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This book (hardcover) is part of the TREDITION CLASSICS. It
contains classical literature works from over two thousand years.
Most of these titles have been out of print and off the bookstore
shelves for decades. The book series is intended to preserve the
cultural legacy and to promote the timeless works of classical
literature. Readers of a TREDITION CLASSICS book support the
mission to save many of the amazing works of world literature from
oblivion. With this series, tredition intends to make thousands of
international literature classics available in printed format again
- worldwide.
Since the greenhouse effect emerged as a predictable threat,
necessitating the evalu ation of its future impact on the
environment in the various parts of the globe, interest in the
climate changes during the Holocene has gained momentum. The
background can be summarized by the sentence: The past is a key to
the future. As a matter of fact, this sentence is in the opposite
direction, on the dimension of time, to the principle adopted by
the founders of the science of geology. They proposed that
geological processes in the present should be used as a key for
understanding the past. Another reason for the interest in the
history of the climate of the Holocene can be described as the
renaissance of a modified deterministic approach to the inter
relation between physical and human geography. This relates in the
first place to the fact that various investigations, especially as
carried out by Hubert Lamb, showed that the sequence of climate
changes previously suggested by Blytt and Sernander for Europe and
adopted by most Holocene climatologists was far too general, and
that there were more climate changes during recent history than
previously taken account of. In the second place it was found out
that these changes had had an impact on the history of human
communities. Thus, one can conclude that once the taboo on
geographical determinism (i. e."
Originally published in 1975, this book was something of a
pioneering study. It examines the three main traditions of African
educational development â indigenous, Islamic and âWesternâ
â and the resulting harmonies and conflicts that arise from these
traditions. Its contributors are all specialists writing about
their own particular area of interest covering many countries of
tropical Africa. They include a number of well-known African
scholars as well as some comparatively new names in the field of
African Studies at the time. A feature of the book is the attention
that it gives to the education of women â an aspect of
ânation-buildingâ that had often been rather neglected. This
study is an inter-disciplinary work, calling into contribution
History, Sociology, Anthropology, Law, Linguistics, and Medicine,
as well as Education. It seeks to show how complex the educational
situation is in Africa â and how this complexity needs to be
appreciated as a background to educational planning. Nobody who has
read this volume will be inclined to dismiss educational reform in
Africa as âa relatively simple matterâ â a point of view too
frequently implied by those who have not studied the subject in
depth. âOff with the old â on with the newâ cannot be so
easily implemented as critics within and without the continent
sometimes seem to think. More constructively, however, this volume
provides many useful insights into ways in which social tension may
be reduced and harmony promoted in, and through, education.
Although it is likely to be of most immediate value to those who
are concerned with African education and its administration
(especially in teacher-education), the book constitutes a
significant contribution to understanding problems of
âdevelopmentâ.
I believe it was the message of the day one Sunday, when he
preached about hell. I left church scared for the first time, in
fear because of how he described hell. This then started my
lifelong quest to understand why. Why is there a hell, and how
could this be fair? I did not ask for this. I thought, Who would
want to take such a chance to live life and not get these rules
right and suffer eternity in hell? This book begins by describing
the events of the war in heaven as described in Revelation 12:7-11,
as a foundation establishing that life did exist before the earth
was created, the proof also being found in Genesis itself. That is
where we find Satan as a serpent. This is what could be considered
as "Exhibit A"-Satan in the Garden of Eden, proof of his existence
on earth after he was cast down from heaven into the earth. This
book presents many more important questions that serve as a key to
unlocking the mysteries of creation. One example is, how, why, and
when our spirits were created. My research and years of study of
the Bible reveal to me that our spirits were created before we were
born and will still exist after we die.
A rich history, larger-than-life personalities, and independent
spirit make Texas a treasure trove of ghostly lore. This
collection, drawn from the deserts of the west to the beaches of
the Gulf Shore, includes eerie tales of the spirits that haunt the
Alamo, Old Rip the horned toad, UFO sightings in north Texas, the
never-ending ride of El Muerto, the ghost on board the USS
Lexington, and the watchful specter of Miss Bettie at Galveston's
Ashton Villa.
