Books on the topic 'Letter processing'

L’Essai sur la Monarchie autrichienne en son état actuel en 1790 offre un panorama complessivo e inedito delle condizioni della monarchia degli Asburgo nel contesto internazionale agli inizi della Rivoluzione francese. Il saggio, destinato ad un lettore non specialista da identificare con ogni probabilità con la promessa sposa del futuro imperatore Francesco II, esamina l’organizzazione istituzionale, economica, militare e il contesto religioso della monarchia, ne stabilisce la legittimità storica e politica e propone una valutazione disincantata dell’opera dell’imperatore Giuseppe II, da poco scomparso. Nell’insieme esso costituisce una testimonianza d’eccezione sui processi in atto nel cuore dell’Europa in un’epoca di drammatici cambiamenti.

Il presente volume della serie «Eurasiatica. Quaderni di Studi su Balcani, Anatolia, Iran, Caucaso e Asia Centrale» è interamente dedicato all’area centro-asiatica e caspica. Scopo del volume è di catturare e restituire al lettore una parte delle rilevanti trasformazioni istituzionali, politiche ed economiche che stanno interessando l’area centro-asiatica. Lungi dal rivolgersi ai soli studiosi d’area, il volume muove dal presupposto che guardare all’Asia centrale aiuti a comprendere dinamiche che trascendono i confini della regione, a inquadrare cioè processi e tendenze che caratterizzano il sistema internazionale post-bipolare e la più ampia convivenza nello spazio eurasiatico. Intercettare e rappresentare queste dinamiche e questi temi è lo scopo del presente volume, che – sullo sfondo del crescente interesse istituzionale e imprenditoriale italiano verso l’area – mira non secondariamente a delineare gli interessi e le priorità di azione del Sistema Paese nei rapporti con gli interlocutori centro-asiatici e caspici.

The topic of this book is stenography and how it relates to Dickens’s life and work. The book covers the period from Dickens’s learning of Gurney’s Brachygraphy in 1827/8 to his teaching of shorthand to Arthur Stone in 1859—almost his entire working life. It examines all existing shorthand sources in detail, particularly the shorthand notebooks Dickens compiled with Arthur Stone and the shorthand letters he wrote from Gads Hill Place and Tavistock House. The first half of the book (Chapters 1–4) explores Dickens’s shorthand as a nineteenth-century textual practice, arguing that the manual’s alphabetical characteristics were the defining elements of the mindset that Dickens acquired through learning and practising shorthand. Drawing on evidence from cognitive psychology, these chapters argue that Dickens acquired a specific cognitive disposition towards the processing and manipulation of language, defined in Chapter 4 as the stenographic mind. The second half of the book (Chapters 5–8) examines Dickens’s stenography in relation to his literary and non-literary production. It explores the impact of shorthand on Dickens’s law and parliamentary reporting (Chapter 5) and how it is expressed through the phonetic speech of Pickwick (Chapter 6) and stenographic representations in his literary work (Chapter 7). Chapter 8 draws together the different threads of the book, arguing that the Gurney system, with its emphasis on the creative manipulation of vowels, constituted a pedagogy for reading spoken words and hearing written ones, which Dickens passed on to his readers as a new kind of stenographic literacy.

This is the first book to analysis popular protest across the Italian peninsula and the Venetian colonies during the early modern period, 1494 to 1559. From over one hundred contemporary chronicles and diaries, the fifty-eight volumes of Marin Sanudo’s diplomatic dispatches, mercantile letters, and commentary, and 586 collective supplications scattered through archival sources from towns and villages in the Grand duchy of Milan, it has placed these incidents and their patterns in comparative perspectives, first with the late medieval heyday of popular revolt and then with regions north of the Alps. It finds new developments during the early modern period such as an increase in women rebels, mutinies of soldiers, and new tactics of revolts as with shop closures, peaceful demonstrations of strength, and use of religious processions for discussions of tactics and strategies for obtaining logistic advantage. At the same time, these protests show convergences with the medieval Italian past as with leaders coming almost exclusively from the ranks of nonelites, religious ideology playing a surprisingly minor role, and the majority of revolts centring overwhelming in towns and cities. Finally, this book demonstrates that democracies do not just die under duress of military occupation and growing powers of autocratic regimes. Ideals of representation and equality not only persisted; they could emerge in new forms and with greater sophistication.

