...PAPER 28 THE HISTORY OF THE INDIAN SUBCONTINENT FROM THE LATE EIGHTEENTH CENTURY TO THE PRESENT DAY READING LIST: 2012-13 C. A. Bayly cab1002@cam.ac.uk 1 The History of The Indian Subcontinent From The Late Eighteenth Century To The Present Day A fifth of the world's population lives in the Indian subcontinent. While today the region’s place in the global world order is widely recognised, this is in fact only the most recent chapter in a longer history. This paper offers an understanding of the part played by the Indian subcontinent role and its people in the making of the modern world. From the decline of the great empire of the Mughals and the rise of British hegemony, to the rise of nationalism, the coming of independence and partition, the consolidation of new nation states despite regional wars and conflicts, and the emergence of India as the largest democracy in the world, this paper is a comprehensive and analytical survey of the subcontinent's modern history. The dynamic and complex relationships between changing forms of political power and religious identities, economic transformations, and social and cultural change are studied in the period from 1757 to 2007. In normal circumstances students will be given 6 supervisions in groups of 1 or 2. Key themes and brief overview: The paper begins by examining the rise of British power in the context of economic developments indigenous to southern Asia; it analyses the role played by Indian polities and social groups...
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...Appendix 1: Literature Review Report to the Department of Education, Employment and Workplace Relations Scoping study into approaches to student wellbeing Literature Review PRN 18219 July 2008 Erebus International Australian Catholic University Table of Contents Appendix 1: Literature Review 1 Table of Contents 2 Executive Summary 4 Section 1: Project Overview 4 Section 2: What is Student Wellbeing? 5 Section 3: The Outcomes of Student Wellbeing and its Pathways 6 1. Physical and Emotional Safety 6 2. Pro-social values 7 3. A supportive and caring school community 7 4. Social and Emotional Learning 7 5. A Strengths-based Approach 8 6. A sense of Meaning and Purpose 8 7. A Healthy Lifestyle 9 Section 4: International Focus on Student Wellbeing 9 Section 5: Student Wellbeing in the Australian Educational Context 9 5.1: Australian Government National Frameworks in Education 9 5.2 Report on the of the Responses of State and territory and non-government education authorities to the Concept of a National Student Wellbeing Framework 11 5.3 Student Wellbeing in State and Territory Curriculum and Policy Documents 11 Section 6: Whole School Approaches to Student Wellbeing: Issues of School Leadership, Implementation and Sustainability of Student Wellbeing Initiatives 12 Section 1: Project Overview 13 1.1 Introduction 13 1.2 Project Objectives 13 1.3 Methodology 14 Section 2: Student Wellbeing and its Pathways 16 2.1 What is Student Wellbeing...
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...Stress (biology) From Wikipedia, the free encyclopedia This article is about biological stress. For stress in physics and mechanics, see Stress (mechanics). |[pic] |This article needs attention from an expert on the subject. See the talk page for details. | | |The following WikiProjects or Portals may be able to help recruit one: | | |• WikiProject Biology· Biology Portal • WikiProject Medicine· Medicine Portal •WikiProject | | |Neuroscience· Neuroscience Portal | | |If another appropriate WikiProject or portal exists, please adjust this template accordingly. | Stress is defined as an organism's total response to an environmental condition or stimulus, also known as a stressor. Stress typically describes a negative condition that can have an impact on an organism's mental and physical well-being. |Contents | | [hide] | |1 Ambiguity of the word | |1.1 Biological background | |2 Neuroanatomy | |2.1 Brain ...
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...Work http://wox.sagepub.com/ and Occupations Music and Meaning on the Factory Floor Marek Korczynski Work and Occupations 2007 34: 253 DOI: 10.1177/0730888407303944 The online version of this article can be found at: http://wox.sagepub.com/content/34/3/253 Published by: http://www.sagepublications.com Additional services and information for Work and Occupations can be found at: Email Alerts: http://wox.sagepub.com/cgi/alerts Subscriptions: http://wox.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://wox.sagepub.com/content/34/3/253.refs.html >> Version of Record - Jul 23, 2007 What is This? Downloaded from wox.sagepub.com at University of Nottingham on March 2, 2014 Music and Meaning on the Factory Floor Work and Occupations Volume 34 Number 3 August 2007 253-289 © 2007 Sage Publications 10.1177/0730888407303944 http://wox.sagepub.com hosted at http://online.sagepub.com Marek Korczynski Loughborough University Business School This article examines an unexplored topic within industrial sociology—the terrain of music for meaning making on the factory floor. The article is based on ethnographic research undertaken in a blinds factory. Although contemporary popular music appears to speak only rarely to the arena of work, this article shows that workers reappropriated music to articulate their experience of working in the factory. Many workers independently created...
