Introduction to Unix and Shell Programming is designed to be an introductory first-level book for a course on Unix. Organised into twelve simple chapters, the book guides the students from the basic introduction to the Unix operating system and ext.

The official banking institutions for rural China are Rural Credit Cooperatives (RCCs). Although these co-ops are mandated to support agricultural development among farm households, since 1980 half of RCC loans have gone to small and medium-sized industrial enterprises located in, and managed by, townships and villages. These township and village enterprises have experienced highly uneven levels of success, and by the end of the 1990s, half of all RCC loans were in or close to default, forcing China's central bank to bail out RCCs. In Prosper or Perish, Lynette H. Ong examines the bias in RCC lending patterns, focusing on why the mobilization of rural savings has contributed to successful industrial development in some locales but not in others. Interweaving insightful and theoretically informed discussions of rural credit, development, governance, and bank bailouts, Ong identifies various sources for China's uneven development. In the highly decentralized fiscal environment of the People's Republic, successful industrialization has significant implications for rural governance. Local governments depend on revenue from industrial output to provide public goods and services; unsuccessful enterprises starve local governments of revenue and result in radical cutbacks in services. High peasant burdens, land takings without adequate compensation by local governments, and other poor governance practices tend to be associated with unsuccessful industrialization. In light of the recent liberalization of the rural credit sector in China, Prosper or Perish makes a significant contribution to debates within political science, economic development, and international banking.

This book is a concise and accessible introduction to development thinking, contemporary development theory and practice and - a critical analysis of the values that lie behind them. Hettne argues that schools of development thinking should be historically contextualized, not presented as evolving towards a universal theory. The book will present development as an 'essentially contested concept', that has meant a number of things at various times to different people in different places. Focusing on historical discourses from the initial colonial encounters through to the modern day, Hettne draws the connections between the enlightenment belief in 'progress' through to the more recent focus on the Millennium Development Goals. The first volume in the 'Development Matters' series this book provides the key frame for the series as a whole, enabling readers to locate texts on themes such as environmental justice, technology and development learning within a broader historical, conceptual and political context than the immediate policy and output needs of neoliberalism.

Today ten times more tigers live in captivity than survive in the wild. For over five decades, K. Ullas Karanth has been engaged in the struggle to bring wild tigers back from the brink in India, their last remaining wild stronghold. He tells the story of the tiger itself—its incredible biology, its critical role in shaping natural ecosystems of Asia, and the unique place it holds in our collective imagination. Among Tigers is the story of how we wound up with fewer than 5,000 wild tigers, and how, with focused efforts we can grow that population ten times or more in a few decades. In doing so, we would bring not only the world's largest and most beloved feline back from the brink, but also save countless other species that share the tigers habitats from the freezing forests of Siberia to the tropics of India. Karanth shares the adventurous real-life story of his quest to save a species and, along the way, the hopeful realization that tiger conservation is a battle that can be won. Ultimately, the book is a roadmap showing us how to not only to save the greatest of great cats, but to bring it roaring back at numbers never before seen in our lifetimes.

"In his new introduction, Khilnani addresses these issues in the new perspectives afforded by events of the recent year in India and in the world."--BOOK JACKET.

The work of environmental educators and activists in India and South Africa offers new models for schooling and environmental activism. Education has never played as critical a role in determining humanity’s future as it does in the Anthropocene, an era marked by humankind’s unprecedented control over the natural environment. Drawing on a multisited ethnographic project among schools and activist groups in India and South Africa, Peter Sutoris explores education practices in the context of impoverished, marginal communities where environmental crises intersect with colonial and racist histories and unsustainable practices. He exposes the depoliticizing effects of schooling and examines cross-generational knowledge transfer within and beyond formal education. Finally, he calls for the bridging of schooling and environmental activism, to find answers to the global environmental crisis. The onset of the Anthropocene challenges the very definition of education and its fundamental goals, says Sutoris. Researchers must look outside conventional models and practices of education for inspiration if education is to live up to its responsibilities at this critical time. For decades, environmental activist movements in some countries have wrestled with questions of responsibility and action in the face of environmental destruction; they inhabited the mental world of the Anthropocene before much of the rest of the world. Sutoris highlights an innovative research methodology of participatory observational filmmaking, describing how films made by children in the Indian and South African communities provide a window into the ways that young people make sense of the future of the Anthropocene. It is through their capacity to imagine the world differently, Sutoris argues, that education can reinvent itself.