Book Description
The Unforgettable Maharajas transports the reader back in time through 150 years of Indian royalty. Fairytale childhoods, magnificent palaces and forts, luxurious lifestyles, princely pastimes "et al unfold in all their splendour through this extensively researched and lavishly produced book.
Customer Reviews:
Fascinating and enchanting.......2007-03-18
Love to look at pictures of this misterious culture and enjoy imagining their lives before the English arrival. Highly recommend it.
An amazing collection of photographs..,.......2006-09-05
..from a surreal era of Indian history. It was a totally ostentatious and absolutely over the top lifestyle. The pockets of the sub-continent that were these states of princely India were to a degree remnants of the Mughal Empire. It truly must have been a painstaking process to put together all the photographs. But what a collection! Going through this book really takes you back in time, some superb rarely seen photographs. Some of the photographs are from private collections and national archives.
Lavishly illustrated, magnificent book.......2005-11-19
This is an extraordinary book, with fantastic pictures, some very famous, other belonging to princely familly collections, never seen before.Much better than most of the others on the same subject.
I highly recomend it for anyone interested on Imperial India and the maharajas
Book Description
Customer Reviews:
The Contented Dog.......2007-08-05
Fukuyama's style in discussing the history of man is captured by the following paragraph extracted from his book:
"An American politician could harbor ambitions to be a Caesar or a Napoleon, but the system would allow him or her to be no more than a Jimmy Carter or a Ronald Reagan - hemmed in by powerful institutional constraints and political forces on all sides, and forced to realize their ambitions by being the people's "servant" rather than their master."
He describes his concept of the "last man" with this paragraph:
"Nietzsche's last man was, in essence, the victorious slave. He agreed fully with Hegel that Christianity was a slave ideology, and that democracy represented a secular form of Christianity.
In the ultimate society, he uses the analogy of a dog to describe his last man's outlook,
"A dog is content to sleep in the sun all day provided he is fed, because he is not dissatisfied by what he is. He does not worry that other dogs are doing better than him, or that his career as a dog has stagnated, or that dogs are being oppressed in distant parts of the world. If man reaches a society in which he has succeeded in abolishing injustice, his life will come to resemble that of the dog."
As is clear from the above, the book is well written and full of thoughtful insights.
Fascinating, thought--provoking, but out of date.......2007-07-23
In this fascinating and highly thought-provoking book, American philosopher Francis Fukuyama argues that the war at the beginning of human history was a battle for prestige or recognition. And, history has unfolded as a search to find a balance between the drives for victory of one over another to gain that recognition. In the eighteenth century, history effectively began to end as people embraced the liberal democratic/capitalist system that granted mutual recognition.
Now, history is not over for those outside this system, and nations can return to history if they move away from the liberal democratic/capitalist system. Along the way, the author unfolds his argument for the drive for recognition as the engine of human history, explains how we got to where we are, and what the future may eventually bring for the human race. The author makes his argument in a clear, compelling manner that puts great force behind his argument.
I do, though, have several complains against this book. First of all, I have the 1992 edition, and some of what I have to say may not apply to later editions. But, as the West now stands in a crisis situation in world history, it is easy to see that some of what has happened in the last 15 years was not anticipated by Mr. Fukuyama.
Chapter 7 of this book is entitled, No Barbarians At The Gates. Well, in point of fact, the West faces two sets of Barbarians at the gates. The first set of barbarians are in fact within the gates, and is the newly militant Liberalism with its drive to extinguish freedom (think of Dr. Heidi Cullen's desire to remove American Meteorological Society accreditation to any meteorologist who expresses skepticism towards man-made global warming) in its drive for radical equality. This is in fact the "excess of isothymia" that the author mentioned was possible in chapter 29, but he did not expect it to be coupled with an external threat.
Second of all, on page 45, Dr. Fukuyama states that Islam poses "a grave threat to liberal practices," but then immediately moves away from the threat of Islam, as if wishing it out of existence. In point of fact, with the West's inability and even downright refusal to maintain its borders, the "post-historic" world has been invaded by people from the "historic" world, and militant Islam is now working with some success to undermine the liberal democratic system from within the very heart of the "post-historic" world.