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...SOCIAL INNOVATOR SERIES: WAYS TO DESIGN, DEVELOP AND GROW SOCIAL INNOVATION DANGER AND OPPORTUNITY CRISIS AND THE NEW SOCIAL ECONOMY Robin Murray 2 TITLE ACKNOWLEDGEMENTS This essay was written while the author was a Visiting Fellow at NESTA and forms part of a series of publications on methods of social innovation led by the Young Foundation with the support of NESTA. I would like to thank NESTA for their support, and in particular Dr Michael Harris, as well as my colleagues at the Young Foundation, Julie Caulier-Grice and Geoff Mulgan, all of whom have given valuable comments on the text. Published September 2009 CONTENTS 1 CONTENTS 1. The argument 2 5 9 23 39 52 54 55 2. The context of crisis 3. The emerging economic landscape 4. Can the new social economy respond? 5. Social innovation and the crisis of policy Bibliography Weblinks Endnotes 2 DANGER AND OPPORTUNITY CRISIS AND THE NEW SOCIAL ECONOMY 1 THE ARGUMENT The rise of the new social economy This pamphlet argues that the early years of the 21st century are witnessing the emergence of a new kind of economy that has profound implications for the future of public services as well as for the daily life of citizens. This emerging economy can be seen in many fields, including the environment, care, education, welfare, food and energy. It combines some old elements and many new ones. I describe it as a ‘social economy’ because it melds features...
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...UNIT I DEFORESTATION CHAPTER 1 What is deforestation? Deforestation is the removal or damage of vegetation in a forest to the extent that it no longer supports its natural flora and fauna. In other words, deforestation can be defined as the transformation of forest land to non-forest uses where forest land includes lands under agro-forestry and shifting cultivation, and not simply closed canopy primary forests (FAO/UNEP, 1982). However, this definition does not include “logging”. More inclusive was Myers’s 1980 definition, where deforestation refers, “generally to the complete destruction of forest cover through clearing for agriculture … [so] … that not a tree remains, and the land is given over to non-forest purposes … [and where] very heavy and unduly negligent logging … [result in a] … decline of biomass and depletion of ecosystem services … . So severe that the residual forest can no longer qualify as forest in any practical sense of the world.” Alan Graigner (1980, AS quoted in Saxena and Nautiyal, 1997) asserts that selective logging does not “lead to forest clearance and does not constitute deforestation”, whereas Norman Myers (1980, 1993) thinks that logging is crucial because, although it may only affect a small proportion of trees per hectare, it damages wide areas and is the precursor of penetration by the forest farmers. For the purpose of this study, the FAO’s latest definitions (1993) will be used. The FAO defines forests as “ecosystems with a minimum...
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...statutory authority and consistent budget appropriations. Statutory authority defines disasters programs, determines who is eligible for these programs, provides the legal support needed to implement disaster programs and establishes the legal foundation for funding the programs and activities of the disaster agency. Without such authority, a government agency is powerless. Legal Basis of Modern Emergency Management in the United States The first recorded emergency management legislation in the United States occurred in 1803 when a Congressional Act was passed to provide financial assistance to a New Hampshire town devastated by fire. This is the first example of the Federal government becoming involved in a local disaster. During the 1930’s the Reconstruction Finance Corporation and the Bureau of Public Roads were both given authority to make disaster loans available for repair and reconstruction of certain public facilities after disasters. The Tennessee...
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...Handbook of Management Accounting Research Volume 3 Edited by CHRISTOPHER S. CHAPMAN Imperial College London, UK ANTHONY G. HOPWOOD University of Oxford, UK MICHAEL D. SHIELDS Michigan State University, USA AMSTERDAM – BOSTON – HEIDELBERG – LONDON – NEW YORK – OXFORD PARIS – SAN DIEGO – SAN FRANCISCO – SINGAPORE – SYDNEY – TOKYO Elsevier The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, UK First edition 2009 Copyright © 2009 Elsevier Ltd. All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone ( 44) (0) 1865 843830; fax ( 44) (0) 1865 853333; email: permissions@elsevier.com. Alternatively visit the Science and Technology Books website at www.elsevierdirect.com/rights for further information Notice No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for...
