Technological Change and the Development of the Primary Fishing Industry of Kerala - A Study of Limited Growth

Induction of growth in the primary marine fishing industry of Kerala is a sine gua Qgn for improving the economy of the fishermen, the state's domestic product as well as earning more foreign exchange for the country. The State Administration has been trying to instil growth into the industry eversince the output of the industry showed marked sign of decline (particularly after 1975). Significantly, it has attempted to strengthen the traditional sector, (which is considered to be the crucial sector of the primary marine fishing industry of the state) by introducing intermediate technology and by revamping the organisational structure of the industry. But it appears that the production system in the primary marine fishing industry of Kerala has been severely constrained by the existing technology, organisation of production and marketing institutions. Regeneration of growth in the industry calls forth an understanding of the 'process' of growth in the industry and the need to réorganise it with new technology, and new organisations. The present study is an attempt to unraval the process of growth in the primary marine fishing industry of Kerala since 1951

Apontamentos sobre a história constitutiva dos saberes crimino-penais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Principales puntos de convergencia entre las escuelas hegemónicas de teoría económica y sociológica desde la Ilustración escocesa hasta nuestros días

This research aims to show the main points of convergence between hegemonic schools of economic and sociological theory from the Scottish Enlightenment until today. To this end, on the one hand, we set three basic families of economic thought (the mainstream, the Austrian school and Marxism); and, on the other, we divide the history of sociology in five major generations (pioneers, founders, institutionalizers, compilers and constructivist). Subsequently, we set five historical periods as reference to our respective chapters and compare, within each of them, the theoretical contributions from these two areas. Thus, in the first chapter, called "the liberal parenthesis", we consider the relationship between the classical school of economics and the pioneers and founders of sociology. In the second, entitled "the social question" we analyze, on the one hand, the theoretical consistency of both the neoclassical school, as Austrian, with the principles defended by the institutionalizers of sociology; and, on the other, the influence of Karl Marx, as founder of sociology and classical economist, in the work of Soviet revolutionary theorists. In chapter three, called the "new industrial state", we demonstrate the theoretical proximity between both Keynesianism and the Austrian school of economics, with the doctrine defended by the generation of compilers in sociology. The fourth chapter, entitled "second industrial divide", refers to the similarities between the theoretical contributions of the monetarist Chicago school and the Austrian school with sociological constructivism. Finally, chapter five, the "global market", shows that the two hegemonic schools in economics, "integrated model", and sociology, "analytical sociology", are composed of the same three schools of thought: the rational choice, the neo-institutionalism and network approach. Thus, we can conclude that, if we look at their respective areas of influence, during this historical period occurs an manifest agreement between the theoretical contributions from the economic and sociological fields.

Recherches sur la nature et les causes de la richesse des nations /

Mode of access: Internet.

Papers of the American School of Classical Studies at Athens.

Some volumes have varying subtitles.

Annual report of the managing committee of the American school of classical studies at Athens.

Archaeological institute of America.

Supplementary papers of the American School of Classical Studies in Rome. v. 1-2 ...

Papers of the school were ordinarily published in the American Journal of Archaeology, 2d. ser.; supplementary volumes wre authorized when material for publication either exceeded the space available in the journal, or when it was of such a nature as to make a different mode of publication advisable. (cf. v. 1, Prefatory note) The present volumes form the only collection of papers issued separately by the school in Rome. (Lists of the papers published in other journals, 1898-1907, may be found in the Supplementary papers, v. 1-2, Prefatory note) From 1909-12, the reports, etc., of the school were published in the Bulletin of the Archaeological Institute of America. On January 1, 1913, the American School of Classical Studies in Rome became a part of the American Academy in Rome.

Annual report - American School of Classical Studies at Athens.

At head of title, [1881- ]: Archaeological Institute of America.

A classical French reader; selected from the best writers of that language in prose and poetry; preceded by an introduction, designed to facilitate the study of the rudiments of the French. And attended with notes, explanatory of idioms, etc. throughout the work. Compiled for the use of the round hill school,

[1. Containing pieces in prose.--2. Containing pieces in poetry.]

Papers of the American School of Classical Studies at Athens

Mode of access: Internet.