Therefore, while I do think that this book is quite correct in its view of the drive for recognition and the victory of the liberal democratic/capitalistic system, I do think that it does not do a good job of anticipating what would (and did!) come next. The "post-historic" world has proved itself unable (at least so far) to protect itself against the "historic" world, and it is uncertain that it will be philosophically able to protect itself without a turn to towards the "megalothymia" that the good doctor so fears.
So, overall, I would highly recommend this book as a fascinating philosophical look at the modern world, but I would not say that it goes so far as to explain where we are now and where we are truly heading. I give this book a somewhat guarded recommendation.
To ignore the post-modern does not lead to history.......2007-06-25
A mythic history book that has fed reams upon reams of debate, but seventeen years later it sure has aged. First let's be clear. It is not a philosophy book since it essentially repeats and confronts what others have written and it stops with Kojeve who is at least kind of old. Not one of the post modern philosophers or historians are quoted or alluded to. This leads me to my second remark. How can we dare discuss modern history and ignore the post modern school which is, true, essentially European, what's more French? Of course, the disadvantage with these historians is that most of them are still alive and kicking and they do not like people making them say things what they do not think. In other words they can rebut. Which means the book is not a history book in any way entering the scientific and academic debates of the last fifty years. Then, this being said, we can examine the content of the book. The main idea is that history is following some trajectory that leads it to some kind of a destination, understood as an end, a final point. History contains a pattern and it is not pure whimsical caprice. Right. Easy to see. Now to believe democracy is spreading in the world. We can even agree with that. But it is not democracy that is the pattern or the trajectory. It is the march of humanity towards full freedom. It had to free itself from purely animal life and nature that made the human species quite fragile and weak at first. It had to develop its surviving strategies by using what biology had given to it: a brain, the possibility to speak vowels and consonants and articulate them, the possibility to stand up, the possibility to grasp objects in a more effective way due to its thumb opposed to the fingers, etc. And the first task was to take care of their young who were premature and had to be looked after for several years before they could be really autonomous, and yet too small to live autonomously for several more years (sexually autonomous at the age of eleven of twelve, maybe earlier in those distant millennia). This determined the first division of labor, those who could look after the young, and particularly feed them, and the others. And language was invented and along with it the power to conceptualize, etc. And that's exactly what Kant forgot, what Marx neglected, what Kojeve ignored and what Fukuyama overlooks. Then he lives on a mythic first man that never existed, he thinks along the line of the primeval battle without any specification: in what state was humanity before the battle? If this battle established the masters and the slaves, they must have been free before. And they would have accepted to be enslaved all over the world? Of course not. Slavery was marginal and even inexistent in many civilizations, or it had very elaborate justifications like the caste system in the Hinduistic tradition, and that is not primeval. It is not because slavery was the norm in ancient Egypt, in Persia, in Israel (except for Jews or Israelis), in Greece and in Rome that it was true all over the world. It was marginal in the Celtic and Germanic tribes. Then this myth of the first man borrowed from Hegel is redoubled with the other myth of the last man borrowed from Nietzsche. And there Fukuyama derails. The future of the liberal democratic world is peaceful, without any classes, without any conflicts, without any struggle, with full satisfaction of human needs, etc. In other words a life without work, without ambition, without any effort to do better today than yesterday. Just sit back and enjoy. In other words the Elois of H.G. Wells but without the Morlocks. In other words a liberal world that he constantly identifies to capitalism but with no competition any more. He just forgets that competition is the basic principle of the market economy. In other words he is irrelevant due to this contradiction. But there is still worse. He speaks a lot of the inequality of human beings, but in vague terms. Human equality is only "born - and not created - equal in rights", but that is the French Revolution, but he seems to believe it is the same thing as the Declaration of Independence that says "created equal", period. Then when he speaks of the liberal revolution that the spirit of 1776 represents for him, he seems to forget that this Declaration of Independence and then the Constitution, the Bill of Rights and the states statutes refused these rights to women, men under a certain age which was very advanced at the time, to Indians who do not pay taxes, to Blacks and other slaves who are not free, and to all the whites who do not earn property and/or do not pay taxes. And each extension of the beneficiaries of the Bill of Rights will be a battle, even a bloody battle at times, like the Civil Ward and its 600,000 casualties, and the Indian wars that will not lead to any extension. By neglecting all that he does not see that the motor of history, as he says, is the contradictions in our various human societies and that a contradiction is always solved to be replaced by another and contradictions will be eternal. And Fukuyama does not see the world is changing so fast that we cannot say what it will be in fifty years, and he ignores the fact that we are not in the post-industrial economy anymore but we have entered the knowledge economy phase: what are the contradictions of this world, the competitions of this economy? Fukuyama repeats Kojeve and Hegel and Nietzsche but does not answer these questions.
