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Elementary and Grammar Education in Late Medieval France
KNOWLEDGE COMMUNITIES Lynch Education in Late Medieval France Elementary and Grammar Sarah B. Lynch Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Elementary and Grammar Education in Late Medieval France Knowledge Communities This series focuses on innovative scholarship in the areas of intellectual history and the history of ideas, particularly as they relate to the communication of knowledge within and among diverse scholarly, literary, religious, and social communities across Western Europe. Interdisciplinary in nature, the series especially encourages new methodological outlooks that draw on the disciplines of philosophy, theology, musicology, anthropology, paleography, and codicology. Knowledge Communities addresses the myriad ways in which knowledge was expressed and inculcated, not only focusing upon scholarly texts from the period but also emphasizing the importance of emotions, ritual, performance, images, and gestures as modalities that communicate and acculturate ideas. The series publishes cutting-edge work that explores the nexus between ideas, communities and individuals in medieval and early modern Europe. Series Editor Clare Monagle, Macquarie University Editorial Board Mette Bruun, University of Copenhagen Babette Hellemans, University of Groningen Severin Kitanov, Salem State University Alex Novikoff, Fordham University Willemien Otten, University of Chicago Divinity School Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Sarah B. Lynch Amsterdam University Press Cover illustration: Aristotle Teaching in Aristotle’s Politiques, Poitiers, 1480-90. Paris, BnF, ms fr 22500, f. 248 r. Cover design: Coördesign, Leiden Lay-out: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. isbn 978 90 8964 986 7 e-isbn 978 90 4852 902 5 (pdf) doi 10.5117/9789089649867 nur 684 © Sarah B. -
4.31 History (Paper-I)
Enclosure to Item No. 4.31 A.C. 25/05/2011 UNIVERSITY OF MUMBAI Syllabus for the F.Y.B.A. Program : B.A. Course : History (Paper-I) (History of Modern Maharashtra 1848-1960 AD) (Credit Based Semester and Grading System with effect from the academic year 2011‐2012) 1. Syllabus as per Credit Based Semester and Grading System. i. Name of the Programme - B.A. ii. Course Code ‐ iii. Course Title - History (Paper-I) (History of Modern Maharashtra 1848-1960 AD) iv. Semester wise Course Contents - As per Syllabus v. References and additional references ‐ Submitted already vi. Credit structure - 3 Semester-I & 3 Semester-II vii. No. of lectures per Unit - 11,11,11 & 12 = 45 viii. No. of lectures per week / semester - 45 lectures per semester 2. Scheme of Examination ‐ 4 questions of 15 marks each internal & semester end. 3. Special notes, if any ‐ As per University Norms 4. Eligibility, if any ‐ As per University Norms 5. Free Structure ‐ As per University Norms 6. Special Ordinances / Resolutions, if any ‐ History of Modern Maharashtra (1848-1960) Semester End Examination 60 marks and Internal assessment 40 marks =100 marks per semester The Course should be completed / Covered/Taught in 45 (forty-five) Lectures (45) learning hours for Students) per Semester. In addition to this the student required to spend same number of hours (45) on self study in Library and / or institution or at home, on case study, writing journal, assignment, project etc to complete the course. The total credit value of this course is (03) three credits 45 teaching hours plus 45 hours self study of the student). -
Koel Chatterjee Phd Thesis
Bollywood Shakespeares from Gulzar to Bhardwaj: Adapting, Assimilating and Culturalizing the Bard Koel Chatterjee PhD Thesis 10 October, 2017 I, Koel Chatterjee, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Date: 10th October, 2017 Acknowledgements This thesis would not have been possible without the patience and guidance of my supervisor Dr Deana Rankin. Without her ability to keep me focused despite my never-ending projects and her continuous support during my many illnesses throughout these last five years, this thesis would still be a work in progress. I would also like to thank Dr. Ewan Fernie who inspired me to work on Shakespeare and Bollywood during my MA at Royal Holloway and Dr. Christie Carson who encouraged me to pursue a PhD after six years of being away from academia, as well as Poonam Trivedi, whose work on Filmi Shakespeares inspired my research. I thank Dr. Varsha Panjwani for mentoring me through the last three years, for the words of encouragement and support every time I doubted myself, and for the stimulating discussions that helped shape this thesis. Last but not the least, I thank my family: my grandfather Dr Somesh Chandra Bhattacharya, who made it possible for me to follow my dreams; my mother Manasi Chatterjee, who taught me to work harder when the going got tough; my sister, Payel Chatterjee, for forcing me to watch countless terrible Bollywood films; and my father, Bidyut Behari Chatterjee, whose impromptu recitations of Shakespeare to underline a thought or an emotion have led me inevitably to becoming a Shakespeare scholar. -
