout ?
Alain Fernandez
1h39min00
Divers
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132 pages. Temps de lecture estimé 1h39min.
Que ce soit pour épater les collègues, briller au cours d’un diner ou améliorer ses compétences professionnelles, il n’y a pas à tourner autour du pot, il faut élargir le champ de ses connaissances. Qui ne s’est jamais retrouvé malgré lui à l’écart d’une conversation parce qu’il n’avait aucune idée du sujet abordé ? Passer pour la truffe de la soirée ? Non merci ! Aujourd'hui, il n'y a plus d'excuses possibles. En effet, nous disposons quasiment tous d’un accès au web et aux réseaux sociaux. Et sur le web tout est là, une masse de connaissances incommensurables est disponible pour celle ou celui qui sait les trouver. Encore faut-il ne pas se laisser manipuler par Google et consorts ni prendre la Wikipédia pour parole d'évangile. Au fil de ces pages, nous étudierons les principes des moteurs de recherche pour débusquer les pépites de connaissance sans nous laisser enfumer par les démarches commerciales. Nous apprendrons aussi à exploiter Facebook et Twitter dans le cadre de l’autoformation. Nous veillerons à profiter intelligemment de l’incontournable Wikipédia qui n’est pas infaillible tant s’en faut, et nous nous attarderons sur une utilisation efficace et profitable des MOOC en accord avec les besoins de chacun. Note importante Cet ouvrage est la réédition du livre : « Objectif : Débusquer les pépites de connaissance dans le foutoir du web » restructuré, complété et mis à jour. Site associé : www.piloter.org (Onglet : « Se former »). L’auteur : Alain Fernandez est formateur et consultant international. Il est l'auteur de plusieurs ouvrages didactiques vendus à plusieurs dizaines de milliers d'exemplaires. Il anime depuis plus de vingt ans un site de formation gratuit pour les professionnels: www.piloter.org . Avec cet ouvrage, l'auteur décode les travers du web et de ses usages afin d’en faire émerger les avantages pour une formation réussie.

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Affiche du document Hôtes et Touristes au Sénégal — Hôtes et Touristes au Sénégal
Didier Masurier
3h12min45
Dictionnaires
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257 pages. Temps de lecture estimé 3h13min.
L'Afrique de l'ouest est devenue une terre touristique, pour les Européens surtout, où le Sénégal occupe une position singulière. Destination proche et lointaine dans l'imaginaire du dépaysement contemporain, les voyagistes travaillent sur cette distance, et jouent de la tentation comme de la répulsion exotiques qui la balisent aussi. Les touristes en consomment les « forfaits » et actualisent les mythologies.

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Affiche du document MICROBIOLOGIE ET BIOLOGIE MOLECULAIRE EN Belgique — MICROBIOLOGIE ET BIOLOGIE MOLECULAIRE EN Belgique
Jean-Pierre Gratia
2h54min45
Dictionnaires
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233 pages. Temps de lecture estimé 2h55min.
Le professeur André Gratia fut l'un des maîtres de la microbiologie belge connu surtout pour ses travaux sur les bactériophages. Parti de l'histoire scientifique de son père, Jean-Pierre Gratia a brossé un tableau résumant l'influence souvent spectaculaire mais mal connue des travaux belges francophones des cinquante premières années du vingtième siècle sur les aspects les plus fondamentaux de la microbiologie.

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Affiche du document Les Derniers moments de grand-papa — Les Derniers moments de grand-papa
Yvan Demuy
30min45
Maternelle et primaire
41 pages. Temps de lecture estimé 31min.
Grand-papa est malade. Il perd des bouts de lui. Petit à petit, son corps l’abandonne à cause d’une maladie que personne n’arrive à guérir. Alors, Grand-papa a pris une décision importante: il préfère partir pendant qu’on peut se dire «je t’aime». À travers ce récit, Yvan DeMuy aborde le thème de l’aide médicale à mourir. La jeune narratrice y raconte la maladie de son grand-père, les réflexions de ce dernier sur la vie et la mort ainsi que le moment où il part sereinement. Dans ses illustrations, Janou-Ève LeGuerrier crée un univers poétique qui présente un «ailleurs» symbolique réconfortant, parsemé de maisonnettes tirées par des oiseaux. Voici un album empreint de sensibilité qui tend à mettre en lumière le cheminement de ceux qui reçoivent l’aide médicale à mourir et celui de leurs proches.

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Affiche du document Language Teacher Emotion Regulation — Language Teacher Emotion Regulation
Sam Morris
1h42min45
Langues
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137 pages. Temps de lecture estimé 1h43min.
Responds to the demand into more research on causes of stress and burnout among teachersThis book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.Acknowledgements Copyright Notice Acknowledgement of Financial Support Figures and Tables Foreword Chapter 1. Introduction to Language Teacher Emotion Regulation Chapter 2. Theoretical Perspectives on Emotion Regulation Chapter 3. Emotion Regulation in Applied Linguistics Chapter 4. The Non-Japanese Teacher in Japan Chapter 5. A Study of Emotion Regulation Chapter 6. Environment Chapter 7. Attention Chapter 8. Cognition Chapter 9. Response Chapter 10. Conclusion: Language Teacher Emotion Regulation Appendices References Index

Language Teacher Emotion Regulation
Sam Morris
1h42min45
Langues
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137 pages. Temps de lecture estimé 1h43min.
Responds to the demand into more research on causes of stress and burnout among teachersThis book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.Acknowledgements Copyright Notice Acknowledgement of Financial Support Figures and Tables Foreword Chapter 1. Introduction to Language Teacher Emotion Regulation Chapter 2. Theoretical Perspectives on Emotion Regulation Chapter 3. Emotion Regulation in Applied Linguistics Chapter 4. The Non-Japanese Teacher in Japan Chapter 5. A Study of Emotion Regulation Chapter 6. Environment Chapter 7. Attention Chapter 8. Cognition Chapter 9. Response Chapter 10. Conclusion: Language Teacher Emotion Regulation Appendices References Index

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