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19: Varietal Adoption, Outcomes and Impact

Walker, T.S. CABI PDF

19 

Varietal Adoption, Outcomes and Impact

T.S. Walker,* J. Alwang, A. Alene, J. Ndjuenga, R. Labarta, Y. Yigezu,

A. Diagne, R. Andrade, R. Muthoni Andriatsitohaina, H. De Groote,

K. Mausch, C. Yirga, F. Simtowe, E. Katungi, W. Jogo, M. Jaleta,

S. Pandey and D. Kumara Charyulu

Parallel to the preceding chapter, we synthesize the results of Chapters 6–17 here. The focus is on outcomes and impacts. Outcomes centre on varietal adoption and turnover; impacts refer to changes in on-farm productivity, poverty and food security. Hypotheses from Chapter 3 are revisited at the end of each thematic section.

Varietal Adoption

By crop

The area-weighted grand mean adoption level of improved varieties in Sub-Sharan Africa (SSA) across the 20 crops in the project is 35% (Table

19.1). Two-thirds of the crop entries in Table 19.1 fall below the mean estimate. Starting at the bottom of the table, the limited uptake for improved field pea, which is produced primarily in Ethiopia, is not surprising. Internationally and ­nationally,

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Medium 9781574415193

36. End of an Era

Sherry Robinson University of North Texas Press ePub

CHAPTER 36

End of an Era

A hungry stomach was found to be an excellent mode of discipline.

—Agent Walter Luttrell, 1900 1

Agents could be both advocates and tyrants. They pressured chiefs and head men to send their own children to the agency boarding school and to produce other pupils. When enrollment fell short, agents withheld rations and sent the Indian police to snatch shrieking children from the arms of their weeping mothers. Parents resorted to hiding their children or marrying off their young girls; some children faked insanity or sickness. At school, the children’s dark tresses were shorn, and they were “stripped of their Indian garb, thoroughly washed, and clad in civilized clothing,” wrote an agent. Once enrolled, they weren’t allowed to go home, although parents could visit. There was one positive aspect to school: Apache children suddenly had enough to eat.

Students got new non-Indian names: José Torres’s son became Horace Greeley and his daughter, Mollie Ohio; one of Magoosh’s sons became William Stott2; Natzili’s younger son became Len Smith and his daughter, Lucy Smith; Chivato’s daughter became Carrie Heath and his son, Harry Heath. Agents also attempted to rename the parents; not surprisingly, Natzili refused to go by John Smith, and Magoosh never warmed to Mogul. Over time, children kept their first names, and many used their fathers’ names as surnames.3

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Medium 9781780646824

1: The Sexual Revolution

Webber, R. CABI PDF

The Sexual Revolution

1

Origin of Life

The general consensus is that life originated in the oceans some 4 billion years before present from the heat and nutrients of hydrothermal vents.

Although the heat originated from volcanic processes and was intense, it was cooled by the surrounding ocean and a gradient of temperature was created that provided the ideal conditions for life to start. This first life was very simple, just a cell wall containing cytoplasm, and could quite easily have happened, as shown by Wagner in his book Arrival of the Fittest; it was termed a prokaryote.

All cell walls are made from amphiphilic lipids, which are so called because one end likes water and the other likes oils and not water. This property enables lipid molecules to be directionally arranged, a phenomenon that is seen if a thin film of oil is spread on to water, in which it naturally forms into globules, thereby separating the oily components from the water outside. This is thought to be how simple cell walls originated, to be subsequently improved upon by random mutations of their organic contents.

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Medium 9781780491929

CHAPTER EIGHT Narrative psychiatry

Karnac Books PDF

CHAPTER EIGHT

Narrative psychiatry

SuEllen Hamkins

arrative psychiatry brings together narrative and biological understandings of human suffering and wellbeing. It relishes discovering untold but inspiring stories of a person’s resilience and skill in resisting mental health challenges while exposing and deconstructing discourses that fuel problems. It examines what the doctor’s kit of psychiatry has to offer in light of the values and preferences of the person seeking consultation, authorising the patient as the arbiter of what is helpful and what is not.

