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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.
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 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.
Through an engaging and enlightening selection of readings and
articles, The Light in the Dark: The Evolution, Mechanics, and
Purpose of Cinema investigates cinema from a variety of diverse
perspectives. The anthology explores the technical aspects of the
filmmaking process, the ways in which certain elements of cinema
are creatively combined toward emotional and intellectual effect,
and the myriad ways cinema both interacts with and reflects
culture. The opening chapter is comprised of readings that examine
the nature and origin of cinematic technique, speaking to its early
development as both a commercial and artistic endeavor. The second
chapter reviews the core components of filmmaking, including
mise-en-scene, editing, sound design, acting, and shot composition.
In the final chapter, students explore film in cultural context.
The readings examine particular stages in cinema's evolution, the
role and implications of complex gender constructs, and the manner
in which race and racial tensions have manifested themselves in
filmic narratives. A highly contemporary and accessible anthology,
The Light in the Dark is an excellent resource for courses in
filmmaking and film studies.
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.
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.
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 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.
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.
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.
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.
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Discovery Miles 3 180
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