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Class I. Foreign relations. 6 v. 1st Cong.-20th Cong., 1st sess., April 30, 1789-May 24, 1828.--class II. Indian affairs. 2 v. 1st Cong.-19th Cong., May 25, 1789-March 1, 1827.--class III. Finance. 5 v. 1st Cong.-20th Cong., 1st sess., April 11, 1789-May 16, 1828.--class IV. Commerce and navigation. 2 v. 1st Cong.-17th Cong., April 13, 1789-Feb. 25, 1823.--Class V. Military affairs. 7 v. 1st Cong.-25th Cong., 2d sess., Aug. 10, 1789-March 1, 1838.--class VI. Naval affairs. 4 v. 3d Cong.-24th Cong., 1st sess., Jan 20, 1794-June 15, 1836.--class VII. Post Office department. 1 v. 1st Cong., 2d sess.-22d Cong., Jan. 22, 1790-Feb. 21, 1883.--class VIII. Public lands. 8 v. 1st Cong.-24th Cong., July 1, 1790-Feb. 28, 1837.--class IX. Claims. 1 v. 1st Cong., 2d sess.-17th Cong., Feb. 5, 1790-March 3, 1823.--class X. Miscellaneous. 2 v. 1st Cong.-17th Cong., April 17, 1789-March 3, 1823
This work is a reference grammar of Hup, a member of the Nadahup family (also known as Makú or Vaupés-Japura), which is spoken in the fascinatingly multilingual Vaupés region of the northwest Amazon. This detailed description and analysis is informed by a functional-typological perspective, with particular reference to areal contact and grammaticalization. The grammar begins with an introduction to the cultural and linguistic background of Hup speakers, gives an overview of the phonology, and follows this with chapters on morphosyntax (nominal morphology, verbs and verb compounding, tense, aspect, modality, evidentiality, etc.); it concludes with discussions of negation, the simple clause, and clause combining. A number of features of Hup grammar are typologically significant, such as its strategy of inversion in question formation, its system of Differential Object Marking, and its treatment of possession. Hup also exhibits several highly unusual paths of grammaticalization, such as the development of a verbal future suffix from the noun ‘stick, tree’. The book also includes a selection of texts and a CD-ROM with audio files.
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Explores the relation between national wealth and various aspects of educational development. Examines the underlying sources of differences in education among rich and poor countries, and considers directions for policy development in the sector, particularly in the context of lower income countries. Based on data from a database prepared by the Institut de Recherche sur l'Economie de l'Education (IREDU), Universite de Bourgogne , Dijon, France, compares education in rich and poor countries in 1975 and 1993.
The world's attention to the countries of the Middle East and North Africa (MENA) region has often been dominated by headline issues: conflict, sanctions, political turmoil, and rising oil prices. Little of this international attention has considered the broad range of development challenges facing this diverse group of countries. Breaking the Barriers reflects the collected thinking of the World Bank's Office of the Chief Economist for the MENA Region on the long-term development challenges facing the region and the reform priorities and strategies for effectively meeting these challenges. It.
November 1998 Has the economic transition in Eastern Europe and the countries of the former Soviet Union been harder on pensioner households or on households containing children? Do per capita measures of welfare give a misleading picture? Much attention has been paid to the relative vulnerability of two well-defined household groups during the transition. Some observers argue that old-age pensioner households have been relatively protected because of a less steep decline in real pensions compared with wages in most transition economies. By contrast, households with young children are believed to have experienced a substantial decline in living standards under reform and show strikingly high...
Eurasia has gone through tremendous changes over the past 20 years, which are impacting the function and the form of its cities. Looking ahead, policy makers need to promote the changes that will make Eurasian cities the main drivers of Eurasia s growth, via better planning, connectivity, greening, and new financing.
In 2013, the World Bank Group adopted two new goals to guide its work: ending extreme poverty and boosting shared prosperity. More specifically, the goals are to reduce extreme poverty in the world to less than 3 percent by 2030, and to foster income growth of the bottom 40 percent of the population in each country. While poverty reduction has been a mainstay of the World Bank s mission for decades, the Bank has now set a specific goal and timetable, and for the first time, the Bank has explicitly included a goal linked to ensuring that growth is shared by all. The discussion until now has centered primarily on articulating the new goals. This report, the latest in World Bank s Policy Resear...