Auge y Ocaso del Capitalismo Asistido

Book Description

A bestselling calculations handbook that offers electric power engineers and technicians essential, step-by-step procedures for solving a wide array of electric power problems. This edition introduces a complete electronic book on CD-ROM with over 100 live calculations--90% of the book's calculations. Updated to reflect the new National Electric Code advances in transformer and motors; and the new system design and operating procedures in the electric utility industry prompted by deregulation.

Customer Reviews:

Practical Solutions.......2007-05-26

This book provided the best examples from practical design point of view. Although some improvements can be made by adding more detailed stuff for GROUNDING, LIGHTING & SHORT CIRCUIT CHAPTERS. It provided me some basic concepts for selecting transformer's protection devices and other valuable information for about motors too.

Good Reference - E.E. Review Manual is better for the P.E........2000-09-01

I agree with Mr. Green in all respects except one. I would have (and did have) "Electrical Engineering Review Manual" by Yarbrough as a look up reference for the PE test. (ISBN = 0-932276-36-9)

Some context: I never met a test I didn't like, graduated with BSEE from Rose-Hulman Institute of Technology in 1982, and found the P.E. to be sophomore-to-junior level with low-to-moderate difficulty and depth - with no significant time pressure - one hour average per problem.

You can make the P.E. difficult if you only do the power problems. Electric Power only scratches a small part of the PE, which also includes:

Digital logic, Communications, Integration, Filters, Op amp applications, Control systems/application of feedback, NEC (my 1994 test had a grounding problem),

The EE Review Manual is much broader in scope and was written specifically for the P.E. It was the only book I actually used at the test (and I had "Electric Power Calculations").

I remember doing problems as follows: 1) A freshman-level problem relating power and energy (first page of the test and shockingly rudimentary) 2) An integration problem - find the RMS value of a sine-wave 10V peak-to-peak, chopped at 65% - another freshman level problem 3) An op amp problem - find the rise time, calculate the value of feedback resistors, draw bode plot showing frequency response 4) A grounding problem using NEC (I DIDN'T HAVE MY NEC! But did the problem anyway since I'd been doing a lot of commercial design) 5) A Control Systems problem - classic transfer function with feedback problem 6) A Sallen and Key low-pass filter problem. 7) A power problem - transformer regulation with non-purely-resistive load. 8) ?

A word of encouragement for prospective P.E.'s: Don't sweat that fact that you may not have prepared adequately - take it anyway. I delayed sitting for it because of this non-reason, and cost myself tens-of-thousands of dollars. Apply for it, don't tell anyone you're taking it, and go in with no pressure. Like Doritos tortilla chips "they'll make more" If you get a 69, you'll get to take the test again.

I took the test with no preparation, walked out of the afternoon session (multiple choice) with one-and-one-half hours to spare, and got a 76 (laughing when I got the notice). Real-world consulting and my classes at Rose were and are far, far, more difficult.

Go get `em!!

Everything you never wanted to know about power calculations.......2000-04-13

Calculations for network analysis, instrumentation, dc machines, transformers, 3 phase induction motors, single phase induction motors, synchronous machines, transmission lines, electric-power networks, load-flow studies, power-system control, short-circuit computations, system grounding, power-system protection, power-system stability, cogeneration, batteries, economic methods, and lighting design are covered in separate chapters. The information is available, it's just not easy to find. Small type makes reading difficult for anything other than short periods.

I haven't found any errors in formulae or explanations. The organization is logical and, except for the spacing, easy to follow.

Each section has it's own table of contents. The Index is large and appears to encompass most of the important topics in the book.

Book Description

In the first part of the book, engineers will find guidance on economic analysis with the use of compound interest. They will learn about the variation of money with time, regulated sets of payments, and continuous compounding of interest. Also covered are cost comparisons of alternative methods, and the techniques of investing analysis. The second part shows readers how to make sound decisions on the basis of statistics and probability--from basics to statistical inference and reliability to the analysis of time series--using carefully explained, practical, every-day examples. The third and final part of the book fully examines the application of analytical techniques for engineering economic analysis. There are detailed sections on linear programming and sensitivity analysis, project scheduling with the Critical Path Method (CPM) and PERT, as well as economic analysis under nonlinear relationships.

Book Description

Street foods are sold in almost every country in the world. Many urban and rural people depend on them for one or more meals each day. This book explores this world of entrepreneurs in developing countries. When all of the participants in the delivery are counted, including local farmers, food processors, and street vendors, one realizes the enormous size of this "industry." Research conducted by the authors with vendors, local community leaders, and public health officials, worked not only to collect data, but to raise the hygiene of the food that is sold.

