This book presents a novel approach to the analysis and design of all-digital phase-locked loops (ADPLLs), technology widely used in wireless communication devices. The authors provide an overview of ADPLL architectures, time-to-digital converters (TDCs) and noise shaping. Realistic examples illustrate how to analyze and simulate phase noise in the presence of sigma-delta modulation and time-to-digital conversion. Readers will gain a deep understanding of ADPLLs and the central role played by noise-shaping. A range of ADPLL and TDC architectures are presented in unified manner. Analytical and simulation tools are discussed in detail. Matlab code is included that can be reused to design, simulate and analyze the ADPLL architectures that are presented in the book.

The 12th edition of Entrepreneurship provides an understanding of the people and processes that create and grow new ventures on an international basis. It focuses on the risk and effort of creating something new and overcoming inertia through each of its five major sections: The Entrepreneurial Perspective, From the Idea to the Opportunity, From the Opportunity to the Business Plan, From the Business Plan to Funding the Venture, and From Funding the Venture to Launching, Growing and Ending the New Venture. Each chapter begins with learning objectives and a profile of an entrepreneur whose career is especially relevant to the chapter material. Numerous business examples occur throughout each chapter along with important websites to assist the reader in getting started. Boxed summaries of articles in the news (As Seen in Business News) illustrate the chapter discussions and Ethics boxes discussing ethical issues are found in all the chapters. Each chapter concludes with research tasks, class discussion questions, and selected readings for further research and study. At the end of the book is a selection of Cases that can be used along with any chapter, as well as listing of other appropriate cases on a chapter-by-chapter basis.

The last several years have been a landmark period in the ubiquitin field. The breadth of ubiquitin's roles in cell biology was first sketched, and the importance of ubiquitin-dependent proteolysis as a regulatory mechanism gained general acceptance. The many strands of work that led to this new perception are re counted in this book. A consequence of this progress is that the field has grown dramatically since the first book on ubiquitin was published almost a decade ago M. Rechsteiner (ed. ), Ubiquitin, Plenum Press, 1988]. In this span, students of the cell cycle, transcription, signal transduction, protein sorting, neuropathology, cancer, virology, and immunology have attempted to chart the role of ubi quit in in their particular experimental systems, and this integration of the field into cell biology as a whole continues at a remarkable pace. We hope that for active researchers in the field as well as for newcomers and those on the fence, this book will prove helpful for its breadth, historical perspective, and practical tips. Structural data are now available on many of the components of the ubiquitin pathway. The structures have provided basic insights into the unusual biochemical mechanisms of ubiquitination and proteasome-mediated proteolysis. Because high-speed computer graphics can convey structures more effectively than print media, we have supplemented the figures of the book with a Worldwide Web site that can display the structures in a flexible, viewer-controlled format."

Community participation in fighting climate change is crucial, and the authors here assess the potential for action at the community level as well as some of its limitations. For example, community action offers a significant way to reach global climate targets and bring participants into programs on a relatively personal level, but also has drawbacks in that it can operate contrary to broader programs and constraints. Some topics include: facilitating the low carbon transition, challenges for local level climate change policy and alternative models for low carbon community governance, and models of sustainable and low carbon community activities. Editors Peters, Fudege, and Jackson (RESOLVE, U. of Surrey, U.K), and 17 co-authors contributed to the book.

Few people know what wandering spurs are; fewer still know how to get rid of them. This book, which is written by those who raised awareness of wandering spurs, explained how they arise, and invented ways to get rid of them, contains valuable insights, analytical techniques and examples that will enable the reader to become an expert in the area. The book is aimed at circuit design professionals who need to ensure that their designs are not compromised by wandering spurs. In addition to insights, theory, and analysis, it contains practical circuit solutions, the performance of which are characterized experimentally. This book explains-using simulation, analysis, and experimental measurements-what wandering spurs are, how they arise, how to characterize them and, most importantly, how to get rid of them. The authors present not only theoretical analysis and simulation strategies, but also provide an overview of spectral analysis techniques for studying the phenomenon and convincing experimental results from both commercially available and custom-designed monolithic synthesizers. Explains what wandering spurs are and how they differ qualitatively from the well-known fixed spurs that plague fractional-N frequency synthesizers; Provides analytical and simulation methods to study wandering spurs and original analysis of the cause of this recently reported spectral phenomenon; Presents and analyses theoretical designs based on a conventional MASH 1-1-1 to mitigate wandering spurs; Describes measured performance for the discussed designs, confirming their effectiveness in mitigating wandering spurs.