This open access book explores the historical, cultural and
philosophical contexts that have made anti-poverty the core of
Chinese society since Liberation in 1949, and why poverty
alleviation measures evolved from the simplistic aid of the 1950s
to Xi Jinping's precision poverty alleviation and its goal of
eliminating absolute poverty by 2020. The book also addresses the
implications of China's experience for other developing nations
tackling not only poverty but such issues as pandemics, rampant
urbanization and desertification exacerbated by global warming. The
first of three parts draws upon interviews of rural and urban
Chinese from diverse backgrounds and local and national leaders.
These interviews, conducted in even the remotest areas of the
country, offer candid insights into the challenges that have forced
China to continually evolve its programs to resolve even the most
intractable cases of poverty. The second part explores the
historic, cultural and philosophical roots of old China's
meritocratic government and how its ancient Chinese ethics have led
to modern Chinese socialism's stance that "poverty amidst plenty is
immoral". Dr. Huang Chengwei, one of China's foremost anti-poverty
experts, explains the challenges faced at each stage as China's
anti-poverty measures evolved over 70 years to emphasize
"enablement" over "aid" and to foster bottom-up initiative and
entrepreneurialism, culminating in Xi Jinping's precision poverty
alleviation. The book also addresses why national economic
development alone cannot reduce poverty; poverty alleviation
programs must be people-centered, with measurable and accountable
practices that reach even to household level, which China has done
with its "First Secretary" program. The third part explores the
potential for adopting China's practices in other nations,
including the potential for replicating China's successes in
developing countries through such measures as the Belt and Road
Initiative. This book also addresses prevalent misperceptions about
China's growing global presence and why other developing nations
must address historic, systemic causes of poverty and inequity
before they can undertake sustainable poverty alleviation measures
of their own.
Essays on women and devotional literature in the Middle Ages in
commemoration and celebration of the respected feminist scholar
Catherine Innes-Parker. Silence was a much-lauded concept in the
Middle Ages, particularly in the context of religious literature
directed at women. Based on the Pauline prescription that women
should neither preach nor teach, and should at all times keep
speech to a minimum, the concept of silence lay at the forefront of
many devotional texts, particularly those associated with various
forms of women's religious enclosure. Following the example of the
Virgin Mary, religious women were exhorted to speak seldom, and
then only seriously and devoutly. However, as this volume shows,
such gendered exhortations to silence were often more rhetorical
than literal. The contributions range widely: they consider the
English 'Wooing Group' texts and female-authored visionary writings
from the Saxon nunnery of Helfta in the thirteenth century; works
by Richard Rolle and the Dutch mystic Jan van Ruusbroec in the
fourteenth century; Anglo-French treatises, and books housed in the
library of the English noblewoman Cecily Neville in the fifteenth
century; and the resonant poetics of women from non-Christian
cultures. But all demonstrate the ways in which silence, rather
than being a mere absence of speech, frequently comprised a form of
gendered articulation and proto-feminist point of resistance. They
thus provide an apt commemoration and celebration of the deeply
innovative work of Catherine Innes-Parker (1956-2019), the
respected feminist scholar and a pioneer of this important field of
study.
Originally published in 1975, this book was something of a
pioneering study. It examines the three main traditions of African
educational development - indigenous, Islamic and 'Western' - and
the resulting harmonies and conflicts that arise from these
traditions. Its contributors are all specialists writing about
their own particular area of interest covering many countries of
tropical Africa. They include a number of well-known African
scholars as well as some comparatively new names in the field of
African Studies at the time. A feature of the book is the attention
that it gives to the education of women - an aspect of
'nation-building' that had often been rather neglected. This study
is an inter-disciplinary work, calling into contribution History,
Sociology, Anthropology, Law, Linguistics, and Medicine, as well as
Education. It seeks to show how complex the educational situation
is in Africa - and how this complexity needs to be appreciated as a
background to educational planning. Nobody who has read this volume
will be inclined to dismiss educational reform in Africa as 'a
relatively simple matter' - a point of view too frequently implied
by those who have not studied the subject in depth. 'Off with the
old - on with the new' cannot be so easily implemented as critics
within and without the continent sometimes seem to think. More
constructively, however, this volume provides many useful insights
into ways in which social tension may be reduced and harmony
promoted in, and through, education. Although it is likely to be of
most immediate value to those who are concerned with African
education and its administration (especially in teacher-education),
the book constitutes a significant contribution to understanding
problems of 'development'.