Narrative psychiatry, as I theorise and practise it, arises from the confluence of several streams of inspiration in my life. Postmodern philosophy (Foucault, 1979) and feminist theory (Gilligan, 1982;

Morgan, 1970) inspired me early on to discern and unpack operations of power in society. I studied medicine with the intention of becoming a doctor who could selectively draw from bio-medical discourses while resisting their hegemony, with hopes of attending more empathically to my patients (Lewis, 2011). Narrative psychotherapy (Freedman &

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Medium 9781855755505

CHAPTER ONE: Thoughts

Eigen, Michael; Govrin, Aner Karnac Books ePub

God

A ner: In The Psychoanalytic Mystic, you wrote that therapy is holy and that there are moments when psychoanalysis is a form of prayer. To most analysts these sentences might seem strange. Segregation between these two worlds—spiritualism and psychoanalysis—is the normative analytic stance. What personal experiences have led you to think that way?

Mike: For me these two worlds coincide. The first session I did as a therapist was like breathing fresh air. I felt like a fish in water. Finally, something natural, a fit, and a medium I could be in. It was a blessing after trying so many things—something that felt just right. I was nearly thirty and had worked as a therapist with children at camps, schools and treatment centres in my mid-twenties. That's part of what got me interested in going more deeply into the therapy field.

I worked at other jobs too, too many to mention. Office work, restaurants, playing in bands, teaching. While teaching at a school for disturbed children, an incident occurred that made me determined to be my own boss. A boy brought in pheasants as gifts from a hunting trip with his father. My supervisor, the head teacher, lectured him about the evil of killing animals and wouldn't accept the gift. I piped up and said to the boy, “Hey, that's great, John. I'd love one.” This boy's dad never did anything with him. How great they went hunting, did something together. The boy came in proud and generous and got shot down, shamed. My supervisor went on harping about how bad it was to gratuitously take life. I knew, in an instant, my days in institutional settings were numbered. Soon afterwards, I began graduate school to start work on my doctorate, to work towards greater freedom.

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Medium 9781425809232

Week 30

Christine Dugan Shell Education PDF

WEEK 30

DAYS

4–5

Name: _______________________________ Date:__________________

American Indian Homes

American Indians live in tribes. These tribes lived in different parts of the country. Long ago, they built homes that helped them survive. The homes were made with special materials. Native people used what they had.

American Indians lived in many different types of homes.

Some lived in grass houses. Tribes that lived on large, grassy plains used the grass to build homes. They worked well in warm climates. These structures were up to forty feet tall!

Adobe homes were a different type of home. They were called pueblos (PWEB-lohz). These homes were made of clay and straw. They often had more than one story! They worked well for tribes who stayed in one place for a long time.

Pueblos helped keep people cool in hot weather.

Plank houses worked well in cold climates. Tribes that lived in plank houses built them out of wood. They worked well in cold places with forests nearby. The people found tall trees in the forests to make planks. Plank houses were also permanent houses.

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Medium 9781935542353

Appendix A: The PLC Continuum

Robert D. Barr Solution Tree Press ePub

Appendix A

The Professional Learning Community Continuum*

By Robert Eaker, Richard DuFour, and Rebecca DuFour

When school personnel attempt to assess their ability to function as a learning community, they are likely to create a simple dichotomy—the school either functions as a professional learning community or it does not. The complex process of school improvement cannot, however, be reduced to such a simple “either/or” statement. It is more helpful to view the development of a PLC along a continuum: Pre-initiation, Initiation, Developing, and Sustaining. Each element of a PLC, as shown in the following pages, can be assessed during the four stages of the continuum:

 

Pre-initiation

The school has not yet begun to address a particular principle of a PLC.

Initiation

An effort has been made to address the principle, but the effort has not yet begun to impact a “critical mass.”

Developing

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Medium 9780253339041

9. To Little Round Top

David M. Jordan Indiana University Press ePub

GOUVERNEUR WARREN WAS HEARTSICK AFTER the Army of the Potomac recrossed the Rappahannock and returned to its camps around Falmouth. He wrote to his brother Will that “it was unnecessary for us to retreat . . . There was a want of nerve somewhere in carrying out the movement.” He said that he had “urged and counselled activity and rode from one end of our long lines over and over again to push things.” Unfortunately, he said, his advice was not taken “and here we are again . . . 30,000 men weaker than before we moved.”1