Dr Jacques COULARDEAU, University Paris Dauphine & University Paris 1 Pantheon Sorbonne
Finally - Hegel can now be understood!.......2007-06-12
I normally dont get down with political philosophy books, but this one really explores some serious ideas while putting them in the context of history. Fukuyama bases almost all of his ideology off of Hegel and Kojeve, a modern Hegel scholar from Czech Republic. I love history yet have found Hegel incomprehensible and too dense to even consider buying one of his tomes - for people who are interested in history or the idea of dialectics, read this book. Fukuyama explains Hegel while placing him in the context of liberal democratic government - Fukuyama follows Kojeve's assertion that this is the end of history because there are no serious competitors to liberal democracy. The fall of communism and the subsequent unveiling of information on the corruption and violence that those regimes inflicted on their own people has led to a more or less universal acceptance of democracy as the preferred form of government. Fukuyama and Kojeve believe that democracy best satisfies man's "desire for recognition" - which leads to man's stupid ideas - mainly war, envy, etc. These aggressive tendencies of man are what cause history and the end of history has been brought about by the acceptance of the governmental form (liberal democracy) which best allows all men the opportunity for recognition. Seriously, this is an insightful, true book full of great intellectual ideas.
A brief summary to a modern philosophical gem:.......2007-06-12
Fukuyama spends most of the book exploring the seminal underpinnings of Universal History as it relates to early Christianity and ultimately the great German Idealist, Hegel: Fukuyama expresses his assiduous thesis with mostly Hegel as his overarching linchpin and with Alexander Kojeve serving as an elegant, clear sighted interpreter.
As an evolutionary catalyst threading throughout human history, Fukuyama examines the details of the ever-insistent human trait of "Thymos," a driving human impulse for recognition: "the primary motor driving history." Fukuyama carefully threads the social implications and political impact of "Thymos" throughout history and its tenuous development through various less than savory political forms (Authoritarianism, Communism, Fascism) until it arrives at its most counter-balanced form under the current rising epoch of Liberal Democracy.
For Fukuyama, the natural culmination of human political and social society ends triumphantly with Liberal Democracy. It is with Liberal Democracy that mankind's needs and wants are most thoroughly satisfied: The balanced state of "Isothymia." It is with Liberal Democracy that the passionate drive for recognition of "Thymos" (and it's most severe condition: "megalothymia.") is most innocuous.
However, as the culmination of human history, modern Liberal Democracy is not without its incipient flaws (the constant tug of war between Liberty versus Equality) or its potential for crippling problems arising from an unchecked "megalothymia:" Equations that Fukuyama explores with iconoclastic precision with the ever powerful and frightening Friedrich Nietzsche as his intellectual blunt instrument.
With Nietzsche as his ruthless gadfly, Fukuyama arrives at the danger of the Last Man: "We risk becoming secure and self-absorbed last men, devoid of thymotic striving for higher goals...Men would face the constant danger of degenerating from citizens to mere bourgeois." The problem of the Last Man highlights and outlines current social disintegration in our very own society. (Some brief examples: The poor voter participation, the apathy of our citizens to engage in worthy causes, our lack of community spirit, etc.) If the sickness of the Last Man is left to fester, if it is not addressed, modern Liberal Democracies would "grow into a morass of selfish hedonism and community would ultimately dissolve."
