...page * The title page did not have a page number (which is correct) * The purpose of the research was clearly specified as : A Research Proposal Submitted in Partial Fulfillment of the Requirements for the Master of Arts Degree in Development Studies * Name of the researcher is stated: * Advisor and co-advisors are mentioned * Place, Month and year (December 2011) is also mentioned ii. Acronyms Abbreviation should have come before/at the beginning of the proposal next to title page. (The abbreviations are in alphabetic order, which is correct) The following abbreviations are used in the proposal but not found in the list of abbreviations FAO – Food and Agriculture Organization FDRE – Federal Democratic Republic of Ethiopia HIV/AIDS – Human Immunodeficiency Virus/ Acquired Immuno- Deficiency Syndrome MFI – Micro Finance Institution MSE –Small and Medium Sized Enterprises NAP-GE – National Action Plan for Gender Equality NGO – Non Governmental Organization REWA – Revolutionary Ethiopian Women’s Association UN – United Nation UNDP – United Nations Development Program UA – Urban agriculture is put as “UA (Urban Agriculture)” which is not necessary as the abbreviation is explained in the list of abbreviations WAO – is used to describe both “Women Association Organization” and “Women’s Affairs Office” which is not appropriate The following abbreviations are also not written properly in the proposal....
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...research literature that argues against these assumptions and presents a different picture from that presented by Lynn and Vanhanen about the concept of intelligence, what IQ measures and does not measure. The essay exposes the racist, sexist, and antihuman nature of the research tradition in which the authors anchored their studies and the deep methodological flaws and theoretical assumptions that appear in their book. The low standards of scholarship evident in the book render it largely irrelevant for modern science. This essay specifically deals with the IQ value of Ethiopian immigrants that came from Israel, used by the authors as representing the National Education Review Vol. 10 No. 6 http://edrev.asu.edu 2 Average IQ of Ethiopia. Most of these immigrants had rudimentary knowledge of literacy, and experienced an abrupt...
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...UNIT ONE INTRODUCTION TO CIVIC AND ETHICAL EDUCATION 1. INTRODUCTION 2. MEANINGS OF CIVICS AND ETHICAL EDUCATION The Notion of Civics The subject field of civics originates from the nature of human being itself i.e. from the natural behavior and level of interaction of human beings it self. One basic nature of human beings related with this statement is the fact that “man is a social animal” whose life is closely related to each other. Almost all instincts, demands and progresses of human beings are fulfilled in society. The superiority that human beings try to achieve over nature and other living things is the result of the social bond among human beings. If such bond is a requirement for the survival of human beings, then what should be the pattern of social interaction that exist among human beings is closely related with the subject matter of civics. In this regard civics is considered as a subject field which is mainly concerned with teaching citizens as to how they can live harmonious and peaceful life with other citizens and as to how they can resolve conflicts peacefully among them selves. The other basic nature of human being is the political view of philosophy by Plato that, “Man is a political animal”, which means no human being can escape from the deeds of politics and its dayto-day life is either directly or indirectly affected by it. For this reason human beings have to know the workings of politics, institutions that affect their day to day life, norms, principles...
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... BERNATH LECTURE The New International History of the Cold War: Three (Possible) Paradigms* The Cold War is not what it once was. Not only has the conflict itself been written about in the past tense for more than a decade, but historians’ certainties about the character of the conflict have also begun to blur. The concerns brought on by trends of the past decade – such trifles as globalization, weapons proliferation, and ethnic warfare – have made even old strategy buffs question the degree to which the Cold War ought to be put at the center of the history of the late twentieth century. In this article I will try to show how some people within our field are attempting to meet such queries by reconceptualizing the Cold War as part of contemporary international history. My emphasis will be on issues connecting the Cold War – defined as a political conflict between two power blocs – and some areas of investigation that in my opinion hold much promise for reformulating our views of that conflict, blithely summed up as ideology, technology, and the Third World. I have called this lecture “Three (Possible) Paradigms” not just to avoid making too presumptuous an impression on the audience but also to indicate that my use of the term “paradigm” is slightly different from the one most people have taken over from Thomas Kuhn’s work on scientific revolutions. In the history of science, a paradigm has come to mean a comprehensive explanation, a kind of scientific “level”...