This book revises the existing account of the first Rudd Government's engagement with China, placing Australian foreign direct investment screening policy at the centre of the story. At the time, the Rudd Government was accused of holding an unnecessarily interventionist approach to Chinese Sovereign-Owned Enterprise investments into the Australian mining sector. This book claims that the Australian Government had a deep and coherent understanding of the problem posed by Chinese investments that went well-beyond any simplistic 'China Inc.' or geopolitical threats. The key policymakers believed that the Chinese state-directed investments threatened the integrity of the liberal governance structures on which the Australian state is founded, and so Australian sovereignty itself. While the response of the Rudd Government was largely ineffectual, the logic underpinning it remains the best framework for guiding Australia's engagement with China into the 2020s, as well as the engagement of other liberal states coming to grips with China's rise.

There have been dramatic changes in education policy throughout the world in the final quarter of the 20th Century. This important volume presents an invaluable collection of previously published and specially commissioned articles which capture these major changes in educational policy. Driven by demands for efficiency and performance, traditional liberal views of education as promoting and providing the ideals of an educated elite and empowered autonomous individuals have been supplanted. Increasingly there have been moves from localized and national policies towards international policies, and a closer integration of schools into the world. Education policy and associated management styles have overtly incorporated current market-led economic theories and in major western nations where education has been seen as a traditional welfare right, policy has moved to a commodification of education and to various forms of privatisation. Topics include Education Policy: Definition, Analysis, Criticism and Research; Economics: Markets and Development; Education Policy and the State; Race, Development and Culture; and Social Justice, Literacy and New Technologies. Education Policy will be an indispensable reference source for students, researchers and practitioners.

This unique book illustrates that in order to address the growing urgency of issues around environmental and resource limits, it is clear that we need to develop effective policies to promote durable changes in behavior and transform how we view, and consume, goods and services. It suggests that in order to develop effective policies in this area, it is necessary to move beyond a narrow understanding of 'how individuals behave', and to incorporate a more nuanced approach that encompasses behavioral influences in different societies, contexts and settings.The editors draw together analyses and case studies from across the globe and from multi-disciplinary perspectives in order to offer a broad-based psychological, sociological and economic understanding of consumer behavior. The expert contributors, from both academic and practitioner backgrounds discuss in detail the barriers, challenges and opportunities that face governments in relation to policy and actions at local, national and supranational levels. This fascinating book will prove a thought-provoking read for academics, researchers and students in the fields of environmental studies - particularly sustainability - and public policy. Practitioners and policy makers concerned with achieving sustainable lifestyles will find this book an invaluable reference tool. Contributors: W. Abrahamse, C. Ashton-Graham, S.C. Bhattacharyya, M. Brugidou, R. Clift, J. de Groot, S. Emmert, A. Farsang, S. Fudge, I. Garabuau-Moussaoui, C. Hicks, A. High-Pippert, S.M. Hoffman, M. Kuhndt, H. Luiten, E. Manzini, S. Milne, P. Newman, L. Reisch, E. Sto, P. Strandbakken, Y. Strengers, M. van de Lindt, W. Wehrmeyer

This collection of essays brings Bakhtinian ideas into dialogue with educational practice across cultural and pedagogical boundaries. These encounters offer fresh perspectives on contemporary issues in education, and consider pedagogical responses that are framed within a dialogic imperative. The book also pioneers an important discussion about the place of the Bakhtin Circle in educational philosophy today. Drawing on the historical and contemporary scholarship that has already taken place in education to date, the book emphasizes the living nature of language as intentional acts that take place within learning relationships. Consideration is given to the wider contexts in which pedagogy takes place, and shifts the role of the teacher as expert transmitter of knowledge to dialogic partner in learning. Bakhtinian Pedagogy is particularly suitable for undergraduate and postgraduate teacher education courses that focus on pedagogical studies in early childhood, primary, secondary, and tertiary learning. It is also a suitable text for educational philosophy students at postgraduate level.

Contesting Governing Ideologies is the third volume in the Educational Philosophy and Theory: Editor's Choice series and represents a collection of texts that provide a cutting-edge analysis of the philosophy and theory of performances of neoliberal ideology in education. In past decades, philosophy of education has provided a critical commentary on problematic areas of neoliberal ideology. As such, this collection argues, philosophy of education can be considered as an intellectual struggle that runs through the contemporary ideological landscape and has roots that go back to the Enlightenment in its traditions. This book covers multiple philosophical and educational theoretical perspectives of what we know about the ideology of neoliberalism, and many of its practices and projects. Neoliberalism is difficult to define, but what is certain is that it has significantly matured as a political doctrine and set of policy practices. This collection covers questions of ideology, politics, and policy in relation to the subject and the institution alike. The chapters in this book provide rich and diverse reading, allowing readers to rethink established discourses and contest ideologies, providing a thorough and careful philosophical and theoretical analysis of the story of neoliberalism over the past decades. Contesting Governing Ideologies will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor's Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children's educational futures. This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children's lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children. Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