Le persone con dislessia evolutiva hanno caratteristiche specifiche di apprendimento che le portano ad avere difficoltà di lettura permanenti e, in modo più evidente, nelle prime fasi di scolarizzazione. In passato tali difficoltà si imputavano, erroneamente, alla pigrizia dell’alunno e al suo scarso impegno, provocando ricadute emotive sullo studente e la sua famiglia. La Legge 170/2010 ha finalmente riconosciuto dislessia, disgrafia, disortografia e discalculia come Disturbi Specifici di Apprendimento (DSA) e, negli ultimi anni, sono stati emanati diversi provvedimenti al fine di garantire a tutti gli studenti che presentano difficoltà non ordinarie la piena partecipazione alla vita scolastica e di offrire adeguate e personalizzate risposte pedagogiche. È dunque fondamentale che gli insegnanti sappiano prontamente riconoscere i segnali di DSA, non certo per formulare diagnosi, ma per mettere in atto interventi di potenziamento didattico e, in caso di certificazione clinica, strumenti, misure, strategie specifiche e inclusive per favorire la realizzazione delle potenzialità e l’autonomia nello studio. Il volume, con uno sguardo pedagogico e didattico, approfondisce le problematiche legate alla dislessia, presentando le risorse a disposizione di studenti e insegnanti, gli strumenti compensativi e le forme di individualizzazione dei processi di insegnamento/apprendimento.