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...Credit Assessment of SME using both Template and Non-Template Structures SIP Project Report Submitted in Partial Fulfilment of the Requirements for the PGDM Programme By Atul Pranay 2013066 Supervisors: 1. Mrs. Shilpa Rane 2. Dr. Rajnandan Patnaik Institute of management Technology, Nagpur 2013-14 Acknowledgement I feel a deep sense of gratitude in thanking all those who helped me to carry out this project to its eventual accomplishment. I sincerely thank Axis Bank for giving me this opportunity. It has been a wonderful experience to work in this esteemed organization and with the people of amazing calibre. I would like to thank Mr. Sanjay Wadhwa, Vice President, Axis Bank for his guidance and support throughout the duration of the project. I would also like to thank Mrs. Shilpa Rane (AVP-SME), Mrs. Pallavi Sallian (SM-SME) and Mr. Ajay Kamath (DM-SME) without whose help and support it would not have been such a learning experience. Last but not the least, this acknowledgement would not be complete without thanking Dr. Rajnandan Patnaik who has not only given valuable suggestions but also motivated me to take up the project with a varied perspective. I also extend my gratitude to my parents and all those who have helped me in some way or the other in the completion of this project. Table of Content 1. Introduction.................................................................................................
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...of the Milesian school of thought and, while it is still debated among Pre-Socratic scholars, most assert that he was a student of Thales and agree that, at the very least, he was influenced by his theories. He is infamously known for writing a philosophical prose poem known as On Nature, of which only a fragment has been passed down. In that fragment Anaximander innovatively attributes the formation of a regulating system that governs our world, the cosmos. Furthermore, he put forth the radical idea that it is the indefinite (apeiron), in both the principle (archē) and element (stoicheion), from which are the things that are. In addition to such ingenuity, Anaximander also developed innovative ideas and theories in astronomy, biology, geography, and geometry. For Anaximander, the origination of the world could not be reduced to a single element or a collection of elements alone. Rather, one needed to understand that the origin was in both principle and element not definable in a definite sense or attribution. While this was a radical perspective in relation to the more determinate theories of others from the Milesian school, it does seem to have some derivation from older Greek mythology that posited the origin of all things from an originary Chaos—a formless state, void, gap. And thus precisely Anaximander’ theory does remain radical in part in its “formlessness” or “unknowability” given the overall Greek tradition of harmony, symmetry and form in all things, in all things in...
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...ECONOMIC GEOGRAPHY Y U K O A O YA M A J A M E S T. M U R P H Y SUSAN HANSON KEY CONCEPTS IN key concepts in economic geography The Key Concepts in Human Geography series is intended to provide a set of companion texts for the core fields of the discipline. To date, students and academics have been relatively poorly served with regards to detailed discussions of the key concepts that geographers use to think about and understand the world. Dictionary entries are usually terse and restricted in their depth of explanation. Student textbooks tend to provide broad overviews of particular topics or the philosophy of Human Geography, but rarely provide a detailed overview of particular concepts, their premises, development over time and empirical use. Research monographs most often focus on particular issues and a limited number of concepts at a very advanced level, so do not offer an expansive and accessible overview of the variety of concepts in use within a subdiscipline. The Key Concepts in Human Geography series seeks to fill this gap, providing detailed description and discussion of the concepts that are at the heart of theoretical and empirical research in contemporary Human Geography. Each book consists of an introductory chapter that outlines the major conceptual developments over time along with approximately twenty-five entries on the core concepts that constitute the theoretical toolkit of geographers working within a specific subdiscipline. Each entry provides...
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...AFRICAN POVERTY Duncan Kennedy* Abstract: African extreme poverty is probably a function (although not solely) of the balkanized post-colonial geopolitics of Africa. It is also probably a function (although not solely) of the income distribution generated by a typically perverse African political economy, through its effect on the allocation of resources to development. As between these two causes, the second is probably much the more important. This reinterpretation puts considerably more of the blame for African poverty on the Western great powers than does the “poverty trap” analytic that is a common contemporary way of thinking about the African economic situation. INTRODUCTION This essay, which really is an essay rather than a sustained scholarly encounter with the problem, proposes an alternative to the “poverty trap” analytic for understanding extreme poverty in sub-Saharan Africa. The poverty-trap idea is well instantiated by the following quotation from Jeffrey and Lisa Sachs, and it is common among liberal Western commentators on African economy. For the world’s poorest people, daily life is a struggle for survival, with millions of impoverished people each year losing that struggle to famine, disease, environmental catastrophes, and violent conflicts that arise in conditions of extreme deprivation. . . . One basic point, not always remembered, is that impoverished countries lack their own budgetary resources needed to supply vital—indeed life-saving—services such...