This compendium offers a textured historical and comparative examination of the significance of locality or "place," and the role of urban representations and spatial practices in defining national identities. Drawing upon a wide range of disciplines - from literature to architecture and planning, sociology, and history - these essays problematize the dynamic between the local and the national, the cultural and the material, revealing the complex interplay of social forces by which place is constituted and contributes to the social construction of national identity in Asia, Latin America, and the United States. These essays explore the dialogue between past and present, local and national identities in the making of "modern" places. Contributions range from an assessment of historical discourses on the relationship between modernity and heritage in turn-of-the-century Suzhou to the social construction of San Antonio's Market Square as a contested presencing of the city's Mexican past. Case studies of the socio-spatial restructuring of Penang and Jakarta show how place-making from above by modernizing states is articulated with a claims-making politics of class and ethnic difference from below. An examination of nineteenth-century Central America reveals a case of local grassroots formation not only of national identity but national institutions. Finally, a close examination of Latin American literature at the end of the nineteenth century reveals the importance of a fantastic reversal of Balzac's dystopian vision of Parisian cosmo-politanism in defining the place of Latin America and the possibilities of importing urban modernity.

Expansion of transnational capital and mass media to even the remotest of places has provoked a spate of discourse on transnationalism. A core theme hi this debate is the penetration of national cultures and political systems by global and local driving forces. The nation-state is seen as weakened by transnational capital, global media, and emergent supranational political institutions. It also faces the decentering local resistances of the informal economy, ethnic nationalism, and grass-roots activism. Transnationalism From Below brings together a rich combination of theoretical and grounded studies of transnational processes and practices, discussing both their positive and negative aspects. The editors examine the scope and limits of transnationalism. The volume is divided into four parts: "Theorizing Transnationalism"; "Transnational Economic and Political Agency"; "Constructing Transnational Localities"; and "Transnational Practices and Cultural Reinscription." Contriburtors include Andre C. Drainville, Josephine Smart, Alan Smart, Minna Nyberg S0rensen, George Fouron, Nina Glick Schiller, Luin Goldring, Sarah J. Mahler, Linda Miller Matthei, Louisa Schein, David A. Smith, and Robert C. Smith. Moving easily between micro and macro analyses, this book expands the boundaries of the current scholarship on transnationalism, locates new forms of transnational agency, and poses provocative questions that challenge prevailing interpretations of globalization. Transnationalism From Below is a pioneering collection that will make a significant addition to the libraries of anthropologists, sociologists, international relations specialists, urban planners, political scientists, and policymakers.

Contesting Governing Ideologies is the third volume in the Educational Philosophy and Theory: Editor's Choice series and represents a collection of texts that provide a cutting-edge analysis of the philosophy and theory of performances of neoliberal ideology in education. In past decades, philosophy of education has provided a critical commentary on problematic areas of neoliberal ideology. As such, this collection argues, philosophy of education can be considered as an intellectual struggle that runs through the contemporary ideological landscape and has roots that go back to the Enlightenment in its traditions. This book covers multiple philosophical and educational theoretical perspectives of what we know about the ideology of neoliberalism, and many of its practices and projects. Neoliberalism is difficult to define, but what is certain is that it has significantly matured as a political doctrine and set of policy practices. This collection covers questions of ideology, politics, and policy in relation to the subject and the institution alike. The chapters in this book provide rich and diverse reading, allowing readers to rethink established discourses and contest ideologies, providing a thorough and careful philosophical and theoretical analysis of the story of neoliberalism over the past decades. Contesting Governing Ideologies will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

This book addresses the questions of what went wrong with Detroit and what can be done to reinvent the Motor City. Various answers to the former deindustrialization, white flight, and a disappearing tax base are now well understood. Less discussed are potential paths forward, stemming from alternative explanations of Detroit's long-term decline and reconsideration of the challenges the city currently faces. Urban crisis'socioeconomic, fiscal, and political has seemingly narrowed the range of possible interventions. Growth-oriented redevelopment strategies have not reversed Detroit's decline, but in the wake of crisis, officials have increasingly funnelled limited public resources into the city's commercial core via an implicit policy of "urban triage." The crisis has also led to the emergency management of the city by extra-democratic entities. As a disruptive historical event, Detroit's crisis is a moment teeming with political possibilities. The critical rethinking of Detroit's past, present, and future is essential reading for both urban studies scholars and the general public.

