Ravindranath, N H
Small farms in Mandya district
(has links) (PDF)
Le terme agent intelligent désigne dans l'usage spécialisé de la veille un outil de recherche. Il correspond à un logiciel de type métamoteur comportant de multiples fonctionnalités de recherche et de traitement de l'information. Or, depuis quelques années, les moteurs de recherche ont intégré la technologie agent pour devenir de véritables systèmes multi-agents et ont conquis le marché de la recherche informationnelle. Ces derniers permettent de réduire l'entropie du Web et ils commencent à apporter des solutions au problème de la surcharge d'informations sur le disque dur de l'utilisateur. En effet, de nouveaux systèmes capables d'indexer le Net et le disque de l'internaute sont disponibles. Ainsi devraient émerger des outils complets d'indexation et de traitement de l'information. Si cette technologie comporte bien des avantages pour l'utilisateur, elle pose des problèmes de confidentialité et présente des dangers de faire naître une société sous constante surveillance. Malgré ces risques de dérapage, la technologie agent devrait mettre à la portée de tous les hommes et femmes l'énorme documentation de l'humanité, à la fois littéraire et scientifique, sous forme de bibliothèque universelle. Par ailleurs, la convergence des moteurs de recherche et de la téléphonie mobile devrait donner un pouvoir accru aux consommateurs. Nous avons posé comme hypothèse directrice que les moteurs de recherche ont incorporé les fonctionnalités autrefois associées aux logiciels agents. Ils étendent leurs technologies sur le PC de l'usager. Ainsi les agents intégrés dans les moteurs ou portails contribuent à gérer les évolutions économiques et sociétales d'Internet. Notre hypothèse a été validée à partir de l'observation des usages et des utilisateurs et de l'analyse des documents scientifiques du domaine. Nous avons proposé un modèle à la fois explicatif du succès du moteur de recherche Google et prédictif des évolutions possibles. Il nous reste à suivre les développements des interfaces spécialisées et des problèmes relatifs à la présence des moteurs sur le disque de l'usager.
Les petits vertébrés de la Caune de L'Arago (Tautavel, Pyrennées-Orientales). Paléontologie, paléoécologie, taphonomieDesclaux, Emmanuel 9 November 1992 (has links) (PDF)
3 March 2009
Key photographs of the Congress 2008 conference held at the University of British Columbia were provided by Eugene Lin for UBC Public Affairs.
Canadian Federation for the Humanities and Social Sciences (CFHSS)
The CFHSS delegate's guide features local/UBC events and exhibits; panel discussions; association keynotes, joint sessions, and events; book fair and exhibitors' information; and, some of the many faces of Congress including those shown on page 46.
D'Alfonso, Lisa, Cavell, Richard, De Jong, Allan, McGowan, Loriann, Parr, Andrew, Wiggs, Nancy
3 March 2009
The final report of the 77th Congress of the Humanities and Social Sciences conference. With overall attendance of 8,986 and 8,094 registered delegates, it was the largest conference in the University of British Columbia's and the Canadian Federation for the Humanities and Social Sciences' history.
The articulation of class and gender relations : an empirical study of secretarial education and secretarial labour processesGibb, Valerie Ann Catherine 1992 (has links)
The thesis is about class relations, gender relations, and the relations between these analytically separable systems of social differentiation. A method of articulation is developed which focusses particular attention on the complexities of the connections between class and gender relations. It is argued that these complexities are constituted in the coherencies, incoherencies, contradictions, tensions and ambiguities between and within these categories of relations. These are explored within the production and education contexts, as well as in the context of the relationship between these two sets of social institutions. Basically this method explores the moving, informing and shaping of the structures of class and of gender relations by each other. The method of articulation, proposed in the thesis, is based on a structuration process approach. Analysis centres, in the first instance, on the differences and similarities between substantive expressions of gender relations and between substantive expressions of class relations. Analysis then proceeds to examining the pattern in which certain forms of gender, and certain forms of class, subordination/superordination, coincide. In other words, analysis explores a distinctive category of relations, constituted by emergent patterns at points of interconstitution of these analytically separable sets of relations. In short, this method analyses the structures of class and of gender relations as working on and through each other. This is conceptualized as structural agency. Connections between structural agency and human agency are explored as a component of the articulation of class and gender relations. The empirical focus of the thesis is a specific sphere of 'women's work and education'. That is, inter-connections between class relations and gender relations are explored by using the proposed method of articulation to analyse reproduction of secretarial labour power within education and the mechanisms which connect this vocational education with secretarial production. Secondary source data on secretarial labour processes are re-analysed through the method of articulation developed in the thesis. A major source of original data on secretarial education is a comparative case study of relevant courses in two sharply contrasting colleges. This case study compares in detail the institutional structures, cultures and processes of an elite private secretarial college with the procedures adopted in equivalent courses in a state college of further education. Articulation analysis of secretarial education indicates that both class and gender relations are reproduced in this sphere of vocational education. The perspective developed in this study suggests that challenges and confrontations, by secretarial teachers, students and workers, in respect of the class and gender constraints which they experience, contribute towards reproduction of these systems of social inequalities. As such, this study engages with those existing conceptual frameworks, and those analyses of the reproduction of secretarial labour power, which suggest that reproduction of class and gender relations is exclusively or primarily a feature of the acquiescence and accommodation, of relevant constraints on action, on the part of women students, teachers and workers in gender specific areas of education and work.