Ancient Indian History, Culture & Archeaology
AC 7‐6‐13 Item no. 4.2 UNIVERSITY OF MUMBAI Revised Syllabus for the M.A. Program: M.A. Course: (Ancient Indian History, Culture & Archeaology) Semester I to IV (Credit Based Semester and Grading System with effect from the academic year 2013–2014) 1 M.A. (Ancient Indian History,Culture & Archeaology) Syllabus as per Credit Based and Grading System Ancient Indian History,Culture And Archaeology 1. Syllabus as per Credit Based and Grading System. i. Name of the Program: M.A. (96 Credits) ii. Course Code: ‐ PAAIC iii. Course Title: Ancient Indian History, Culture & Archaeology iv. Semester wise Course Contents: ‐ Listed below v. References and additional references: ‐Listed below v i Sem III .C I Religion and Philosophy I CII Language and Literature I O I Indian Aesthetics C rOII Economic History eOIII History and Culture of SouthEast d Asia iOIV History and Culture of East Asia Sem IV t C I Religion and Philosophy II CII Language and Literature II sO I Cultural Tourism tOII Cultural History and Archaeology of Maharashtra OIII Social life in Ancient India2 OIV Science and Technology in Ancient India ructure: I Sem / II Sem - 24 / 24 Minimum Qualification for Teachers: Course Code Name of the Course Minimum Qualification of Teachers PAAIC Religion and Philosophy M.A. in Ancient Indian History, Culture & Archaeology, History, Sanskrit, PAAIC Language and Literature M.A. in Ancient Indian History, Culture & Archaeology, History, Sanskrit, Pali, Prakrit PAAIC Indian Aesthetics M.A. in Ancient Indian History, Culture & Archaeology, History, Sanskrit PAAIC Economic History M.A. in Ancient Indian History, Culture & Archaeology, History, PAAIC History and Culture of South M.A. -
The Making of an Energy Analyst: Some Personal Reflections
THE MAKING OF AN ENERGY ANALYST: SOME PERSONAL REFLECTIONS Amulya K.N. Reddy International Energy Initiative 25/5 Borebank Road, Benson Town, Bangalore 560046, India [Tel/Fax: +91-80-353 8426 (office) +91-80-334 6234 (home)] [email: [email protected]] Running Head: Making of an Energy Analyst Key words: energy analysis, energy planning, energy consumption patterns, global energy, rural energy, rural technology 1 Introduction (1) I was born in 1930 in the South Indian city of Bangalore, which was then known as a pensioners' paradise and as a garden city with its greenery and parks. Its climate was salubrious and I never saw a ceiling fan until I was in my teens. I used to walk a couple of miles to school through the center of town, without my parents fearing that I would be run over. Today, Bangalore is the IT capital of India, choked with vehicular traffic and highly polluted. Bangalore always had excellent schools and colleges. I did my schooling in a Jesuit institution, St. Joseph's, with the motto: Faith and Toil. There, I was fortunate in having an outstanding and inspiring science teacher, Alec Alvares, who created in me an abiding love of science and the importance of systematic work. The interest in science was strengthened during my late teens by my close friendship with Radhakrishnan and Ramaseshan from the family of Professor Raman, the Nobel Laureate in Physics. I went on to do my B.Sc. (Honors) in Chemistry and M.Sc. in Physical Chemistry in Central College, Bangalore, after which I went to U.K. -
Preamble / Objective the Bachelor of Architecture Degree Programme Prepares Students for Professional Practice in the Field of A
Preamble / Objective The Bachelor of Architecture degree programme prepares students for professional practice in the field of Architecture. Being an undergraduate programme, it has bright scope, providing exposure to a variety of interests in this field and assisting students to discover their own directions for future development. There is increasing recognition today of Architecture as an intellectual discipline, both as art& science and as a profession. Through architectural design, Architects make vital contribution in defining and shaping our environment and future of society with the use of appropriate technologies for a diverse range of situations, both in the rural and urban contexts. Considering the diverse Indian complexities in terms of social, cultural, geographical, climatic, economic and technical aspects, which are unique and typical of every region in our country, the task for profession of Architecture becomes all the more challenging. Making provision of most optimum and sustainable solutions/ options ,to address the basic needs of living, working and care of body and soul(three basic human functions) of even the poorest of the poor, to lead a productive and dignified life, demand appropriate skills, understanding, knowledge and a deep commitment to professed ideals. Addressing Architectural Design as a comprehensive creative process, this UG programme leading to B. Architecture, is based on the following broad objectives; a) To stimulate sensitivity and unveil creative talents. b) To reinforce intellectual capabilities and develop proficiency in professional skills to enable graduates to competently pursue alternative careers, within the broad spectrum of architecture. c) To provide opportunities to students to try out the role they will eventually play as responsible members of the society, under supervision and interactive guidance. -
