Books on the topic 'Macro-text'

The aim of this article is to give an account of legal families as a comparative law approach and as a classification of legal systems. The text discusses especially the future of legal families. The article begins with a short review of macro-comparative law’s basic approaches and concepts. It then considers the past and present of the basic notions of macro-comparative law, focusing on the classification of legal families and the recent critique of them. Finally, this article examines the new roles of legal families and, in particular, it addresses the possible future utility of legal family as a basic notion and as an approach in macro-comparative law.

The purpose of the monography is to elaborate the concept of the development of inter-regional investment cooperation by identifying the trends and features of its impact on the economic growth potential of the macro-region. The monography consists of the introduction, three chapters, conclusion and applications, as well as a list of references. The first chapter substantiates theoretical approaches to the essence, conditions and factors of regional development and the content of interregional investment cooperation in the current socio-economic conditions, analyzes the features of institutional design and the mechanisms for regulating regional cooperation for economic growth and development purposes, taking into account the Russian and foreign experience on the example of the European Union. The second chapter, basing on the economic analysis, identifies the trends in the development of the regions of the Central Federal District of the Russian Federation in terms of emerging macro-regions. A model has been proposed to assess the extent of the region’s economy’s involvement in inter-regional relations, which would allow to determine the dependence of variables such as interregional exchange, investment and gross regional product. Using mathematical modeling tools, the impact of these factors on the growth of the gross regional product of the Central Federal District of Russia, as well as its two regions — Moscow and Belgorod region — was evaluated. The third chapter identifies the prospects for the development of interregional investment cooperation in the Central Black Earth macro-region of the Central Federal District of the Russian Federation. The concept of developing inter-regional investment cooperation in the macro-region within the framework of the creation of a network of territories ahead of socioeconomic development (PSEDA) has been developed. The mechanism of inter-regional investment cooperation in the framework of the creation and development of the territories ahead of socio-economic development (PSEDA) has been adapted in order to form the points of economic growth in the macro-region. The main text of the monography is laid out on 234 pages and is illustrated with 21 drawings and 40 tables. The monography contains 4 applications. The references list includes 144 units.

This chapter attempts to construct a multisite ethnography of land grab by the government for private profit-making companies in Paschim (west) Medinipur district of West Bengal under the pro-peasant leftist government. The text of the article juxtaposes the direct fieldwork experiences with archival data collected from land acquisition files. The transition from a land-based rural economy toward an industrial regime was not smooth. It was characterized by protest, resistance, and bargains by the peasants as well as government and private company failures despite official claims of industrial development and employment during the transition. This micro level anthropological study also has macro implications in which the author takes up the role of a storyteller, an actor interacting with parliamentarians at New Delhi as an expert on land acquisition, and also listening to the protesting and satirical voices of the peasants affected by governmental land grab.

Modern crystallographic methods originate from the synergy of two main research streams, the small-molecule and the macro-molecular streams. The first stream was able to definitively solve the phase problem for molecules up to 200 atoms in the asymmetric unit. The achievements obtained by the macromolecular stream are also impressive. A huge number of protein structures have been deposited in the Protein Data Bank. The solution of them is no longer reserved to an elite group of scientists, but may be attained in a large number of laboratories around the world, even by young scientists. New probabilistic approaches have been tailored to deal with larger structures, errors in the experimental data, and modest data resolution. Traditional phasing techniques like ab initio, molecular replacement, isomorphous replacement, and anomalous dispersion techniques have been revisited. The new approaches have been implemented in robust phasing programs, which have been organized in automatic pipelines usable even by non-experts. Protein structures, which 50 years ago could take months or even years to solve, can now be solved in a matter of hours, partly also due to technological advances in computer science. This book describes all modern crystallographic phasing methods, and introduces a new rational classification of them. A didactic approach is used, with the techniques described simply and logically in the main text, and further mathematical details confined to the Appendices for motivated readers. Numerous figures and applicative details illustrate the text.