Cities are key sites of the transnational ties that increasingly connect people, places, and projects across the globe. They provide opportunities and constraints within which transnational actors and networks operate and nodes linking wider social formations traverse national borders. This book brings together a series of richly textured ethnographic studies that suggest new ways to situate and historicize transnationalism, identify new pathways to transnational urbanism, and map the contours of translocal, interregional, and diasporic connections not previously studied. The transnational ties treated in this book truly span the globe, giving concrete meaning to the phrase "globalization from below." How have the contributors to this book conceptualized the wider context informing the conduct of their ethnographically grounded, multi-sited research on the relationship between cities, migration, and transnationalism? Several interrelated contextual dimensions have been singled out as affecting the opportunities and constraints experienced by transnational migrant subjects. Socio-spatially, in several of these chapters, the political economic context now called neoliberal globalization is shown to be a key driving force creating conditions that necessitate, facilitate, or impede migration, foster trans-local economic ties, and create new inter-regional interdependencies--e.g., new South-South and East-East transnational ties. The changing historical context of both migrating groups and the cities and regions they move across are central to the study of the interplay of urban change and migrant transnationalism. The historical particularities of migrant recruitment, migration histories, migratory narratives, and changing gender and class relations all affect the character and geography of transnational migration with an impact on the social structures of community formation. This is a pioneering effort in the Comparative Urban and Community Research series.

Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor's Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children's educational futures. This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children's lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children. Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

Poststructuralism--as a name for a mode of thinking, a style of philosophizing, a kind of writing--has exercised a profound influence upon contemporary Western thought and the institution of the university. As a French and predominantly Parisian affair, poststructuralism is inseparable from the intellectual milieu of postwar France, a world dominated by Alexandre KojEve's and Jean Hyppolite's interpretations of Hegel, Jacques Lacan's reading of Freud, Gaston Bachelard's epistemology, George CanguilheM's studies of science, and Jean-Paul Sartre's existentialism. It is also inseparable from the structuralist tradition of linguistics based upon the work of Ferdinand de Saussure and Roman Jacobson, and the structuralist interpretations of Claude Levi-Strauss, Roland Barthes, Louis Althusser, and the early Michel Foucault. Poststructuralism, considered in terms of contemporary cultural history, can be understood as belonging to the broad movement of European formalism, with explicit historical links to both Formalist and Futurist linguistics and poetics, and with aspects of the European avant-garde, especially Andre Breton's surrealism. Each essay in this unique collection by and for educators is devoted to the work and educational significance of one of ten major poststructuralist philosophers.

This book addresses the questions of what went wrong with Detroit and what can be done to reinvent the Motor City. Various answers to the former-deindustrialization, white flight, and a disappearing tax base-are now well understood. Less discussed are potential paths forward, stemming from alternative explanations of Detroit's long-term decline and reconsideration of the challenges the city currently faces. Urban crisis-socioeconomic, fiscal, and political-has seemingly narrowed the range of possible interventions. Growth-oriented redevelopment strategies have not reversed Detroit's decline, but in the wake of crisis, officials have increasingly funnelled limited public resources into the city's commercial core via an implicit policy of "urban triage." The crisis has also led to the emergency management of the city by extra-democratic entities. As a disruptive historical event, Detroit's crisis is a moment teeming with political possibilities. The critical rethinking of Detroit's past, present, and future is essential reading for both urban studies scholars and the general public.

Richard Rorty's neopragmatist philosophy marks him as one of the most gifted and controversial thinkers of his time. Antifoundationalism and antirepresentationalism are the guiding motifs in his thought. He wants to jettison a set of philosophical distinctions appearance/reality, mind/body, morality/prudence that have dominated and shaped the history of Western philosophy since the time of Plato. It is a position that has propelled him into a series of heated debates with philosophers who are the most influential of their generation analytic philosophers such as Quine, Davidson, Rawls, and Putnam; as well as Continental philosophers, including Habermas, Derrida, Foucault, and Lyotard. At the same time, Rorty's work has helped to break down the artificial separation between these two wings of Western philosophy by acting as an intellectual bridge between them. This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of his thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism."

The translation of Lyotard's work into English in 1984 marked an important stage in the globalization of the modernity/postmodernity debate involving the central thinkers of the late 20th century, Michel Foucault, Jurgen Habermas, Richard Rorty, and others. This collection of 10 essays brings together for the first time a number of contributions on Lyotard's work made by philosophers, educationalists, and sociologists in the English-speaking world around the special focus of education. The intent behind the essays from scholars in the United States, Canada, Australia, and New Zealand is to examine Lyotard's notion of the postmodern condition and its relevance and special significance for the field of education. Lyotard's work, first published in Paris in 1979, was important in that it developed a particularly original interpretation of the state of knowledge in the most highly developed societies, reviewing and synthesizing a wide range of material on contemporary science, the sociology of postindustrial society and studies of postmodern culture. Lyotard brought together diverse threads and separate literatures in a prophetic analysis that signalled an epochal break with the so-called modern era.