A CASE STUDY of LEARN, DHARAVI Dissertation Submitted
ROLE OF SOCIAL MOVEMENTS IN ORGANISING THE UNORGANISED SECTOR WORKERS: A CASE STUDY OF LEARN, DHARAVI Dissertation Submitted for the Partial Fulfilment of the M. A. in Globalisation and Labour for the Academic Year 2008-2010 By: Tinu K. Mathew 2008GL023 M. A. in Globalisation and Labour Tata Institute of Social Sciences Mumbai – 400088 Research Guide: Dr. Ezechiel Toppo Associate Professor and Chairperson Centre for Labour Studies School of Management and Labour Studies Tata Institute of Social Sciences Mumbai – 400088 March 2010 ROLE OF SOCIAL MOVEMENTS IN ORGANISING THE UNORGANISED SECTOR WORKERS: A CASE STUDY OF LEARN, DHARAVI Submitted By: Tinu K. Mathew 2008GL023 M. A. in Globalisation and Labour Tata Institute of Social Sciences Mumbai – 400088 March 2010 ii Tata Institute of Social Sciences, VN Purav Marg, Deonar, Mumbai – 400 088 Tel: +91-22-25525000 CERTIFICATE This is to certify that the research report entitled ‘ROLE OF SOCIAL MOVEMENTS IN ORGANISING THE UNORGANISED SECTOR WORKERS: A CASE STUDY OF LEARN, DHARAVI’ is the record of the original work done by Tinu K. Mathew under my guidance. This work is original and has not been submitted in part or full to any other university or institute for the award of any Degree or Diploma. I certify that the above declaration is true to the best of my knowledge and belief. Dr. Ezechiel Toppo Associate Professor and Chairperson Centre for Labour Studies School of Management and Labour Studies Tata Institute of Social Sciences Mumbai – 400088 Place: Mumbai Date : ..................... iii DECLARATION The research report entitled ‘ROLE OF SOCIAL MOVEMENTS IN ORGANISING THE UNORGANISED SECTOR WORKERS: A CASE STUDY OF LEARN, DHARAVI’ has been prepared entirely by me under the guidance of Dr. -
Catalogue 2013
VAKILS, FEFFER AND SIMONS PVT LTD VAKILS, FEFFER & SIMONS PVT LTD CATALOGUE 2013 II Floor, Industry Manor, Appasaheb Marathe Marg, Prabhadevi, Mumbai - 400 025 India T : 91-22-2430 6780, 91-22-2430 0609 • F : 91-22-2422 5111 [email protected] • www.vakilspublications.com Books to treasure ... and own! 1 CONTENTS MYTHOLOGY The Cooking Delights of the Maharajas 36 Krishna: A Joyous Celebration of the Divine 2 An Affair with Indian Cooking 37 Hinduism – An Introduction 3 Ganesha – The Auspicious... The Beginning 4 MANAGEMENT & LAW Shiva – An Introduction 5 Strategic Management Processes Vishnu – An Introduction 6 in Indian Organisations 38 Lakshmi – An Introduction 7 Relationship Management in Hanuman – An Introduction 8 21st Century Organizations 39 Devi – An Introduction 9 Managing your Self 40 Balaji-Venkateshwara – An Introduction 10 Nanak – An Introduction 11 HEALTH & PSYCHOLOGY Know your Breasts 41 SPIRITUAL Dr. R. K. Anand’s Guide to Child Care 42 Devi’s Grace 12 Children with Learning Difficulties 43 Understanding Ramayan as Rama within 13 Understanding Children and their Problems 44 Bhaja Govindam – Follow your Heart 14 How to Prevent Heart Disease 45 Atma Siddhi – In Search of the Soul 15 Therapeutic Yoga 46 Vasantagauravam – Essays in Jainism 16 Can Moms Take a Chill Pill? 47 CHILDREN GENERAL Dashavatar 17 Wonderworld of Tropical Bonsai 48 Krishna - The Cowherd Prince 18 Kanha Tiger Reserve Hanuman 19 – Portrait of an Indian National Park 49 Festival of Light 20 Living with Bonsai 50 Lord of Beginnings 20 Marching with -
2019–2020 Student Handbook & Code of Conduct
2019–2020 Student Handbook & Code of Conduct 1 All Saints Cathedral School Student Handbook Revised July 2019 TABLE OF CONTENTS SCHOOL INFORMATION………………………………………………………………………………………………….4 OUR SCHOOL………………………………………………………………………………………………………….……….5 ACCREDITATION……………………………………………………………………………………………………………..5 ALL SAINTS CATHEDRAL SCHOOL MISSION, BELIEFS, VISION, AND MOTTO……….………….6 ALL SAINTS CATHEDRAL SCHOOL PHILOSOPHY……………………………………………………….……..7 ALL SAINTS CATHEDRAL SCHOOL PORTRAIT OF THE GRADUATE…….……………………………..8 SCHOOL ENVIRONMENT…………………………………………………………………………………………………9 Governance anD leaDership……………………………………………………………………………………….9 Communications…………………………………………………………………………………………………….....9 ADMISSIONS, RE-ENROLLMENT AND TUITION POLICIES………………………………………….…..10 Admissions…………………………………………………………………………………………………………….…10 Re-enrollment……………………………………………………………….…………………………………………10 Health Forms………………………………………………………………………….………………………………..10 Tuition Policy………………………………………………………………………………………….…….…….10-11 PRIVACY OF STUDENT EDUCATION RECORDS……………………………………………………………...11 THE SCHOOL YEAR AND HOURS……………………………………………………………………………………12 The School Day………………………………………………………………………………………………………..12 Arrival anD Departure Times…………………………………………………………………………………..12 ATTENDANCE POLICY………………………………………………………………………………………………12-13 Absenteeism............................................................................................................13-14 Tardiness…………………………………………………………………………………………………………….14-15 TRANSPORTATION AND SAFETY…………………………………………………………………………………..15 VISITOR POLICY…………………………………………………………………………………………………………….16 -