This book is a fantastic piece of work. I had great fun reading this book and I am sure that I will re-read it again.
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The End of History and the Last Man.: An article from: The Review of Metaphysics
Michael Baur
Manufacturer: Philosophy Education Society, Inc.
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Release Date: 2005-07-28 |
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This digital document is an article from The Review of Metaphysics, published by Philosophy Education Society, Inc. on September 1, 1994. The length of the article is 817 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: The End of History and the Last Man.
Author: Michael Baur
Publication:
The Review of Metaphysics (Refereed)
Date: September 1, 1994
Publisher: Philosophy Education Society, Inc.
Volume: v48
Issue: n1
Page: p135(3)
Article Type: Book Review
Distributed by Thomson Gale
Book Description
This digital document is an article from The National Interest, published by Thomson Gale on June 22, 2006. The length of the article is 4216 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: The two Fukuyamas.(America at the Crossroads: Democracy, Power and the Neoconservative Legacy)(The End of History and the Last Man)(Trust: The Social Virtues and the Creation of Prosperity)(Book review)
Author: Anatol Lieven
Publication:
The National Interest (Magazine/Journal)
Date: June 22, 2006
Publisher: Thomson Gale
Issue: 84
Page: 123(8)
Article Type: Book review
Distributed by Thomson Gale
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- Great Resource
- A Help for Science Teachers
- Benchmarks in designing curriculum
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Benchmarks for Science Literacy (Benchmarks for Science Literacy, Project 2061)
American Association for the Advancement of Science
Manufacturer: Oxford University Press, USA
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Science for All Americans
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Science Matters: Achieving Scientific Literacy (Anchor Books)
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Making Sense of Secondary Science: Research into Children's Ideas
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Inquiry and the National Science Education Standards: A Guide for Teaching and Learning
ASIN: 0195089863 |
Book Description
Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century.
Customer Reviews:
Great Resource.......2006-02-26
This resource is for teachers who are interested in understanding science as it pertains to the classroom. It provides information as to what students need to know by the end of each specific grade level. I highly recommend this excellent resource for those who are pursuing National Board Certification and/or those who are pursuing excellence in science instruction.
A Help for Science Teachers.......2003-01-30
I teach science in a small, very rural school to grades 7-12. I have been using this book for the first time this year.
I like how this book makes the benchmarks clear and specific. It doesn't just say, "Students will understand the structure of atoms" the way my state's standards do. It spells out exactly what the student should know about the structure of the atom.
I used to run a very textbook driven curriculum, but I found that the textbooks were woefully inadequate, but I lacked direction as to what I should be doing. When I recently changed schools, I also discovered this book, and it presented the answer.
At my new school, my textbooks are only a reference that mostly sit on the shelf. I have designed my curriculum more around these standards and my state standards.
This book makes it clear that there are many topics that I have taught that don't need to be taught. For example, during the past 2 years, I taught photosynthesis and respiration from the book: electron transport chain, pyruvate, and all. This year, I talked more about the carbon and the energy and where all the atoms went. My students this year can actually answer questions about these subjects. For the most part, they understand them. My previous students did not understand.
This book also has an excellent section on dealing with vocabulary. Much of science education substitutes vocabulary for understanding. I am now using many fewer technical words, and even then only introducing those words when the students understand the concepts.
I don't agree with some of the things in this book. There are a few subjects I think are more important than the authors do. There are also a few subjects the authors think are more important than I do. I also dislike their emphasis on attitudes about science and the amount of time they spend on the culture and history of science. I would like to see more emphasis on content.
Overall, however, this will make you a better teacher. If you are a parent, it will equip you to question what your child is learning (at any level) and to get your school to start making the changes our education system needs.
Benchmarks in designing curriculum.......2000-06-11
Many states have created specific standards for students to acheive throughtout their schooling. This publication is extremely useful in helping to understand the intent of standards and what they look like in the classroom. Anyone that is working on science and math curriculum must have a copy of this. It is also very useful for new teachers to get insight into exemplary content and practices. This document also helps people understand misconceptions that students develop over certain concepts. I've been using it continuously and have bought copies for many people in my school district.