Bramall, Steven Nigel
This thesis attempts to adapt Hans-Georg Gadamer's conception of hermeneutic understanding such that it may be of service in the conceptualisation and promotion of liberal educational aims. The thesis takes as its starting point an account of the liberal aims of education which can be summarised as an attempt to transpose the political liberalism of John Stuart Mill into practical educational aims. The argument is made that, in the context of late modernity, these aims are in need of renewal and reinterpretation. In particular, traditional conceptions of the liberal educational aim of personal autonomy based on a model of informed desire satisfaction are argued to be inadequate. Whilst the model of informed desire satisfaction in general is endorsed, criticism is brought to bear on the attendant account of the cognitive requirements for living a liberally conceived flourishing life. Specifically it is argued that the information needed for living a flourishing life cannot be adequately understood as objective knowledge. Rather, knowledge of oneself, of others, and of the institutions and practices of one's society, is argued to be better described as a form of social scientific understanding. Furthermore, this understanding is argued to be hermeneutical in character. Following from the tradition of hermeneutic phenomenology pioneered by Heidegger and developed by Gadamer, an attempt is made to formulate a version of hermeneutic understanding that is philosophically acceptable and of potential practical value in the articulation and promotion of liberal aims of education. In response to the structures and processes associated with the practical and critical conception of hermeneutic understanding generated, some key liberal educational aims are rethought. Consideration is given to the means of promoting hermeneutic understanding in learners as a contribution to the fulfilment of these aims.
This research explores the concept of race in the construction and penetration of educational arrangements for Afro-Caribbean children. Existing research during the 1960s and 1970s on multiculturalism fails to acknowledge the educationai mandate offered by the coercive power of race in the construction of Afro-Caribbean children's identity ln schools. In this thesis, the concepts of disconnection, reconstitution, affirmation and contested legitimacy provide a theoretical framework for understanding the educational marginalisatlon of Afro- Caribbean pupils. Part I establishes the context of marginalisation through competing conceptions of race. The concept of disconnection Is applied to review formulations of race which endow it with an all-embracing power so that it neutralises all other ideological forces. Part I provides the framework for examining the scope of race in defining the educational agenda and the mechanisms for disseminating racial forms of education. Part II and Part III trace the mechanisms which promote the objectification of race in education. It examines the early context of the racial objectification in education policy for children of New Commonwealth origin drawing upon the literature on race and official government reports to assess the impact of the politicization of race in education. The concept of reconstitution is used to analyse the dominant cultural deficit models which serve as an explanation of the position of Afro-Caribbean pupils in the education system. Reconstitution refers to the process by which race is converted into culture and the stigmatisation of culture is used to explain the under achievement of Afro-Caribbean children in school. In Part III the concept of affirmation is also developed in an empirical analysis of LEA policy documents in the early 1980's, which aim to institutionalise particular racial forms of education. Part IV addresses the nature of the consensus, contestation and legitimation of racial forms of education. The politics of LEAs are examined in terms of their attempts to structure new modes of consensus through multiculturalism and anti-racism. The debate between multicultural and anti-racist education and the challenge of the New Right are analysed using the concept of contested legitimacy.
O'Flynn, Kim Lorraine
This thesis is concerned with post-primary education in West Ham 1918-39, with particular reference to secondary education. The realities of local educational experience are set against a background of educational acts an economies. The economic difficulties of the 1920s and the Depression of the 1930s were keenly felt in West Ham despite the efforts of the predominantly Labour council to mitigate poverty. A gap sometimes existed between the educational opportunities Labour councillors wished to provide and those they were able to provide. Generally a pragmatic approach was taken and certainly a secondary education was not seen as essential for all. Chapter One outlines West Ham's pre-1918 history and growth with reference to local politics and immigrant and religious groupings. West Ham's interwar history is told in greater detail. Chapter Two relates the difficulties encountered by the West Ham Education Committee in its decision to establish compulsory continuation schools, not least from the parents of West Ham. West Ham was one of the few areas in the country which succeeded in implementing compulsory continuation education albeit for a limited period. A section on technical education is also included in this chapter, although detailed treatment is hampered by a scarcity of records. Chapter Three examines West Ham's secondary school scholarships in the context of the national situation. West Ham's higher elementary/central school scholarships are subjected to the same scrutiny. Each of West Ham's secondary schools shared a broadly similar curriculum and ethos. Chapter Four highlights these similarities but also points out differences. Of the five interwar secondary schools, two catered for girls, one for boys and two were mixed. Two of the secondary schools were Catholic institutions, although both accepted non-Catholic pupils. Three of the schools were aided and two municipal. A section is included on West Ham's higher elementary/central schools but records are less full than those for the secondary schools. Chapter Five compares and contrasts West Ham's interwar secondary school system with that in East Ham, its sister borough. Chapter Six discusses both the economic and cultural factors underlying local attitudes to post-compulsory schooling. The main conclusions drawn relate to these attitudes which militated against any easy acceptance of such education as necessarily beneficial.
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