Suchergebnisse

The collection consists of: Thirty million words of monolingual written data (Gujarati, Tamil, Hindi, Punjabi-news website articles); 600,000 words of monolingual spoken data (Hindi, Urdu, Punjabi, Bengali, Gujarati-radio broadcasts); 120,000 words of parallel data in each of English, Hindi, Urdu, Punjabi, Bengali and Gujarati (U.K. government leaflets).

Laura Fair is Professor of History at Michigan State University in the U.S.A. She lived in Zanzibar for many years doing research for her first book: Pastimes and Politics: Culture, Community and Identity in Post-abolition Urban Zanzibar, 1890-1945. In this book she illustrates how former slaves used the social and cultural tools at their command to demonstrate their freedom from slavery and articulate alternative visions of justice under colonialism. Her current book project is a wide-ranging study of commercial cinema in colonial and post-colonial Tanzania, exploring changes in exhibition, d

This film documents the violence and terror in Punjab, India--a land torn apart by religious fundamentalists and a repressive government. After examining the political turmoil of the late 1970's and the rise of Sikh fundamentalism, the film focuses on the legacy of Bhagat Singh, a young socialist executed by the British in 1931 at the age of 23. Singh has since become a legend. Today the State eulogizes him as a nationalist while Sikh separatists portray him as a Sikh militant. In fact, Singh was neither. Just prior to his death he wrote a book which he entitled "Why I Am An Atheist." In strife-torn Punjab a band of brave Sikhs and Hindus carry Bhagat Singh's secular legacy from village to village. In the religiously charged countryside ideas of internationalism and secularism now carry a price

An examination by the 'father of modern marketing' into how well a long cherished product (democracy) is satisfying the needs of its consumers (citizens), bringing conversation and solutions on how we can all do our bit to bring about positive change.

Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- A.or. 2763

Not Available ; Credit is considered as one of the most important and basic input in agricultural production process. The prime source of agricultural credit in India has drastically shifted from non-institutional (money lenders) to institutional source in the last five decades due to various policy initiatives of Government of India. Grass root level analysis of the dynamic helps in further policy framework. Hence in this study based on district wise average outstanding agricultural credit by scheduled commercial banks (SCBs) for the TE ending 2017-18, three districts from each state indicating high, medium and low exposure categories is selected using clustering technique. For these study districts outstanding agricultural credit by SCBs was extracted (1976-2017) and analysed. From the Bai-Perron test years viz., 1983, 1990, 1997, 2004 and 2011 are identified to be most common structural breaks in the time series data of each district owing to various policy reforms in the field of agricultural finance. Based on these breaks the time series further subdivided into six phases viz., phase-I (1976-1982), phase-II (1983-1989), phase-III (1990-1996), phase-IV (1997-2003), phase-V (2004-2010) and phase-VI (2011-2017). Phase-wise CAGR was calculated for all the districts and Garrett ranking technique is employed for further ranking of phases across six regions of the country. Phase-I is identified as the phase with high rate of growth in agricultural advances in selected districts across all regions except southern where it is ranked second. The policy initiatives of that period i.e. setting of priority sector lending targets and establishment of Regional Rural Banks have played crucial role in this growth phenomenon of agricultural advances. Further recent policies like doubling agricultural package and ground level credit policies have also played crucial role in the growth of agricultural advances at grass root level in all regions except eastern and north-eastern regions. Whereas in the eastern and north-eastern ...

Developing pedagogical material – interesting lessons, interesting lesson plans, grammar, grammar points, exercises etc. – is never an easy task, especially for a language like Hindi where preformulated resources are few. I developed these topic specific powerpoints presented here for instructional use in my class. As such, they have proved to be of immense use, acting as an ever developing "text," and for easy linkage on Blackboard as PDF files. Students have made good use of them inside as well as outside of the class. These powerpoints are presented here for fellow colleagues and Hindi learners for their instructional use, and for further development as they fine tune them for their particular needs. While the topics in question do have a grammar orientation to them, they are not the only "text" the instructor should use in class. They should be used in conjunction with the instructor's own creative lesson plan, supplementing material with these powerpoints where grammar and cultural points need to be highlighted. ; Asian Studies

Cover -- Contents -- List of Abbreviations -- Preface -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- Chapter 12 -- Conclusion -- Model Questions -- About the Authors.

Cover -- Contents -- List of Abbreviations -- Foreword -- Preface -- Acknowledgements -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- Chapter 12 -- Select Bibliography -- About the Author.