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Conversation Analysis (SAGE Benchmarks in Social Research Methods series)
Manufacturer: Sage Publications Ltd
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It is now widely agreed that in latter part of the 20th century sociology has taken a â€~linguistic turn’. One of the approaches to emerge out of the linguistic turn is conversation analysis, which is now recognized as one of the most distinctive and genuinely original approaches to the study of language, communication and social interaction to have emerged during the last forty years. Research in conversation analysis over the past 30 years has shown how these and other technical aspects of talk-in-interaction are structured, socially organized resources - or methods - whereby participants perform and coordinate activities through talking together. Conversational interaction is the primordial site of human sociality. Thus these methods are the technical bedrock on which people build their social lives, and construct their social relations with one another.
This comprehensive collection, brought together by two of the leading figures in conversation analysis, will be indispensable to researchers in not only linguistics but sociology, social psychology, communications, and health sciences whose work involved the language and linguistic features of social action.
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The AAAS answer to "how do we implement science literacy".......2000-06-02
This book is the follow-up book to Science for All Americans. It is a good book with some well-written and well-addressed ideas on implementation of science literacy. Some chapters are better than others in addressing the topics raised. An example is the first chapter is about Equity in Science Education. This time the AAAS did include the disabled/deaf in their concern about equity. Yet the chapter concerned itself mostly with women and racial minorities. In fact, if you look at the references in the back of the chapter, you can see that the AAAS didn't know quite what to do or say about disabled students in classrooms, just that someone needed to make science more equitable. There were 40+ references for women, 70+ references concerned with racial minorities, and only 14 references concerning people with disabilities (and most of these were concerned with learning disabilities). This left the chapter lopsided, and certainly did not give any useful information for special or regular educators who are looking for assistance in how to teach science and math to students with disabilities who are in their regular classrooms. With the push for inclusion (a social, not educational movement), the AAAS needs to address equity for these students. They have yet to do so, and still, they have their own resource directory of scientists and engineers with disabilities. The question is why they didn't ask them to become involved in this chapter and others which affect those with disabilities trying to make it in science? This book has its uses, but has many faults and exclusions which need to be addressed again by the AAAS. It is my hope as a Deaf scientist and educator that they will rethink their chapters to give more useable ideas, make it more equitable, and spout less rhetoric in future publications. Karen Sadler, Science Education, University of Pittsburgh, klsst23@pitt.edu
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Benchmarks for Science Literacy on Disk Version 1.0 for Windows 3.1 or Later: American Association for the Advancement of Science
Aafaos
Manufacturer: Oxford Univ Pr (T)
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ASIN: 019509901X |
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When Benchmarks for Science Literacy was first published, Bruce Alberts, president of the National Academy of Sciences praised it as "another milestone in the long standing effort of Project 2061 to improve the teaching and learning of science for all Americans." Now, the monumental achievement of Benchmarks for Science Literacy is available in a computer disk format for use on IBM-compatible personal computers in MS-DOS. This superb science learning tool enables users to browse, assemble, and print benchmarks in various formats. Users can also review conceptual "strands"--a new tool on the electronic version--that provides sequences of benchmarks that students should progress through on the way toward a specific science-literacy goal. In addition, teachers can brainstorm about how to coordinate seemingly unrelated benchmarks by using "benchmark roulette," a function which creates a random sample of six benchmarks, at two grade levels, that can be used as a basis for discussion. Benchmarks for Science Literacy on Disk greatly enhances the capablities of its companion book, alllowing teachers to tailor searches that are relevant to the grades and subjects they teach. Both quick and easy to use, this extraordinary program allows instant reference access to the entire spectrum of teaching and learning possiblities available with Benchmarks. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting knowledge of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy requires habits of mind that will enable citizens to understand the world around them, make sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguements, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational studies--making science literacy relevant to all students, regardless of the career path they may choose. Together, Science for All Americans, Benchmarks for Science Literacy, and Benchmarks for Science Literacy on Disk offer a bold new agenda for the future of science in this country, one that is certain to prepare our children for the challenges they will face in the future. Hardware and Software requirements: IBM or compatible PC, 8086, 286, or better, with hard drive. 4 MB free space on hard disk. 2 MB free RAM. MS-DOS 4.0 or higher and 3.5" drive. Mouse and color monitor preferable. Specifications: The package contains one 3.5" high density diskette and a thirty-six page user manual.
