By Paul Valéry
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Nachhaltigkeit ist mehr als ein modisches Schlagwort. Nachhaltigkeit in der Bildung bedeutet ein tiefergehendes Lernen, das die Lernvoraussetzungen der Schüler und Schülerinnen nicht zerstört, sondern fördert. Eine gesellschaftswissenschaftliche examine des Verhältnisses von Mensch und Natur unter dem Kriterium der Nachhaltigkeit, erziehungswissenschaftliche Überlegungen und konkrete Unterrichtsbeispiele dokumentieren das Verständnis und die Methodik nachhaltigen Lernens in schulischen Bildungsprozessen und insbesondere den Fächern der politischen Bildung.
"Those people who've labored at the frontline of Aboriginal well-being for any size of time be aware of that underneath the outside fact of Aboriginal people's bad wellbeing and fitness results sits a deeper fact. it truly is in regards to the value of social and emotional health, and the way this flows from a feeling of regulate over one's personal existence.
Language: EnglishPages: 299Back of The BookSeveral books were written on international coverage of India, rather of the Nehru interval. a few authors have additionally mentioned intimately the choosing components and basic ideas of this coverage. despite the fact that, few have emphasised predominance of the commercial issue as a determinant, which performs an important half in settling on international coverage not just of India yet of alternative international locations in addition.
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8 . France: assistance to the tertiary sector. of criticisms. First, the selection was based on measures of past perfor mance, not an explicit appraisal of growth potential. Second, fragmentary evidence of possible diseconomies of further growth in the larger métropoles, of the rapidity of growth of rather smaller towns—in the 100,000 to 200,000 Growth Centres in Practice 49 range (Lewin, 1965)—of a certain popular preference for life in towns in that size range (Hansen, 1968) may suggest that on opportunity cost grounds attention might have been better concentrated lower in the hierarchy.
6, except that Rouen was excluded because of its proximity to Paris, and Nancy and Metz were included as a single Lorraine métropole (Fig. 8). Membership of the top tier was to be strictly limited to eight, to increase their chances of success, but similar criteria were used to identify ten "regional centres" whose function was rather loosely described as "relaying the influence" of the métropoles within their regions. And attempts were made to identify further towns in lower tiers of the hierarchy, where infrastructure might be concentrated for the benefit of the rural inhabitants—partly, no doubt, to allay fears of excessive favouritism towards the métropoles.
Allen and MacLennan (1970) have written that this approach is "in marked contrast to recent British approaches to regional development which have stressed the benefits accruing from a fuller utilisation of underdeveloped resources in the poorer regions. There is, of course, something of this in the French planners' view, but their main concern is that regional development will help increase, or at the very least not hinder the rate of growth of produc tivity* (p. 178). 46 Growth Centres in Spatial Planning ^Marseille-Aix-Berre ^Lille -Roubaix-Tourcoing Size Bordeaux-^ Toulouse Nice- -Nancy-Metz / " ^ ^ N a n t e s - S t .
Amphion by Paul Valéry
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