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...united nations development programme poverty reduction Regional integRation and Human development: a patHway foR afRica Regional integration and Human development: a pathway for africa april 2011 copyright © april 2011 united nations development programme Bureau for development policy 304 East 45th Street new york, ny 10017 u.S.A. E-mail: poverty.reduction@undp.org Website: www.undp.org/poverty disclaimer the views expressed in this publication are those of the authors and do not necessarily representthose of the united nations, including undp, or their Member States. taBle of contents Content Page 2 3 7 9 9 9 12 13 14 14 15 15 18 20 24 25 27 27 31 31 31 36 36 38 38 41 43 46 48 48 49 53 55 57 59 60 63 68 84 List of Acronyms and Abbreviations Executive Summary Introduction 1. regional economic integration and human development 1.1. conceptual linkages 1.1.1 Income 1.1.2 Access to services 1.1.3 Empowerment 1.1.4 Sustainability 1.2. contextual factors 2. the context for African regional integration 2.1. Geographical fragmentation 2.2. capacities, institutions and domestic policies 2.3. climate, nutrition and health 2.5. the environment and common resources 2.6. Should Africa look outward, inward, or both? 3. Estimating the impact of regional integration in Africa 3.1 Estimating the scope and benefits of integration 3.2 the modeling of integration 3.2.1 the regional, continental and global integration paths i) regional and continental...
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...THE END of POVERTY Economic Possibilities for Our Time JEFFREY D. SACHS THE PENGUIN PRESS N E W YORK 2005 THE PENGUIN PRESS Published by the Penguin Group Penguin Group (USA) Inc.. 375 Hudson Street. New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) - Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi-110 017, India ' Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, NewZealand (a division of Pearson New Zealand Ltd) - Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by The Penguin Press, a member of Penguin Group (USA) Inc. Copyright ©Jeffrey D. Sachs, 2005 All rights reserved Page 397 constitutes an extension of this copyright page, LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Sachs, Jeffrey. The e n d of poverty / Jeffrey Sachs. p. cm. Includes bibliographical references and index. ISBN 1-59420-045-9 1. Poverty—Developing countries. 2. Developing countries—Economic policy...
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...FOOD TOURISM AND THE CULINARY TOURIST ___________________________________ A Thesis Presented to the Graduate School of Clemson University ___________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Parks, Recreation, and Tourism Management ___________________________________ by Sajna S. Shenoy December 2005 Advisor: Dr. William C. Norman ABSTRACT The subject matter of this dissertation is food tourism or tourists’ participation in `food related activities at a destination to experience its culinary attributes. In addition, the culinary tourist or the tourist for whom food tourism is an important, if not primary, reason influencing his travel behavior, is its focus. The empirical objectives of this dissertation concerned identifying the underlying dimensions of food tourism, developing a conceptual framework that explains participation in food tourism, develop taxonomy of food tourists by segmenting the tourists based on their participation in food tourism, and finally identifying the variables that predict membership in these food tourist segments. The effect of sociodemographic variables on participation in food tourism, and their association with the food tourist segments were also examined. Further, all the findings were analyzed within the theoretical framework of the world culture theory of globalization and the cultural capital theory. Based on the survey responses of 341 tourists visiting...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...------------------------------------------------- Monopoly From Wikipedia, the free encyclopedia This article is about the economic term. For the board game, see Monopoly (game). For other uses, seeMonopoly (disambiguation). "I Like a Little Competition"—J. P. Morgan by Art Young. Cartoon relating to the answer J. P. Morgan gave when asked whether he disliked competition at the Pujo Committee.[1] A monopoly (from Greek monos μόνος (alone or single) + polein πωλεῖν (to sell)) exists when a specific person or enterprise is the only supplier of a particular commodity (this contrasts with a monopsony which relates to a single entity's control of a market to purchase a good or service, and with oligopoly which consists of a few entities dominating an industry).[2]Monopolies are thus characterized by a lack of economic competition to produce the good or service and a lack of viable substitute goods.[3] The verb "monopolise" refers to the process by which a company gains the ability to raise prices or exclude competitors. In economics, a monopoly is a single seller. In law, a monopoly is a business entity that has significant market power, that is, the power to charge high prices.[4] Although monopolies may be big businesses, size is not a characteristic of a monopoly. A small business may still have the power to raise prices in a small industry (or market).[4] A monopoly is distinguished from a monopsony, in which there is only one buyer of a product or service; a monopoly may...
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...Agriculture, growth and poverty reduction This paper was produced by the Agriculture and Natural Resources Team of the UK Department for International Development (DFID) in collaboration with Anne Thomson of Oxford Policy Management, Oxford. The authors are grateful to the UK Food Group for their additional contributions and comments. The paper reflects work in progress towards the development of new thinking on agricultural policy in DFID. It does not necessarily reflect the views and policy of DFID. This (working/supporting) paper is intended to stimulate public discussion. It is not necessarily DFID or UK Government policy. October 2004 Contents Executive Summary...................................................................................................... 3 1. What is the issue? .................................................................................................... 4 2. Agriculture, growth and poverty – what we know of the relationship ............................ 5 2.1 The context – the state of world poverty............................................................... 5 2.2 Agriculture’s recent performance – a picture of mixed progress............................... 7 2.3 Agricultural growth and poverty reduction – the evidence....................................... 9 2.4 Understanding how increased agricultural productivity reduces poverty ................. 10 3. Emerging issues and questions................................................
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