Economy and mankind are inextricably interlinked. Just as the economy or the production of material wealth is unimaginable without a man, so human existence and development are impossible without the wealth created in the economy. Shortly, both the goal and the means of achieving and realization of the economy are still the human resources. People have long ago noticed that it was the economy that created livelihoods, and the delays in their production led to the catastrophic events such as hunger, poverty, civil wars, social upheavals, revolutions, moral degeneration, and more. Therefore, the special interest of people in understanding the regulatory framework of the functioning of the economy has existed and exists in all historical epochs [A. Sisvadze. Economic theory. Part One. 2006y. p. 22]. The system of economic disciplines studies economy or economic activities of a society. All of them are based on science, which is currently called economic theory in the post-socialist space (the science of economics, the principles of economics or modern economics), and in most countries of the world - predominantly in the Greek-Latin manner - economics. The title of the present book is also Modern Economics. Economics (economic theory) is the science that studies the efficient use of limited resources to produce and distribute goods and services in order to satisfy as much as possible the unlimited needs and demands of the society. More simply, economics is the science of choice and how society manages its limited resources. Moreover, it should be emphasized that economics (economic theory) studies only the distribution, exchange and consumption of the economic wealth (food, beverages, clothing, housing, machine tools, computers, services, etc.), the production of which is possible and limited. And the wealth that exists indefinitely: no economic relations are formed in the production and distribution of solar energy, air, and the like. This current book is the second complete updated edition of the challenges of the modern global economy in the context of the coronary crisis, taking into account some of the priority directions of the country's development. Its purpose is to help students and interested readers gain a thorough knowledge of economics and show them how this knowledge can be applied pragmatically (professionally) in professional activities or in everyday life. To achieve this goal, this textbook, which consists of two parts and tests, discusses in simple and clear language issues such as: the essence of economics as a science, reasons for origin, purpose, tasks, usefulness and functions; Basic principles, problems and peculiarities of economics in different economic systems; Needs and demand, the essence of economic resources, types and limitations; Interaction, mobility, interchangeability and efficient use of economic resources. The essence and types of wealth; The essence, types and models of the economic system; The interaction of households and firms in the market of resources and products; Market mechanism and its elements - demand, supply and price; Demand and supply elasticity; Production costs and the ways to reduce them; Forms of the market - perfect and incomplete competition markets and their peculiarities; Markets for Production Factors and factor incomes; The essence of macroeconomics, causes and importance of origin; The essence and calculation of key macroeconomic indicators (gross national product, gross domestic product, net national product, national income, etc.); Macroeconomic stability and instability, unemployment, inflation and anti-inflationary policies; State regulation of the economy and economic policy; Monetary and fiscal policy; Income and standard of living; Economic Growth; The Corona Pandemic as a Defect and Effect of Globalization; National Economic Problems and New Opportunities for Development in the conditions of the Coronary Crisis; The Socio-economic problems of moral obsolescence in digital technologies; Education and creativity are the main solution way to overcome the economic crisis caused by the coronavirus; Positive and negative effects of tourism in Georgia; Formation of the middle class as a contributing factor to the development of tourism in Georgia; Corporate culture in Georgian travel companies, etc. The axiomatic truth is that economics is the union of people in constant interaction. Given that the behavior of the economy reflects the behavior of the people who make up the economy, after clarifying the essence of the economy, we move on to the analysis of the four principles of individual decision-making. Furtermore, the book describes how people make independent decisions. The key to making an individual decision is that people have to choose from alternative options, that the value of any action is measured by the value of what must be given or what must be given up to get something, that the rational, smart people make decisions based on the comparison of the marginal costs and marginal returns (benefits), and that people behave accordingly to stimuli. Afterwards, the need for human interaction is then analyzed and substantiated. If a person is isolated, he will have to take care of his own food, clothes, shoes, his own house and so on. In the case of such a closed economy and universalization of labor, firstly, its productivity will be low and, secondly, it will be able to consume only what it produces. It is clear that human productivity will be higher and more profitable as a result of labor specialization and the opportunity to trade with others. Indeed, trade allows each person to specialize, to engage in the activities that are most successful, be it agriculture, sewing or construction, and to buy more diverse goods and services from others at a relatively lower price. The key to such human interactions is that trade is mutually beneficial; That markets are usually the good means of coordination between people and that the government can improve the results of market functioning if the market reveals weakness or the results of market functioning are not fair. Moroever, it also shows how the economy works as a whole. In particular, it is argued that productivity is a key determinant of living standards, that an increase in the money supply is a major source of inflation, and that one of the main impediments to avoiding inflation is the existence of an alternative between inflation and unemployment in the short term, that the inflation decrease causes the temporary decline in unemployement and vice versa. The Understanding creatively of all above mentioned issues, we think, will help the reader to develop market economy-appropriate thinking and rational economic-commercial-financial behaviors, to be more competitive in the domestic and international labor markets, and thus to ensure both their own prosperity and the functioning of the country's economy. How he/she copes with the tasks, it is up to the individual reader to decide. At the same time, we will receive all the smart useful advices with a sense of gratitude and will take it into account in the further work. We also would like to thank the editor and reviewers of the books. Finally, there are many things changing, so it is very important to realize that the XXI century has come: 1. The century of the new economy; 2. Age of Knowledge; 3. Age of Information and economic activities are changing in term of innovations. 1. Why is the 21st century the century of the new economy? Because for this period the economic resources, especially non-productive, non-recoverable ones (oil, natural gas, coal, etc.) are becoming increasingly limited. According to the World Energy Council, there are currently 43 years of gas and oil reserves left in the world (see “New Commersant 2007 # 2, p. 16). Under such conditions, sustainable growth of real gross domestic product (GDP) and maximum satisfaction of uncertain needs should be achieved not through the use of more land, labor and capital (extensification), but through more efficient use of available resources (intensification) or innovative economy. And economics, as it was said, is the science of finding the ways about the more effective usage of the limited resources. At the same time, with the sustainable growth and development of the economy, the present needs must be met in a way that does not deprive future generations of the opportunity to meet their needs; 2. Why is the 21st century the age of knowledge? Because in a modern economy, it is not land (natural resources), labor and capital that is crucial, but knowledge. Modern production, its factors and products are not time-consuming and capital-intensive, but science-intensive, knowledge-intensive. The good example of this is a Japanese enterprise (firm) where the production process is going on but people are almost invisible, also, the result of such production (Japanese product) is a miniature or a sample of how to get the maximum result at the lowest cost; 3. Why is the 21st century the age of information? Because the efficient functioning of the modern economy, the effective organization of the material and personal factors of production largely depend on the right governance decision. The right governance decision requires prompt and accurate information. Gone are the days when the main means of transport was a sailing ship, the main form of data processing was pencil and paper, and the main means of transmitting information was sending letters through a postman on horseback. By the modern transport infrastructure (highways, railways, ships, regular domestic and international flights, oil and gas pipelines, etc.), the movement of goods, services and labor resoucres has been significantly accelerated, while through the modern means of communication (mobile phone, internet, other) the information is spreading rapidly globally, which seems to have "shrunk" the world and made it a single large country. The Authors of the book: Ushangi Samadashvili, Doctor of Economic Sciences, Associate Professor of Ivane Javakhishvili Tbilisi State University - Introduction, Chapters - 1, 2, 3, 4, 5, 6, 9, 10, 11,12, 15,16, 17.1,18 , Tests, Revaz Shengelia, Doctor of Economics, Professor of Georgian Technical University, Chapters_7, 8, 13. 14, 17.2, 17.4; Zhuzhuna Tsiklauri - Doctor of Economics, Professor of Georgian Technical University - Chapters 13.6, 13.7,17.2, 17.3, 18. We also thank the editor and reviewers of the book.