Originally published in 1967, this book represents the late
Professor Brownâs twin skills as historian and as educationalist
at their best. It is one of a series of books which he edited, and
which was offered to Africa teachers in training. The series was
designed to help those who were called upon to teach the many
subjects of the primary school curriculum or two or more subjects
with the junior forms of secondary schools. It is dedicated to the
proposition that giving a good basic education to a countryâs
children is vital to its development programme. Godfrey Brownâs
book starts with a discussion of the place and purpose of history
in education â why do we teach it to children? He then describes
methods of teaching language skills in history, observation and (at
some length) social development through history. He ends with The
History of the Future and two practical appendices listing where
the African teacher of history could obtain useful teaching
material.
Continual improvements in data collection and processing have had a
huge impact on brain research, producing data sets that are often
large and complicated. By emphasizing a few fundamental principles,
and a handful of ubiquitous techniques, Analysis of Neural Data
provides a unified treatment of analytical methods that have become
essential for contemporary researchers. Throughout the book ideas
are illustrated with more than 100 examples drawn from the
literature, ranging from electrophysiology, to neuroimaging, to
behavior. By demonstrating the commonality among various
statistical approaches the authors provide the crucial tools for
gaining knowledge from diverse types of data. Aimed at
experimentalists with only high-school level mathematics, as well
as computationally-oriented neuroscientists who have limited
familiarity with statistics, Analysis of Neural Data serves as both
a self-contained introduction and a reference work.
Originally published in 1967, this book represents the late
Professor Brown's twin skills as historian and as educationalist at
their best. It is one of a series of books which he edited, and
which was offered to Africa teachers in training. The series was
designed to help those who were called upon to teach the many
subjects of the primary school curriculum or two or more subjects
with the junior forms of secondary schools. It is dedicated to the
proposition that giving a good basic education to a country's
children is vital to its development programme. Godfrey Brown's
book starts with a discussion of the place and purpose of history
in education - why do we teach it to children? He then describes
methods of teaching language skills in history, observation and (at
some length) social development through history. He ends with The
History of the Future and two practical appendices listing where
the African teacher of history could obtain useful teaching
material.
For more than five decades, Fundamentals of Private Pensions has
been the most authoritative text and reference book on retirement
plans in the United States. The ninth edition is completely updated
and reflects recent developments in retirement plans including the
passage of the US Pension Protection Act of 2006 (PPA), the
widespread shift toward hybrid and defined contribution plans, and
a burgeoning economics and finance research literature on
retirement and retirement plans. The volume is organized into eight
main sections so the reader may use the volume as a text, a
research tool, or a general reference.
Section I (Chapter 1) introduces the historical evolution of the
pension movement and the underlying forces that shaped its
progress. Section II (Chapters 2 and 3) explains how
employer-provided pensions fit into the patchwork of the U.S.