Cathedral School Parent.Student Handbook 2020.2021
CATHEDRAL SCHOOL PARENT.STUDENT HANDBOOK 2020.2021 August 16, 2020 204 HILLSBOROUGH STREET + RALEIGH, NC 27603 919.832.4711 + [email protected] CATHEDRAL SCHOOL: SPARC AND KNIGHT TIME TABLE OF CONTENTS WELCOME TO CATHEDRAL SCHOOL! ................................................................................... 3 PARENTS AS PARTNERS ............................................................................................................ 3 ADMISSIONS AND ENROLLMENT POLICIES ....................................................................... 5 General Admissions Guidelines ........................................................................................................... 5 Admissions Priority Protocol ............................................................................................................. 5 New Student Probationary Period .................................................................................................... 6 Non-discriminatory Policy ..................................................................................................................... 6 Open Enrollment Period ........................................................................................................................ 6 Readmission Guidelines ............................................................................................................................ 6 ACADEMIC PROGRAMS .............................................................................................................. -
Humanties Science (HSS)
DEPARTMENT OF HUMANITIES AND SOCIAL SCIENCES Course Number & Title: HS 101 (English Communication Skills) L-T-P-C: 2-0-2-0 Type of Letter Grading (Regular Letter Grades / PP or NP Letter Grades): Kind of Proposal (New Course / Revision of Existing Course): Revision of Existing Course Offered as (Compulsory / Elective): Compulsory Offered to: B Tech/B.Des Semester I Offered in (Odd/ Even / Any): Odd Offered by (Name of Department/ Center): Humanities and Social Sciences Pre-Requisite: A Classroom with movable furniture for flipped class ; Multi-media Language Laboratory Preamble / Objectives (Optional): The Course has the following objectives: The Course will help the learners to develop general proficiency in English in terms of listening, speaking, reading and writing, gain confidence to use grammatically accepted English for communication, gain confidence to speak English intelligibly, learn to use self - study strategies, use interpersonal communication skills effectively, become aware of the skills of critical thinking, information transfer and problem solving, develop analytical skills. Course Content/ Syllabus (as a single paragraph if it is not containing more than one subject. Sub-topics/ Sections may be separated by commas(,). Topics may be separated by Semi-Colons(;). Chapters may be separated by Full-Stop(.). While starting with broad heading, it may be indicated with Colon symbol before the topics. For example: Multi- variable Calculus: Limits of functions, Continuity, ……) General proficiency in English and Communication skills: -
'Indian Architecture' and the Production of a Postcolonial
‘Indian Architecture’ and the Production of a Postcolonial Discourse: A Study of Architecture + Design (1984-1992) Shaji K. Panicker B. Arch (Baroda, India), M. Arch (Newcastle, Australia) A Thesis Submitted to the University of Adelaide in fulfilment of the Requirements for the Degree of Doctor of Philosophy School of Architecture, Landscape Architecture and Urban Design Centre for Asian and Middle Eastern Architecture 2008 Table of Contents Abstract ............................................................................................................................................................................................iv Declaration ............................................................................................................................................................................................vi Acknowledgements..........................................................................................................................................................................vii List of Figures ........................................................................................................................................................................................ ix 1 Introduction ........................................................................................... 1 1.1: Overview..................................................................................................................................................................1 1.2: Background...........................................................................................................................................................2