Warren’s letters to Emily after Chancellorsville, at first somewhat matter-of-fact as to his activities and duties, became more despairing as days passed. On May 11, he told her, “My mind is suffering from a great reaction and disappointment.” Filled with high hope and courage, he said, “we grappled with the foe” in what he thought was to be “the great victory that was to close the war.” He “knew not fatigue nor want of sleep and little regarded danger,” but steady purpose in the high command was wanting. “We halted, we hesitated, wavered, retired.” He thought about his own position in the army’s affairs:

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Medium 9781934009437

Chapter 9: The Challenge of Changing Lives

Allen Mendler Solution Tree Press ePub

ALL EDUCATORS NEED TO BE CONCERNED about those students who become so discouraged that they give up. I hope that the many strategies in this book give you ideas that will make it more difficult for your students to throw in the towel. We certainly compete with so many variables and voices that discourage students and often make them want to give up—unsupportive parents, violence, drugs and alcohol, a cultural attitude of fast and easy, and intense peer pressure.

Our ongoing challenge is to find ways of reconnecting with the natural learner that exists in each of us so that students reawaken with excitement and enthusiasm to the process of learning. Our students need us to have high expectations, apply consequences that teach them when they make mistakes, and affirm who they are. They need us to not give up on them, especially when they are giving up on themselves. We must daily remind ourselves of the enormous influence we can have in changing in our students’ lives by awakening them to the many possibilities that a deeper understanding and awareness of the world around them provides.

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Medium 9781855756038

INTERVIEW BY ANTHONY G. BANET, JR. (1976)

Bion, Wilfred R. Karnac Books PDF

INTERVIEW BY

ANTHONY G. BANET, JR.

1976

Bion_10.indb 147

01/10/2014 14:27:19

‘Interview by Anthony G. Banet, Jr.’, first appeared in 1976 in Group & Organization

Studies, 1 (No. 3, September, pp. 268–285), published by University Associates Inc. It was subsequently published in 2005 as Appendix B to The Tavistock Seminars, edited by Francesca Bion (London: Karnac Books).

Bion_10.indb 148

01/10/2014 14:27:19

Interview by Anthony G. Banet, Jr.

Los Angeles, 3 April 1976

Banet: In Experiences in Groups, you allude to your wartime

­experiences. I’d like to hear more about that.

Bion:  During the First World War, I went straight from school into the army and into the tanks because I wanted to see what a tank was.

At that time they were still secret. I spent the rest of my time regretting it. It’s very difficult to talk about the regret.

The military is a most peculiar business, because you are with a person only briefly, but you find that you get to know him quickly, very well, and in depth. There’s nothing like this business of constantly being confronted with the probability of death. We had something like 700 officers come through our battalion in the short space of time in which we were in action – just about eighteen months. The result is that I knew individuals very, very well, but I would forget their names because I saw them so briefly. I remember coming across a fellow who wasn’t in my company, but he recognized me. He was an AA scout – one of these people who go about on motorcycles. I recognized his face when he introduced himself to me, but I could not place him. But that’s the kind of thing that helped me to see that

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Medium 9780874251838

Activity 8 Check it Out

Roy, Bailey HRD Press, Inc. PDF

8

Check it Out

Too often we forge ahead with plans and actions without checking with those who are affected by our behavior. When we check our understanding of issues and problems, we improve rapport with people and confirm we are on the right track.

MATERIALS

TIME

45 to 60 minutes

GROUP SIZE

Suitable for groups of 3 to 12 people

METHOD

1. Explain to the participants that this assignment is carried out in groups of three. The roles to adopt in each group are speaker, listener, and observer.

Pens

Handout 8.1 for each participant

2. Distribute copies of Handout 8.1 and ask participants to take a few minutes to prepare a statement on an issue or a problem that they consider to be important. Emphasize that it is crucial that they believe in what they are saying and believe in the statement. Ask participants to make a few notes about their issue or problem and then read it to the group. Participants should be able to deliver their statement in less than one minute.

3. Determine which participant is to go first and ask the speaker to deliver his/her statement to the listener. During this time, the observer looks on and records any pertinent behaviors.

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Medium 9781591201298

You’re Fat

Tuley, Marty Basic Health Publications ePub

YOU’RE FAT!