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...CHAPTER I Introduction to the Study This chapter has eight parts: (1) Background of the Study, (2) Statement of the Problem, (3) Hypotheses, (4) Theoretical Framework, (5) Conceptual Framework, (6) Significance of the Study, (7) Scope and Limitations of the Study, and (8) Definitions of Terms. Background of the Study A laudable goal of elementary education is one that embraces pupils learning and helps prepare those pupils for a very competitive global society. In light of this one can argue that pupils’ achievement should be the main focus of every individual associated with school systems across our great nation. Teachers are a vital part of the educational system for they provide the motivation and support that pupils need in order to succeed. Yet, teachers also need to be motivated and supported in order to be productive. Teacher morale could suffer due to constant stress of trying to meet the educational goals. Improving teacher morale has many benefits in that it can help teachers to maintain a positive attitude and be happier at work (Govindarajan, 2012). Ellanberg as cited by Govindarajan (2012) found that where morale was high, schools showed an increase in pupils’ academic achievement. Conversely, low levels of morale can lead to decreased teacher productivity and burnout. Recent studies found out that the academic achievement of pupils in the Division of Antique did not meet the standard set by the Department of Education (Arguelles, 2012; Ople,2012; Doronila...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...50 Key Concepts in Gender Studies Jane Pilcher & Imelda Whelehan Fifty Key Concepts in Gender Studies i Recent volumes include: Key Concepts in Social Research Geoff Payne and Judy Payne Key Concepts in Medical Sociology Jonathan Gabe, Mike Bury and Mary Ann Elston Forthcoming titles include: Key Concepts in Leisure Studies David Harris Key Concepts in Critical Social Theory Nick Crossley Key Concepts in Urban Studies Mark Gottdiener The SAGE Key Concepts series provide students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension. JANE PILCHER AND IMELDA WHELEHAN Fifty Key Concepts in Gender Studies SAGE Publications London • Thousand Oaks • New Delhi iii © Jane Pilcher and Imelda Whelehan 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...People and Free Markets Are the Best Answer is Today's Economy S T E V E FORBES and E L I Z A B E T H A M E S HOW CAPITALISM WILL SAVE US HOW CAPITALISM WILL SAVE US W h y Free People and Free Markets A r e t h e Best A n s w e r i n Today's E c o n o m y Steve Forbes AND ELIZABETH AMES CROWN BUSINESS ALSO BY STEVE FORBES Power Ambition Glory (coauthored with John Prevas) Flat Tax Revolution A New Birth of Freedom To the millions of individuals whose energy, innovation, and resilience built the Real World economy. Their enterprise, when unleashed, is always the answer. Copyright © 2009 by Steve Forbes and Elizabeth Ames All rights reserved. Published in the United States by Crown Business, an imprint of the Crown Publishing Group, a division of Random House, Inc., New York. www.crownpublishing.com CROWN BUSINESS is a trademark and CROWN and the Rising Sun colophon are registered trademarks of Random House, Inc. Library of Congress Cataloging-in-Publication Data Forbes, Steve, 1947How capitalism will save us / Steve Forbes and Elizabeth Ames.—1st ed. p. cm. Includes index. 1. Capitalism—United States. 2. United States—Economic policy. 3. United States—Economic conditions. I. Ames, Elizabeth. II. Title. HB501.F646 2009 330.12'20973—dc22 2009032751 ISBN 978-0-307-46309-8 Printed in the United States of America DESIGN BY BARBARA S T U R M A N 1O 9 8 7 6 5 4 3 First Edition CONTENTS INTRODUCTION ...
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...UNIVERSITY OF NAIROBI INSTITUTE OF DIPLOMACY AND INTERNATIONAL STUDIES Implications of Global International Monetary Policy Decision on Economic Systems in East Africa: A Case Study of Kenya NAME: LILLIAN WACHIRA REG NO: R50/63875/2010 Supervisor: Dr. Gerrishon Ikiara A Research Proposal submitted in partial fulfillment of the Degree of Masters of Arts in International Studies (MA IS) DECLARATION I declare that this research proposal is my original work and has not been presented for a degree in any other university. NAME: LILLIAN WACHIRA REG. NO: R50/63875/2010 Sign: ………………………………… Date: ……………………… This research proposal has been submitted for examination with my approval as university supervisor SUPERVISOR: Sign: ……………………………… Date: …………………………. DEDICATION I dedicate my project to my lovely mother Beatrice, my brothers Edwin and Eric whose prayers words of encouragement and push for tenacity ring in my ears. ACKNOWLEDGEMENT I would like to express my sincere gratitude to my supervisor Dr. Gerrsihon Ikiara for the continuous support and guidance while carrying out my project, for his patience, motivation and immense knowledge. I would also like to thank the participants in my survey, who have willingly shared their precious time during the process of interviewing. I...
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...AVIATION TERRORISM Thwarting High-Impact Low-Probability Attacks TERRORISME AÉRIEN Contrecarrer des attaques improbables à impacts élevés A Thesis Submitted to the Division of Graduate Studies of the Royal Military College of Canada by Jacques Duchesneau, C.M., C.Q., C.D. In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy April 2015 ©Jacques Duchesneau © This thesis may be used within the Department of National Defence but copyright for open publication remains the property of the author. ROYAL MILITARY COLLEGE OF CANADA COLLÈGE MILITAIRE ROYAL DU CANADA DIVISION OF GRADUATE STUDIES AND RESEARCH DIVISION DES ÉTUDES SUPÉRIEURES ET DE LA RECHERCHE This is to certify that the thesis prepared by / Ceci certifie que la thèse rédigée par JACQUES DUCHESNEAU, C.M., C.Q., C.D. AVIATION TERRORISM Thwarting High-Impact Low-Probability Attacks complies with the Royal Military College of Canada regulations and that it meets the accepted standards of the Graduate School with respect to quality, and, in the case of a doctoral thesis, originality, / satisfait aux règlements du Collège militaire royal du Canada et qu'elle respecte les normes acceptées par la Faculté des études supérieures quant à la qualité et, dans le cas d'une thèse de doctorat, l'originalité, for the degree of / pour le diplôme de PHILOSOPHIÆ DOCTOR IN WAR STUDIES Signed by the final examining committee: / Signé par les membres du comité examinateur...
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