Customer Reviews:

Essential reading re food practices in developing countries.......1998-08-28

Irene Tinker is a feminist pioneer in the field of international development: the research policy center she founded in Washington, D.C., the Equity Policy Center (EPOC), was one of the first to attend to the different needs and concerns of women in international development circles. Her orientation towards improving the lives of women in developing countries is clear in her recent book, Street Foods: Urban Food and Employment in Developing Countries. Street Foods describes a series of studies, sponsored by EPOC, of vendors selling street foods in seven towns and cities in Indonesia, Philippines, Thailand, Bangladesh, Egypt, Senegal, and Nigeria. Tinker starts with a number of questions:

Looking at this entrepreneurial activity through a development lens, I wondered: Do the women and men selling the foods make a good living? Why do women dominate the trade in Nigeria or Thailand, but hardly a woman can be seen selling food in Bangladesh? Why, if street food is so popular, do many governments embark on street cleaning exercises, destroying stalls and confiscating supplies? (p. 3).

Some of her answers are surprising. For example, in some cities, vendors made more money than "middle class" job holders, such as civil servants or teachers. Street foods make a significant contribution to the diets of people in the study countries, particularly to the diets of schoolchildren. In Ziguinchor, Senegal, the average amount of peanuts purchased by children provided nearly two-thirds of their protein requirement. In many countries, it is cheaper to buy street foods than to cook at home, because of the high cost of fuel and the efficiencies associated with cooking in large batches.

In meticulous detail, Tinker describes each of the seven studies in Part I of the book, including a brief economic and political outline of each country, an overview of each city (including maps), and a description of the vendors and the foods they sell. Mouth-watering recipes for two typical foods per country are also included. For each country, Tinker shows how cultural attitudes affect what foods are sold and eaten, by whom, and when. Part II, she turns to development theory and practice, particularly the economics of street foods, nutritional and safety aspects of the food, and implications for research, planning and policy. The robustness of the data allow comparisons across countries of the similarities and differences among street vendors, including demographic and gender variations.

Like other feminist research, the seven studies were not just descriptive, but included an action component as well. The results of the studies showed the significant economic, cultural and nutritional benefits of street foods and have helped to change the policies and practices of muncipal and national governments, and the Food and Agriculture Organization (FAO). In many of the study cities, city officials no longer harass or fine the street vendors but provide training instead, modelled on EPOC training programs that provided education about food safety and vendor health.

This book is essential reading for anyone planning research or intervention programs involving urban food practices in developing countries. More generally, it is an exemplar of how research that starts from the realities of people's lives can inform policy and practice to make a difference in those lives.

Average customer rating:
Street Foods: Urban Food and Employment in Developing Countries
Irene Tinker
Manufacturer: Oxford University Press
ProductGroup: Book
Binding: Paperback
ASIN: B000OK8AVM

Average customer rating:
The urban street food trade in developing countries
Monique Cohen
Manufacturer: Equity Policy Center
ProductGroup: Book
Binding: Unknown Binding

Food Science | Agricultural Sciences | Science | Subjects | Books
Women | Sociology | Social Sciences | Nonfiction | Subjects | Books
ASIN: B00072SC10

Average customer rating:
The urban street foods trade: Implications for policy
Monique Cohen
Manufacturer: Equity Policy Center
ProductGroup: Book
Binding: Unknown Binding

Food Science | Agricultural Sciences | Science | Subjects | Books
Women | Sociology | Social Sciences | Nonfiction | Subjects | Books
ASIN: B000718NU6

Book Description

Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.

Customer Reviews:

Has history been tampered with?.......2007-10-23

Watch Video Here: http://www.amazon.com/review/RAZQNMXM4M9CL Has history been tampered with? Yes, it has! Did events and eras such as the crucifixion of Jesus Christ, the Roman Empire , the Dark Ages, and the Renaissance, actually occur within a very different chronology from what we've been told? Yes, they certainly did!

The history of humankind is both drastically shorter and dramatically different than generally presumed.

Why is it so? On one hand, it was usual custom to justify the claims to title and land by age and ancestry, and on the other the court historians knew only too well how to please their masters. The so called universal classic world history is a pack of intricate lies for all events prior to the 16th century. World history as we learn it today was entirely fabricated in the 16th-18th centuries. It's likely that nobody told you before, but

there is not a single piece of firm written evidence or artefact that is reliably and independently dated prior to the 11th century.

Naturally, after what you've learned in school and university, you will not easily believe that the classical history of ancient Rome, Greece, Asia, Egypt, China, Japan, India, etc., is manifestly false.

You will point accusing finger to the pyramids in Egypt, to the Coliseum in Rome and Great Wall of China etc., and claim, aren't they really ancient, thousands of years ancient? Well, there is no valid scientific proof that they are older than 1000 years!

The oldest original written document that can be reliably dated belongs to the 11th century!

New research asserts that Homo sapiens invented writing (including hieroglyphics) only 1000 years ago. Once invented, writing skills were immediately and irreversibly put to the use of ruling powers and science.

The consensual chronology we live with was essentially crafted in the 16th century by the Jesuits.

The world history was compiled from contradictory mix of innumerable copies of ancient Latin and Greek manuscripts and other irrefutable proofs delivered by late mediaeval astronomers that were cemented by the authority of writings of the Church Fathers.