YOU’RE FAT! There, I said it. It’s out in the open; it’s off my chest and yours. Quit avoiding it; just acknowledge the reality. How do I know? Current estimates indicate that 60 percent of Americans are clinically obese. I am surmising that if you picked up this book, you probably fall within that percentage.

“Oh, no, I was just curious.”

“Actually, the title caught my attention.”

Nice try. No … you are probably fat. Okay, fat may be too strong a word. I am not trying to offend you, just trying to wake you up! You are not big boned, and it isn’t your parents’ fault. You’re plain old fat. Oops, sorry, there’s that word again. It just sounds bad, right? Too personal. Offensive. Great, get a little pissed!

You don’t want to be called fat? I don’t blame you. Do you want to argue about the offensive nature of the word? Do you want to spend some time discussing the political incorrectness of the term? Sure you do. Do you know why? Because the truth hurts! And it is easier to just sit around and whine about terminology than it is to actually get off your ass and do something about it!

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Medium 9781588431363

Turks & Caicos

Joyce Huber Hunter Publishing ePub

Despite a rapid and huge growth in dive tourism during the past 10 years, the Turks & Caicos remain one of the last great diving frontiers, with miles of vast reefs and wrecks yet to be explored. In fact, some of the finest and oldest coral communities in the Western Hemisphere fringe the shores.

Located well off the beaten path, at the southeastern tip of the Great Bahama Bank, most of these islands are sparsely populated. Topside, the terrain and vegetation resembles the Bahamas flat with scrub brush and tall cactus, edged by pink and white sand beaches.

The Turks consist of two main islands: Grand Turk and Salt Cay, which are separated from the Caicos by a 22-mile-wide deep-water channel, the Turks Island Passage. The Caicos group consists of six principal islands: West Caicos, Providenciales, North Caicos, Grand Caicos, East Caicos and South Caicos. All are flanked by small uninhabited cays.

Providenciales posh hotels, casino gambling and direct flights from Miami attract most dive tourists. Grand Turk, on the other hand, has fabulous diving too, but lacks the posh resorts and takes a little more effort to get to.  

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Medium 9781574415476

11. Up Black Bayou

Edited and Annotated by Jacques D. Bagur University of North Texas Press PDF

72    Red River Reminiscences

I

t was hardly fair for me to leave the Relief “right on a stump” and “all hands turned in” for the night, as it is not doing “Uncle Joe” justice to suppose that he would allow himself “or any other man” to go to sleep while his boat was in any sort of jeopardy. So I must be allowed to amend my statement and say that the Relief was pulled off the stump and a line run across the bayou to a tree, which held her in the middle of the stream, thus guarding against the wind which sometimes rises very suddenly, and would damage the boat among the overhanging tree tops. Capt. Ross never left his work half done.

Morning came and found us all ready for a start. Not a man had strayed away, for there was not a foot of dry land nearer than the “pint,” three miles up the bayou, where we were promised the bee tree.

I wish it were possible to describe the navigation of Black

Bayou as it was in those early days when none but “Birds of passage” visited its waters with steamboats. I ought not to attempt it, for were the one-quarter of its perplexities and dangers told, and the description compared with the Black Bayou of to-day, this

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Medium 9781574416558

“Folk Art in General, Yard Art in Particular.” Folk Art in Texas, PTFS XLV, 1985

Edited by Kenneth L. Untiedt and Kira E. Mort University of North Texas Press PDF

Folk Art in General, Yard Art in Particular

[Originally, text and photographs by Francis Edward

Abernethy]

pP

This folk art project began on a flight from DFW to Austin. I was with a jazzman friend, and we got into a two-hundred-mile discussion of art. He had ordered a cord of wood, and the black man who delivered and stacked the wood arranged it in obviously contrived designs. My friend catalytically remarked that he hated to break down the cord of firewood because he was destroying a work of art.

We contemplated the impulse that would give rise to such an ephemeral art form and began to consider other common but either unnoticed or taken-for-granted manifestations. I had recently purchased a new Stetson and had had it steamed and shaped according to my inclination and one of the latest styles. We agreed that shaping hats was an art in addition to being a craft. The knowledge of the craft was necessary to know how to do it. The feeling for the added dimension of art—for the flow of the curve of the brim, and the balance and symmetry of the crown—was necessary to know what to do. The art of the hat had gone beyond the utility of it.

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