School Science Lessons

This website is linked to UNESCO.org and is free to download for educational purposes. It contains a database of school science experiments and investigations in physics, chemistry, biology, astronomy, geology, weather studies, agriculture projects for primary and secondary schools; and sexuality education and drugs education. It is based on a revision, updating and expansion of the "New UNESCO source book for science teaching", 1979 edition, UNESCO, Paris. It contains experiments from the "low cost" science teaching movement, simplified versions of classical experiments, experiments using locally available substances and kitchen chemicals, and environmental science. Some experiments anticipate experiments usually done in senior high school or college classes. The experiments should be "student-friendly" and "teacher-friendly" because there is no overwhelming technology. Enough theoretical background is included to remind teachers of the theoretical context of the experiment. Every experiment is based on materials listed in a modern commercial catalogue of chemicals and equipment for use by educational institutions. The procedures and safety standards are consistent with instructions issued by Education Queensland (Ministry of Education), State of Queensland, Australia.

Classical design thinking to organization design in the tourism sector

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Debating the centre : the theory of principal qualificand (mukhyavisesya) in classical Indian philosophy

The theory of language has occupied a special place in the history of Indian thought. Indian philosophers give particular attention to the analysis of the cognition obtained from language, known under the generic name of śābdabodha. This term is used to denote, among other things, the cognition episode of the hearer, the content of which is described in the form of a paraphrase of a sentence represented as a hierarchical structure. Philosophers submit the meaning of the component items of a sentence and their relationship to a thorough examination, and represent the content of the resulting cognition as a paraphrase centred on a meaning element, that is taken as principal qualificand (mukhyaviśesya) which is qualified by the other meaning elements. This analysis is the object of continuous debate over a period of more than a thousand years between the philosophers of the schools of Mimāmsā, Nyāya (mainly in its Navya form) and Vyākarana. While these philosophers are in complete agreement on the idea that the cognition of sentence meaning has a hierarchical structure and share the concept of a single principal qualificand (qualified by other meaning elements), they strongly disagree on the question which meaning element has this role and by which morphological item it is expressed. This disagreement is the central point of their debate and gives rise to competing versions of this theory. The Mïmāmsakas argue that the principal qualificand is what they call bhāvanā ̒bringing into being̒, ̒efficient force̒ or ̒productive operation̒, expressed by the verbal affix, and distinct from the specific procedures signified by the verbal root; the Naiyāyikas generally take it to be the meaning of the word with the first case ending, while the Vaiyākaranas take it to be the operation expressed by the verbal root. All the participants rely on the Pāninian grammar, insofar as the Mimāmsakas and Naiyāyikas do not compose a new grammar of Sanskrit, but use different interpretive strategies in order to justify their views, that are often in overt contradiction with the interpretation of the Pāninian rules accepted by the Vaiyākaranas. In each of the three positions, weakness in one area is compensated by strength in another, and the cumulative force of the total argumentation shows that no position can be declared as correct or overall superior to the others. This book is an attempt to understand this debate, and to show that, to make full sense of the irreconcilable positions of the three schools, one must go beyond linguistic factors and consider the very beginnings of each school's concern with the issue under scrutiny. The texts, and particularly the late texts of each school present very complex versions of the theory, yet the key to understanding why these positions remain irreconcilable seems to lie elsewhere, this in spite of extensive argumentation involving a great deal of linguistic and logical technicalities. Historically, this theory arises in Mimāmsā (with Sabara and Kumārila), then in Nyāya (with Udayana), in a doctrinal and theological context, as a byproduct of the debate over Vedic authority. The Navya-Vaiyākaranas enter this debate last (with Bhattoji Dïksita and Kaunda Bhatta), with the declared aim of refuting the arguments of the Mïmāmsakas and Naiyāyikas by bringing to light the shortcomings in their understanding of Pāninian grammar. The central argument has focused on the capacity of the initial contexts, with the network of issues to which the principal qualificand theory is connected, to render intelligible the presuppositions and aims behind the complex linguistic justification of the classical and late stages of this debate. Reading the debate in this light not only reveals the rationality and internal coherence of each position beyond the linguistic arguments, but makes it possible to understand why the thinkers of the three schools have continued to hold on to three mutually exclusive positions. They are defending not only their version of the principal qualificand theory, but (though not openly acknowledged) the entire network of arguments, linguistic and/or extra-linguistic, to which this theory is connected, as well as the presuppositions and aims underlying these arguments.

Franz Neumann, the rule of law and the unfulfilled promise of classical liberal thought

This thesis draws on the work of Franz Neumann, a critical theorist associated with the early Frankfurt School, to evaluate liberal arguments about political legitimacy and to develop an original account of the justification for the liberal state.

Flat currents in the classical AdS(5) x S-5 pure spinor superstring

It is proven that the classical pure spinor superstring in an AdS(5) X S-5 background has a flat current depending on a continuous parameter. This generalizes the recent result of Bena, et at. for the classical Green-Schwarz superstring.