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Books on the topic 'Conception de la formation'

Author: Grafiati

Published: 12 April 2025

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1

Isolda, Lionel. PHP5 & MySQL 5: Formation complète technique. Paris: Micro application, 2007.

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2

Leclercq, Gilles. Formation de base en économie: Conception, réalisation, expérimentation et évaluation d'un outil collectif de formation "éthique, ingéniérie et pédagogie" : peut-on enseigner l'économie? Lille: A.N.R.T Université de Lille III, 1992.

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3

Vieira, Luiz Lustosa. Une méthodologie de conception et de mise en œuvre des systèmes d'information et de formation multimédia pour la gestion d'entreprise. Grenoble: A.N.R.T. Université Pierre Mendès France Grenoble 2, 1993.

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4

Langley, Ph. Conception et gestion de micro-projets de lutte contre la pauvreté au Bénin: Rapport sur le séminaire régional de formation, Dassa-Zoumé (Zou), 26-30 juin 1995. [Cotonou]: République du Bénin, Ministère du plan et de la restructuration économique, 1995.

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5

1953-, Gayeski Diane M., ed. Designing communication and learning environments. Englewood Cliffs, N.J: Educational Technology Publications, 1995.

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6

Salazar, Parreñas Rhacel, and Siu Lok C. D, eds. Asian diasporas: New formations, new conceptions. Stanford, Calif: Stanford University Press, 2007.

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7

Tournier, Vincent. La formation du Mahāvastu et la mise en place des conceptions relatives à la carrière du bodhisattva. Paris: École française d'Extrême-Orient, 2017.

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8

Campanale, Françoise. L'autoévaluation, facteur de transformation des conceptions et des pratiques: Études d'actions de formation continue des enseignants dans le domaine de l'évaluation. Lille: A.N.R.T, Université de Lille III, 1996.

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9

African Bureau of Educational Sciences., Agence de coopération culturelle et technique., and Session de formation à la recherche sur l'éducation en Afrique (FREA) (19th : 1995 : Kinshasa, Zaïre), eds. Rapport final de la 19ème Session de la formation à la recherche sur l'éducation en Afrique (FREA): Conception et évaluation des programmes francophones d'éducation en matière d'environnement à l'école primaire : Kinshasa du 18 avril au mai 1995. [Kinshasa ]: BASE, 1995.

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10

Buckhanon, Kalisha. Conception. New York: St. Martin's Press, 2008.

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11

Boudon, Philippe. Conception. Paris: Villette, 2004.

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12

Vincent, Guilluy, ed. Conception. Paris: Préludes, 2014.

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13

Spallone, Patricia. Beyond Conception. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19904-4.

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14

Fossen, Delores. Confiscated conception. Toronto: Harlequin, 2003.

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15

New South Wales. Law Reform Commission. Artificial conception. Sydney: The Commission, 1988.

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16

Halden, Grace. Cyborg Conception. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59386-4.

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17

Rivault, Sokemahou/. Les documents de l'entreprise : conception et utilisation : Bts tertiaires, iut, formation continue. Foucher, 2002.

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18

Lardinois, Eric. Le jeu outil de communication commerciale: Conception de produits et formation des clients. 2000.

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19

Direction Académique Dans la Formation Théologique, Volume 2: Conception et Gestion de Programmes D'études. Global Christian Library & Langham Creative Projects & Langham Monographs & Langham Preaching Resources, 2022.

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20

Cahill, Jonathan M. Emotions, Moral Formation, and Christian Politics. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9780567713490.

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This volume addresses the social-relational nature of moral formation, emotions, and moral agency.Drawing on Barth’s theological anthropology and his relational conception of the self, Cahill argues that Barth envisions moral progress as rooted in the growth of the community. Cahill also explores Barth’s view of emotion in conversation with the study of emotions in psychology, sociology, neuroscience, and philosophy. Building on Barth and these other disciplines Cahill argues for a relational and cognitive conception of emotions while highlighting emotions’ critical role in regulating group and social relations. Emotions are fundamental to interpersonal interactions, to group relations, and for the reinforcement and disruption of social structures. This account of moral formation and emotion is illustrated through the example of climate change. A community shaped by love for God, solidarity with other creatures, and a concern for all of creation leads to an awareness of hegemonic forces and fosters emotions shaped by the kingdom of God that enables the struggle for climate justice.

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21

Achad, Frater. The Formation Of The Tree Of Life Being A Qabalistic Conception Of The Creative Process. Kessinger Publishing, LLC, 2005.

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22

Quel paradigme pour une éducation informelle?: Conception, mise en place et accompagnement d'une formation continue d'enseignants à Madagascar. 2000.

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23

Hernandez, Kristian David. Contemplation et Proclamation: Nouvelle Conception de l'art de la Pr�dication, Reprise de la Formation des Pr�dicateurs. Independently Published, 2019.

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24

Slavin, Tanya. Verb stem formation and event composition in Oji-Cree. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198778264.003.0012.

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This chapter investigates the structure of the verb stem in Oji-Cree, a dialect of the Algonquian language Ojibwe. It argues that a stem constitutes an independent semantic domain that corresponds to an event. This conception of stems explains why certain roots, called weak roots, must be preceded by modifiers, thereby satisfying a so-called left-edge requirement, while other roots, called strong roots, have no such requirement. Weak roots are semantically deficient and the obligatory pre-radical modifier is necessary to create a complete event. In contrast, an (optional) modifier before a strong root has scope over a complete event. The difference is illustrated by the morpheme /caaki/ ‘all’. When it combines stem-internally, its scope is restricted to internal arguments. However, when it combines stem-externally, it can have a quantificational reading with scope over an external argument. The semantic difference between stem-internal and stem-external composition is also correlated with some phonological differences.