retirement income security system, especially Social Security. The
section also includes a discussion of the economics of tax
incentives and their effect on retirement plan offerings and the
structure of the benefits provided. Section III (Chapters 4 through
9) lays out the economic role of retirement plans--their design,
workforce incentives, plan finances, production of adequate
retirement income, possibilities for phased retirement, and the
risk of outliving pension assets. Section IV (Chapters 10 through
13) examines the various forms of defined benefit and defined
contribution plans, including hybrid plans, in terms of their
structure, requirements, and operations. Section V (Chapters 14
through 20) lays out the regulatory environment in which plans
operate; this extensive material has been especially updated to
reflect PPA, and the reams of associated guidance and implementing
regulations. Section VI (Chapters 21 through 25) explores the
funding and accounting rules under which private defined benefit
plans operate; this section also reflects the new PPA rules. The
penultimate section (Chapters 26 through 28) includes a complete
revamping of chapters on risk management and investments applicable
to retirement plans. The section describes modern portfolio theory
and its broad implications for retirement investing, and in two
separate chapters, specific implications for defined benefit and
defined contribution plans. The final section (Chapter 29)
concludes the text with a discussion of the future of retirement
plans in the United States and around the world--a particularly
timely subject in light of the extreme financial volatility
experienced in 2008 and the pending retirement of the baby boom
generation.
Essays exploring the great religious and devotional works of the
Middle Ages in their manuscript and other contexts. Michael G.
Sargent's scholarship on late medieval English devotional
literature has been hugely influential on the fields of Middle
English literature, religious studies, and manuscript studies. His
prolific work on a great range of English and French texts,
including visionary writing, devotional guidance, and drama,
devoting scrupulous attention to the physical forms in which these
texts circulated, has established the scope and impact of religious
writing across the social spectrum in England, enabling a nuanced
understanding of the complex literary interactions between the
cloister and the world. The essays in this volume demonstrate and
pay tribute to Sargent's influence, extending and complementing his
work on devotional texts and the books in which they traveled. The
themes of translation, manuscript transmission and the varieties of
devotional practice are to the fore. Inspired by Sargent's work on
Love's Middle English translation of pseudo-Bonaventuran devotional
texts, some chapters explore other Middle English translations
within this tradition, considering the implications of translation
strategies for shaping readers' practices, while others examine
Carthusian and Birgittine texts as they appear in new contexts,
probing the continuing influence of these orders on devotional life
and theological controversy. Whether looking at devotional
guidance, visionary texts, or hagiography, each contribution works
closely with texts in their material contexts, always considering a
question central to Sargent's scholarship: how texts gain distinct
cultural meanings within particular circumstances of copying,
transmission and ownership.
Barking Abbey (founded c. 666) is hugely significant for those
studying the literary production by and patronage of medieval
women. It had one of the largest libraries of any English nunnery,
and a history of women's education from the Anglo-Saxon period to
the Dissolution; it was also the home of women writers of Latin and
Anglo-Norman works, as well as of many Middle English manuscript
books.BR> The essays in this volume map its literary history,
offering a wide-ranging examination of its liturgical,
historio-hagiographical, devotional, doctrinal, and administrative
texts, with a particular focus on the important hagiographies
produced there during the twelfth century. It thus makes a major
contribution to the literary and cultural history of medieval
England and a rich resource for the teaching of women's texts.
Professor Jennifer N. Brown teaches at Marymount Manhattan College;
Professor Donna Alfano Bussell teaches at University of
Illinois-Springfield. Contributors: Diane Auslander, Alexandra
Barratt, Emma Berat, Jennifer N. Brown, Donna A. Bussell, Thelma
Fenster, Stephanie Hollis, Thomas O'Donnell, Delbert Russell, Jill
Stevenson, Kay Slocum, Lisa Weston, Jocelyn Wogan-Browne, Anne B.
Yardley
This accessible introduction shows the reader how to understand,
implement, adapt, and apply Learning Classifier Systems (LCSs) to
interesting and difficult problems. The text builds an
understanding from basic ideas and concepts. The authors first
explore learning through environment interaction, and then walk
through the components of LCS that form this rule-based
evolutionary algorithm. The applicability and adaptability of these
methods is highlighted by providing descriptions of common
methodological alternatives for different components that are
suited to different types of problems from data mining to
autonomous robotics. The authors have also paired exercises and a
simple educational LCS (eLCS) algorithm (implemented in Python)
with this book. It is suitable for courses or self-study by
advanced undergraduate and postgraduate students in subjects such
as Computer Science, Engineering, Bioinformatics, and Cybernetics,
and by researchers, data analysts, and machine learning
practitioners.
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