1. The history of ancient and medieval Ceylon.
2. The beginnings.
3. The ancient period.
4. The early medieval period.
5. The Polonnaruva period.
6. The decline of the Sinhalese Kingdom.
Epilogue. Appendix: 1.
List of kings with dates. 2.
Key to illustration: the development of the Sinhalese script. 3.
From the preface: "This book, therefore, does not pretend by any means to be exhaustive or correct in all its details. It will take a long time before it will be possible to write such a history, as the amount of research yet to be done is very great.
Though the Mahavansa has been edited and translated with critical notes, most of the other literary works have not received sufficient attention at the hands of scholars. A large number of inscriptions have still to be edited and published, and therefore even this certain source of information cannot yet be(less)
Visible facts: 1. The role of 'Stupa-art' (Fine arts dedicated to the Stupa).
2. The basic composition of stupa-art.
3. A consideration of the visible facts.
III. Possible interpretations: 1.
The religious aspects. 2.
The artistic aspects. 3.
The political aspects. IV.
The concept of the empty throne: 1. Its meanings for Buddhist people.
2. Its categories in comparative religion.
3. A discovery of its modernity.
Appendix: What is the purpose of comparative religion? A five-point ethics to be obtained through the field-work. A list of visuals.
A guide to the visuals. Tables.
Plates. Select bibliography.
Index. "It is next to impossible today to even think of Buddhism without the presence of the Buddha image! The image of the Buddha, in truth, has not only come to symbolise the essence of Buddhism but is also a brilliant expression of the cultural/artistic achievements of the Buddhists since(less)
Berk’s revision provides contemporary and cohesive coverage on contexts for development, not only including family but extending beyond the family to peers, schooling, media, neighborhoods, communities, and societal values and priorities.This book will be immensely useful to the postgraduate students of psychology, researchers in the field, clinical psychologists, and also to those who have an abiding interest in holistic child development.
Contents : A Personal Note to Students.Preface for Instructors.
Part I: Theory and Research in Child Development1. History, Theory, and Applied Directions.
2. Research Strategies.
Part II: Foundation of Development3. Biological Foundations, Prenatal Development, and Birth.
4. Infancy: Early Learning, Motor Skills, and Perceptual Capacities.
5. Physical Growth.
Part III: Cognitive and Language Development6. Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives.
7. Cognitive Development: An Information-Processing Perspective.
9. Language Development.
Part IV: Personality and Social Development10. Emotional Development.
11. Self and Social Understanding.
12. Moral Development.
13. Development of Sex Differences and Gender Roles.
Part V: Contexts for Development14. The Family.
15. Peers, Media, and Schooling.
Name Index.Subject Index(less)
Part V. Thinkers subsequent to the Brahma-sutra: 1.
General remarks. 2.
Tibetan citations of Bhartrhari's verses and the problem of his dates. 3.
Tanka (Brahmanandin). 6.
Fragmentary transmissions of various differing theories. Part VI.
The Mandukya-karika: Introduction. 1.
Interpretations of some words and phrases of the Mandukya- Upanisad and Karika. 2.
Textual analysis. 3.
Thought. Part VIII.
The Vedanta philosophy of the Grammarian Bhartrhari: 1. The Grammarian Bhartrhari: the man and his works.
2. The position of Bhartrhari in the history of thought.
3. Bhartrhari's the scholar.
Part VIII. Conclusion: 1.
The position of Sankara in the history of Vedanta philosophy. 2.
A summary of the history of early Vedanta philosophy. Appendices.
"The history of the Vedanta school is well-known since the time(less)
2. The concept of Bodhisattahood.
3. The Bodhisatta practice as depicted in Pali sources.
4. The origin and development of the Bodhisattva doctrine.
5. The concept of Sunnata as depicted in Pali Nikayas.
6. The concept of Sunyata in Mahayana Sutras.
7. The conduct of Bodhisattva - Carya.
8. The Buddha's major characteristics through Buddha body perceptions.
9. The conclusion.
The Boddhisattvas' names in Sanskrit and Chinese. Bibliography.
Index. "The two concepts most profound, sublime and influential of all Mahayana (The Developed Buddhist Tradition) texts are the concepts of Bodhisattva and Sunyata.
In fact, both concepts had their seeds first in the Pali Nikayas (The Early Buddhist Tradition). In other words, while reading this book, the reader can discover the doctrines of Mahayana along with those of Pali Nikaya which are essentially the same in origin, nature and purpose.
He can also recognize how the term Sunyata sounds negative but the true(less)
Diabetes is not a serious health problem if you know how to manage it. The secret of successfully managing diabetes is to know as much as possible about diabetes.
It is this knowledge that helps you to take control of your diabetes, prevent complications, and lead a normal life like any other person. This book teaches you all that you have to know about diabetes, in simple language(less)
The Afghanistan crisis: an overview/Prem Shankar Jha. 2.
Indo-US relations in the context of the Afghanistan crisis/K. Shankar Bajpai.