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25

Rapport de Stage - Conception et développement d'une Application en Java: Prenez Exemple Sur un Rapport de Stage Conforme Aux Exigences du Centre de Formation Afpa. Independently Published, 2021.

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26

Windelband, W. 1848-1915, and James Hayden Tufts. History of Philosophy; with Especial Reference to the Formation and Development of Its Problems and Conceptions. Creative Media Partners, LLC, 2018.

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27

History of Philosophy with Especial Reference to the Formation and Development of Its Problems and Conceptions. Creative Media Partners, LLC, 2018.

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28

History of Philosophy: With Especial Reference to the Formation of Development of Its Problems and Conceptions. Creative Media Partners, LLC, 2022.

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29

History of Philosophy: With Especial Reference to the Formation and Development of Its Problems and Conceptions. Creative Media Partners, LLC, 2018.

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30

Ebels-Duggan, Kyla. Freedom and Influence in Formative Education. Edited by David Schmidtz and Carmen E. Pavel. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199989423.013.21.

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The principle that children’s freedom should be preserved in their upbringing is sometimes viewed as an alternative to imposing a particular conception of the good on them. But to sustain the alternative we must distinguish between those desires and proclivities that are educated into a person and those that are his own. Several philosophers appeal to innate or presocial tendencies to ground this distinction, but that approach fails. The ability to exercise first personal authority provides a better conception of what it is for a desire or commitment to be one’s own. However, states educated into a person may also be subject to her first personal authority. Thus, while the ideal of autonomy can provide guidance for child-rearing, it cannot substitute for teaching children a conception of the good.

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31

(Editor), Rhacel Parrenas, and Lok Siu (Editor), eds. Asian Diasporas: New Formations, New Conceptions. Stanford University Press, 2007.

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32

Asian diasporas: New formations, new conceptions. Stanford, Calif: Stanford University Press, 2007.

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33

Asian diasporas: New formations, new conceptions. Stanford, Calif: Stanford University Press, 2007.

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34

(Editor), Rhacel Parrenas, and Lok Siu (Editor), eds. Asian Diasporas: New Formations, New Conceptions. Stanford University Press, 2007.

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35

Windelband, Wilhelm. A History Of Philosophy With Especial Reference To The Formation And Development Of Its Problems And Conceptions. Arkose Press, 2015.

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36

Windelband, Wilhelm. A History of Philosophy: With Especial Reference to the Formation and Development of Its Problems and Conceptions. Franklin Classics Trade Press, 2018.

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37

A History of Philosophy: With Especial Reference to the Formation of Development of Its Problems and Conceptions. Franklin Classics, 2018.

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38

Windelband, Wilhelm. A History of Philosophy: With Especial Reference to the Formation and Development of Its Problems and Conceptions. Franklin Classics, 2018.

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39

Windelband, Wilhelm. A History of Philosophy: With Especial Reference to the Formation and Development of Its Problems and Conceptions. Franklin Classics Trade Press, 2018.

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40

Windelband, Wilhelm. A History of Philosophy: With Especial Reference to the Formation and Development of Its Problems and Conceptions. Adamant Media Corporation, 2001.

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41

Windelband, Wilhelm, and James Hayden Tufts. A History of Philosophy: With Especial Reference to the Formation of Development of Its Problems and Conceptions. Franklin Classics Trade Press, 2018.

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42

Windelband, Wilhelm, and James Hayden Tufts. A History of Philosophy: With Especial Reference to the Formation of Development of Its Problems and Conceptions. Franklin Classics Trade Press, 2018.

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43

Tufts, James Hayden, Windelband, W 1848-1915. A history of philosophy; with especial reference to the formation and development of its problems and conceptions. Nabu Press, 2013.

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44

Sengupta, Saswati. Domestication of the Disorderly Devī. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198767022.003.0013.

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The Hindu goddess Caṇḍī is generally understood as a manifestation of Śakti, a phenomenon of the deification of the female principle within Hinduism. But Caṇḍī is a rush of images and epithets which are quite contradictory: virgin, wife, warrior, mother, goddess of plenty, wife of a hemp-soaked mendicant. The prolific composition of the Caṇḍī Maṅgalakāvya by male poets, overwhelmingly upper-caste, helped propagate the sanctioned caste-patriarchal framing of this polysemic goddess in Bengal from the sixteenth to the eighteenth centuries. It is a measure of the march of brahminical patriarchy that different goddesses who owe their conception to different historical conditions and social formations calcify as the wife of Śiva. Inserting the genre in the context of its formation helps understand the central contradictions in the Caṇḍī Maṇgalakāvya and reveals the strategic contestations of multiple goddesses despite the hegemonic structure with radical implications for goddesses and women.

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45

White, Lawrence P. Conception. Independently Published, 2019.

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46

Uyank, Özgür. Conception. Fairlight Books, 2020.

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47

Buckhanon, Kalisha. Conception. Taylor & Francis Group, 2025.

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48

McCarty, Sarah. Conception. Independently Published, 2012.

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49

Buckhanon, Kalisha. Conception. Taylor & Francis Group, 2025.

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50

Moseley, Catherine. Conception. ARTicle Press, 2002.

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