Early in life, we learn about ancient history. Children love the magical lessons of history - they are like fairy tales. Teachers recite breathtaking stories; very soon We learn by heart the names and deeds of brave warriors, wise philosophers, fabulous pharaohs, cunning high priests and greedy scribes.

We learn of gigantic pyramids and sinister castles, kings and queens, dukes and barons, powerful heroes and beautiful ladies, emaciated saints and low-life traitors.

Ancient history is based documents, manuscripts, printed books, paintings, monuments and artefacts - called primary sources.

The problem is that neither these ancient documents, nor events described therein can be irrefutably dated, moreover they contradict each other for the most part.

When a school textbook tells us that Genghis Khan in year X or Alexander in year Y, have each conquered half of the world, it means only that it is so said in some of the written sources.

There are no answers to simple questions:

When were these primary sources written?

Where and by whom were these sources found?

It is wrongly presumed that ancient and medieval chronicles, written by Genghis Khan's or Alexander the Great contemporaries and eyewitnesses, are readily available. Actually, only sources written hundreds or even thousands of years after the events are there, compiled mostly in the 16th 18th centuries, or even later.

As a rule, these sources suffered considerable multiple manipulations, falsifications and distortions by editing. At the same time,

innumerable originals of ancient documents under various pretexts were destroyed in Europe under various pretexts.

The names of persons and geographical sites often changed meaning and location during the course of the centuries.

Geographical locations became clearly defined on maps only with the advent of printing.

This made possible the circulation of identical copies of the same map for purposes of the military, navigation, education and governance tasks.

Historians from Oxford say: "hey, everybody knows that Julius Caesar lived in the first century B.C.

`Julius Caesar' statement is only a point of view as

there is simply no irrefutable documentary proof that Julius Caesar or any other great name of antiquity ever existed.

Better than that - extremely rare sources that can be reliably dated back to the 10th-14th centuries A D, do not show the polished picture of classical history.

They show a picture both contradictory and confusing.

All methods of dating of ancient sources and artefacts are erroneous:

Radio-carbon C14 method produces dating with exactitude of plus minus 1500 years, therefore it is too crude for dating of events in historical timeframe!

The Almagest tractate, which lies as corner stone contemporary chronology, compiled in the 2nd century A D by Ptolemy, the founding father of astronomy, contains astronomical data of 9th to 16th century!

The Bronze Age,that has supposedly began 5000 years ago. Bronze is made of 90% copper and 10% tin, but the technology for tin extraction dates back to 14th century A D!.

All eclipses contained in manuscripts, like Thucydides one, relating 'ancient' events have exclusively medieval dating. All horoscopes cut in stone or painted in Egyptian temples, like Dendera have exclusively early medieval dating solutions.

Not quite what you have learned in school? Open your eyes, and, you will find sufficient proof to reach step by step the inevitable conclusion that the classical chronology is false and therefore, that the history of ancient and medieval world universally accepted today, is also false. Have a fresh outlook on everything said or printed about "ancient" and "enigmatic" Roman, Greek and Egyptian, medieval as well as all other "lost and found" civilizations.

Antiquity and Dark Ages are phantoms invented in the 16th 18th and polished in 19th 20thcenturies. Human civilization is in fact barely 1000 years old!

This book will change your perception of History forever!
What if Ancient Rome, Greece and Egypt were invented during Renaissance?
What if The Old Testament was a rendition of events of the Middle Ages?
What if Jesus Christ was born in 1053 and crucified in 1086 AD?
Sounds Unbelievable?
Not after you've read "History: Fiction or Science?" by Anatoly Fomenko, the genius mathematician.
Armed with astronomy and computers Anatoly Fomenko turns History into a rocket science.

Calculations are only as good as your numbers.......2007-08-03

Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.

Pants on fire?.......2007-07-19

Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.

Accepted History & Chronology Must Be Changed. .......2007-04-09

There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.

For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.

Very Interesting.......2007-03-07

It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.

Education and Work in Great Britain, Germany and Italy (Routledge International Studies in the Philosophy of Education, 1)

Average customer rating:

Education and Work in Great Britain, Germany and Italy (Routledge International Studies in the Philosophy of Education, 1)
Annette Jobert
Manufacturer: Routledge
ProductGroup: Book
Binding: Hardcover

Labor Policy | Popular Economics | Business & Investing | Subjects | Books

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General | Education | Nonfiction | Subjects | Books

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General | Education | New & Used Textbooks | Stores | Books

General | Business & Finance | New & Used Textbooks | Stores | Books

Book Description

The relations between education and training, on one hand, and work and employment, on the other, have stimulated a large body of research. This volume analyzes the literature in this field and establishes an institutional and intellectual cartography for Britain, Germany and Italy. Examining the connections between education and work, it summarizes the major debates in each country, and argues that concepts such as skill, unemployment rates, young people and the transition from school to work are socially constructed and are thought about in ways which are nationally specific.

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