The coastal ocean comprises the semi-enclosed seas on the continental shelf, including estuaries and extending to the shelf break. This region is the focus of many serious concerns, including coastal inundation by tides, storm surges or sea level change; fisheries and aquaculture management; water quality; harmful algal blooms; planning of facilities (such as power stations); port development and maintenance; and oil spills. This book addresses modeling and simulation of the transport, evolution and fate of particles (physical and biological) in the coastal ocean. It is the first to summarize the state of the art in this field and direct it toward diverse applications, for example in measuring and monitoring sediment motion, oil spills and larval ecology. This is an invaluable textbook and reference work for advanced students and researchers in oceanography, geophysical fluid dynamics, marine and civil engineering, computational science and environmental science.
It is one thing when religious institutions talk about God and the Supreme Being and the Hindu shastras, and it is also another thing when these institutions also throw in a lot of theology which is outright misogynous and sexist and caste-ist, and thereby exclude half the population of India. Are religious institutions participants in propounding sexist and caste-ist theology which affects how people engage in their every-day lives? Do these institutions therefore, violate the Fundamental Rights that are granted to all the citizens of India by the Constitution? If caste-ist and sex-ist discourse is allowed to function in the public realm, it tantamounts to being unconstitutional and comprises a violation of one of the Fundamental Rights that has been granted in India, namely, Article15 of the Constitution of India and is the Right to Equality. 15. Prohibition of discrimination on grounds of religion, race, caste, sex or place of birth.- (1) The State shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth or any of them. The larger question which we should all strive towards is: why should the Hindu shastras be seen as comprising, in its totality, "revealed knowledge" when large chunks of it refer to temporal behavior that is based on one's gender or caste (the most oft-cited being Manusmriti's Varnashrama). Why are they cited as being infallible when often these texts propound extremely sexist and caste-ist views? The yet unresolved conundrum, thus is: how does the Indian state (which is also a signatory to CEDAW) allow these texts to be a part of public discourse as they are often, and mostly, quite unconstitutional? The rampant sexist and caste-ist discourse that is intrinsic to our Hindu shastras is overt and unapologetic. How we, that is, women - eat, breathe, dress and conduct ourselves and the kinds of labor that we are allowed to perform - are codified and seen as intrinsic to the Hindu shastras. The realm of religion, indeed, is the privilege of men. And indeed, it would not be salacious to argue that self-identifying Brahmin men and those who function in the religious institutions and are the so-called custodians of Hindu dharma are mostly myopic; they are unable to distinguish between what constitutes "revealed knowledge" about Existence and Brahman and Creation, and temporal gender-caste based social modes of being. What prevents the government of India (which is also a signatory to CEDAW) from slapping legal cases against these religious institutions as they propound unconstitutional rhetoric that, in all respects, violates our Fundamental Rights that are embedded within the Indian Constitution? The larger question, though, is: can we ever take it for a given that what we know, in a definitive manner, as being central to the Hindu shastras can be construed as being infallible? - for all we know - these texts might have been amended and changes made as they were handed down generations. In the preface to his version of Manavadharma, Sir William Jones wrote about the textual variations that existed and how he collated different versions that were available in manuscript form to arrive at his final text. We can arrive at the obvious conclusion that William Jones consulted many textual variations of the Manusmriti, and if so, the implication is that there was no single authoritative text. If these texts that constitute our Hindu shastras are unreliable with numerous variants existing simultaneously, then it stands to reason that there is no authentic version that we can refer to as being the original. Who is to tell as to which part comprised "revealed knowledge" and which sections were subsequent add-ons?
The challenge facing the education system in many countries of meeting demands for higher quality public education within increasingly severe national economic and fiscal constraints is the subject of this collection of essays by eleven outstanding educational practitioners. The book examines national level strategy for improving the quality of education. It identifies and analyzes key interventions to improve educational quality. Strategies for selecting among these interventions are discussed and the major issues encountered in implementing the interventions are analyzed. A major argument of the book is that a systems approach offers the most effective and efficient intervention for improving education quality but only when sufficient attention is paid to the motivation, knowledge, and behavior of the individuals within those systems on whose actions success of any intervention ultimately depends. Part I, Improving Educational Quality, contains five chapters and provides a general framework for formulating interventions to improve educational quality. Included here are discussions of investments that lead to student achievement, the use of efficiency as a criterion to judge the effects of education investments, ways instructional systems models enhance efficiency and educational quality, and the role played by donors. The nine chapters that compose Part II, Issues in Implementing Quality Improvement Programs, discuss a series of issues more specifically concerned with program implementation. These are organized in three categories: (1) the teacher's role in quality improvement; (2) monitoring, evaluation, and data management; and (3) instructional delivery. While the volume is written to assist instructional designers, program planners, administrators, evaluators, and supervisory personnel, it has wide application as a text for graduate students preparing for these types of positions.
All you really need to start building a writing career is a single published article! This book will walk you through the steps in creating, writing and submitting your first article to suitable markets. Once that article is accepted for publication, you're a published author! You've also began the process of building a foundation for your writing career. This book explains how to keep building and profiting from your work!
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