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Semiotics, 4 Volume Set (SAGE Benchmarks in Social Research Methods)
Mark Gottdiener
Manufacturer: Sage Publications
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ASIN: 0761974164 |
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Semiotics, the study of the sign systems that constitute human culture, has since its discovery in the late 19th century and early 20th century, transformed the ways in which we think about culture and communication. It has opened new areas of study and made fruitful connections between established disciplines. This four-volume set offers the most extensive, systematic and in-depth survey of the foundations and development of semiotics as a field. It covers foundational texts in semiotics, from the constitution of the field in the early 20th century, through its blossoming with the advent of structuralism in the 1960s and `70s and the formative dialogue between structuralism and Marxism. It goes on to present a representative selection of central essays in literary semiotics, narratology and poetics, the semiotics of anthropology, myth, art, architecture, music, theatre, film, fashion and other aspects of contemporary culture. Special attention is paid to the development of a poststructuralist, semiotically aware discourse in the analysis of culture and history, to the related areas of deconstruction and psychoanalysis, and to the current controversy over the possibilities and issues raised by a postmodernist semiotics.
The anthology offers a unique and valuable research tool for students and scholars alike in all areas of the social sciences and humanities, including linguistics, social and cultural anthropology, sociology, cultural studies, philosophy, psychology, literature, and media and communication studies.
Product Description
This Life Over Time Pupil's Edition offers a wide array of features. Set in a framework of big ideas of science, each chapter's content encourages students to learn and explore science concepts. Section titles state the key science concepts of each chapter, helping students organize their approach to new material. The Frontiers in Science feature provides engaging, real-world examples of concepts that link to the award-winning Scientific American Frontiers Video Program. Science concepts are visually represented in photos and diagrams that make complex concepts accessible to your students. Table of Contents:
Chapter 1: History of Life on Earth.
Chapter 2: Evolution.
Chapter 3: Classification.
Chapter 4: Population Dynamics. Each chapter covers some of the learning goals that are described in the National Science Education Standards and the Project 2061 Benchmarks for Science Literacy. An excellent tool to be used for those parents homeschooling their children.
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Bioregional Planning: Resource Management Beyond The Ne Millenium
D.J. Brunckhorst
Manufacturer: Harwood Academic Publishers
ProductGroup: Book
Binding: Hardcover
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Sustainable Development
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ASIN: 9058230465 |
Book Description
Presenting a pragmatic mixture of science, landscape ecology, ecosystem management, sociology, policy development and methods for transforming social and institutional cultures.
Bioregional Planning: Resource Management Beyond the New Millennium is a timely and practical guide for the analysis, planning and development of bioregional projects for a sustainable future. Significantly, this book presents the strategic actions necessary to plan for, manage and adapt to Ecologically Sustainable Development with a view beyond the new millennium and towards the next.
Postgraduates, researchers and policy makers in natural resources management, land planning, sustainable agriculture, rural sciences, ecosystem management and conservation biology will find this book captures the essence of bioregional planning succinctly and makes a compelling argument for why it is a key mechanism in the development of effective governance institutions.
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- To Bear Witness: A Journey of Healing and Solidarity
- True Speed: My Racing Life
- Universal Father: A Life Of Pope John Paul II
- When Nothing Else Matters: Michael Jordan's Last Comeback
- Wildlife Wars: The Life and Times of a Fish and Game Warden
- Without Fear: Hockey's 50 Greatest Goaltenders
- Wondrous Strange: The Life and Art of Glenn Gould
- Woodswoman II: Beyond Black Bear Lake
Books Index
Books Home
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