The Oxford Handbook of Comparative Politics offers a critical survey of the field of empirical political science through the collection of a set of articles written by forty-seven scholars in the discipline of comparative politics. Part I includes articles surveying the key research methodologies employed in comparative politics (the comparative method, the use of history, the practice and status of case-study research, and the contributions of field research) and assessing the possibility of constructing a science of comparative politics. Parts II to IV examine the foundations of political order: the origins of states and the extent to which they relate to war and to economic development; the sources of compliance or political obligation among citizens; democratic transitions, the role of civic culture; authoritarianism; revolutions; civil wars and contentious politics. Parts V and VI explore the mobilization, representation, and the coordination of political demands. Part V considers why parties emerge, and the forms they take and the ways in which voters choose parties. The text then includes articles on collective action, social movements, and political participation. Part VI opens with essays on the mechanisms through which political demands are aggregated and coordinated. This sets the agenda to the systematic exploration of the workings and effects of particular institutions: electoral systems, federalism, legislative-executive relationships, the judiciary and bureaucracy. Finally, Part VII is organized around the burgeoning literature on macro-political economy of the last two decades. This Handbook is one of The Oxford Handbooks of Political Science a ten-volume set of reference books offering authoritative and engaging critical overviews of the state of political science.

The practice of universal design―of making a product or environment accessible to all individuals―has been around for a long time. But, until now, that practice has never been explored in depth in the field of physical education. This groundbreaking text provides a much-needed link between universal design and physical education, extending boundaries as it offers physical educators a systematic guide to create, administer, manage, assess, and apply universal design for learning (UDL). Universal Design for Learning in Physical Education is for all physical educators―those who are or are preparing to become general PE teachers as well as those who are in the field of adapted physical education. This resource offers the following: Ready-to-use curricular units for grades K-12, with 31 universally designed lessons that demonstrate how teachers can apply UDL in specific content areas (teachers can also use those examples to build their own units and lessons)Rubrics for the 28 items on the Lieberman–Brian Inclusion Rating Scale for Physical Education (LIRSPE) to help teachers follow best practices in inclusionTables, timelines, and paraeducator training checklists to ensure that UDL is effectively delivered from the beginning of the school year Universal Design for Learning in Physical Education approaches inclusion from the macro level, providing a comprehensive conceptual model of UDL and how to incorporate it into curriculum planning and teaching methods for K-12 physical education. Outcomes for Universal Design for Learning in Physical Education are aligned with SHAPE America’s physical education standards and grade-level outcomes. Given that 94 percent of students with disabilities are taught in physical education settings, this text offers highly valuable guidance to general physical educators in providing equal access to, and engagement in, high-quality physical education for all students. Part I of Universal Design for Learning in Physical Education defines universal design and explains how it relates to physical education. It identifies barriers that teachers may face in adapting UDL to their programs and how to overcome these barriers. It also addresses critical assessment issues and guides teachers in supporting students with severe or multiple disabilities. Part I also covers advocacy issues such as how to teach students to speak up for their own needs and choices. Readers will gain insight into where their programs excel and where barriers might still exist when they employ the Lieberman–Brian Inclusion Rating Scale, a self-assessment tool that helps measure physical, programmatical, and social inclusion. Finally, part I reinforces several UDL principles by sharing many examples of how physical educators have applied UDL in their programs. Part II offers a trove of universally designed units and lesson plans for use across grades K-12, with separate chapters on lessons for elementary, sports, fitness, recreation, and aquatics. Universal Design for Learning in Physical Education is the first text to delve deeply into the concept of universal design in physical education. As such, it is a valuable resource for all PE teachers—both those leading general classes and adapted classes—to learn how to successfully implement universally designed units and lesson plans that enrich all their students’ lives. The accompanying web resource provides 40 forms, tables, checklists, and a sample lesson plan from the book, as well as a list of websites, books, and laws. These resources are provided as reproducible PDFs for practical use.