3. India-Pakistan relations in the context of the Afghanistan crisis/Satish Kumar.
4. The issue of fundamentalism in the Afghanistan crisis/Asghar Ali Engineer.
5. The post-Taliban world/Kalim Bahadur.
6. The UN and conflict resolution in Afghanistan/S.
7. The problematic of war and Afghanistan in historical perspective/Anirudh Deshpande.
8. Limitations of western warfare: American military operations in Afghanistan, 2001/Kaushik Roy.
9. Civilisation, civil society and citizenship: a case of nation-building in Afghanistan/Vinayak Narain Srivastava.
Summary of discussions. "The tentacles of terrorism have crippled human efforts to resolve conflicts in a peaceful manner.
The September 11 terrorist attack on America and her response by declaring a war on terrorism has created a complex scenario which needs critical analysis. The crisis in Afghanistan generated a lot of interest in India because of its being a victim(less)
1. I see no stranger: early Sikh art and devotion.
2. Catalogue: i.
Searching for answers. ii.
All is one. iii.
A light moving across time. iv.
Meditations on the true name. v.
Faith in labor. 3.
Selected bibliography. "No one is a Hindu; no one is a Muslim.
With these radical words Guru Nanak (1469-1539) founded the Sikh religion, calling for the recognition of one God, by whatever name devotees chose to call him, and the rejection of superstition, avarice, meaningless ritual, and social oppression. In his embrace of all religions, Guru Nanak envisioned a loving God that was outside the bounds of any one religion.
He upheld the truth of equality among all beings and practiced the quiet heroics of holding up a mirror to foolishness. Meditation and devotion were identified as the work of the private domain and charity, honest work, and service to humanity as the(less)
The texts. 1.
The mystical significance of the sacrificial horse (BAU (M) 1:1). 2.
A creation myth associated with the Agnicayana and Asvamedha (from BAU (M) 1:2). 3.
'Lead me from untruth (or non-being) to truth (or being)..
. (from BAU (M) 1:3).
4. Another creation myth: The underlying oneness (BAU (M) 1:4).
5. A Brahmin turns to a Ksatriya as teacher, and the parable of the sleeping man (from BAU (M) 2:1).
6. Yajnavalkya and Maitreyi (BAU (M) 2:4).
7. Yajnavalkya's disputations at the assembly of King Janaka, 1: The cows and the hotr Asvala (BAU (M) 3:1).
8. Yajnavalkya's disputations at the assembly of King Janaka, 2: Release from "re-death" (BAU (M) 3:3).
9. Yajnavalkya's disputations at the assembly of King Janaka, 3: Vacaknavi Gargi challenges Yajnavalkya (BAU (M) 3:8).
10. Yajnavalkya's disputations at the assembly of King Janaka.
11. The beginning of Svetaketu's instruction in the transcendental unity of everything(less)
Treatment of the child in emotional conflict. 2.
Methods of therapy. 3.
Involving the parents in the child's therapy. 4.
Introducing the child to therapy. 5.
General characteristics of Neurosis in children. 6.
The child in acute anxiety states. 7.
The child with school Phobia. 8.
The child with depression. 9.
The child with obsessional neurosis. 10.
The withdrawn child. 11.
The overprotected child. 12.
The effeminate boy. 13.
The Narcissistic child. 14.
The child with Neurotic character. 15.
The unsocialised child. 16.
The Neurotic character. 17.
The Neurotic delinquent. 18.
The "Psychopath". 19.
The psychotic child. 20.
The markedly unstable child. 21.
The child with organic brain damage. 22.
The child who withdraws into convulsive seizures. 23.
The problem of prevention. 24.
Some principles of therapy. Index.
"Whenever anything interferes with the satisfaction of child's instinctual drives and his frustration produces a state of tension then he starts suffering from emotional(less)
2. Ranikhet disease (newcastle disease).
3. Infectious Bursal disease(Gumbro disease).
4. Marek's disease (MD).
6. Fowl Pox.
7. Laryngotracheitis (Infectious laryngotracheitis).
8. Avian Encephalomyelitis (Epidemic Tremor).
9. Duck Hepatitis (DH).
10. Respiratory diseases.
11. Fowl Typhoid.
12. Avain Tuberculosis (AT).
13. Bacillary White Diarrhoea (BWD).
14. Fowl Cholera (Avain Pasteurellosis).
15. Coligranuloma (Hjarre's disease).
16. Chlamydiosis (Ornithosis).
19. Parasitic diseases caused by internal parasites.
20. Parastic diseases caused by external parasites.
21. Deficiencies of minerals and vitamins.
22. Diagnosis of poultry diseases.
23. Infectious bronchitis.
24. Influenza (Avian influenza or bird flu).
25. Favus (Tinea).
26. Quail disease (Ulcerative enteritis).
27. Avian Pseudotuberculosis (AP).
28. Mycoplasma Gallisepticum (MG) Infection (Chronic Respiratory disease).
29. Aspergillosis (Brooder Pneumonia).
30. Thrush (Candidiasis).
31. Avain Arizonosis (AA).
32. Rupture of the Gastrocnemius Tendon.
33. Heat Prostration.
35. Gangrenous Dermatitis (GD).
36. Botulism (Limberneck).
37. Coryza (Infectious Coryza)(less)
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