195 research outputs found
Bambara nut: A review of utilisation, market potential and crop improvement
Bambara groundnut (Vigna subterranea (L.) Verdc.) originated in West Africa but has become widely distributed throughout the semi-arid zone of sub-Saharan Africa (SSA). Sharing a high nutritive value with other widely consumed legumes, bambara has an appealing flavour which is reflected in demand from small local and niche markets. Despite its high and balanced protein content, bambara remains under-utilised because it takes a long time to cook, contains anti-nutritional factors and does not dehull easily. Bambara yields well under conditions which are too arid for groundnut (Arachis hypogea), maize (Zea mays L.) and even sorghum (Sorghum bicolar). Its drought tolerance makes bambara a useful legume to include in climate change adaptation strategies. Existing bambara products are not well promoted in the local or international markets and new products are needed that highlight its inherent nutritional and culinary advantages. A number of projects on bambara, involving several countries in SSA since the 1980s, have failed to stimulate a sustainable increase in the production of the crop. The absence of functioning value chains has been a factor in this failure, as accessible market outlets might provide the required incentive for smallholder households to obtain improved seed and invest more of their land and labour in the crop. There is little documented evidence of trade in bambara but circumstantial evidence indicates considerable international demand. More attention should be given, therefore, to market research and development, with crop improvement programmes being more market-led, if bambara is to make a greater contribution to household income and rural development in SSA
Diseases and pests of pigeonpea in eastern Africa: a review
Pigeonpea is one of the major legume crops grown in eastern Africa but has been relatively neglected in terms of research and development. The peas are a rich source of protein and the crop is nitrogen-fixing and drought tolerant. It is an ideal crop for the semi-arid areas of Africa and there is great potential for it to be more widely grown. The large number of pests and diseases which attack pigeonpea in Africa (and elsewhere) is perhaps the main constraint to increased production. The most important pest worldwide is the pod borer, Helicoverpa armigera, but the flowers and pods are attractive to a wide range of insect pests. The most important disease in eastern Africa is Fusarium wilt (Fusarium udum) and considerable effort has been devoted by ICRISAT to developing wilt-resistant pigeonpeas, adapted to cultivation in the region. This paper reviews the literature on pests and diseases of pigeonpea with special reference to eastern Africa and presents some new information on distribution and damage levels for the key pests and disease
Teachers as writers: a systematic review
This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachersâ attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachersâ writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachersâ writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer
More than canons: teacher knowledge and the literary domain of the secondary English curriculum
The Nature of Knowledge in Composition and Literary Understanding: The Question of Specificity
â”PETER SMAGORINSKY is Assistant Professor, College of Education, University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019-0. He specializes in classroom literacy.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline
Teaching Writing: a situated dynamic
publication-status: Publishedtypes: ArticleThe paper is theoretically grounded in Cultural Historical Activity Theory (CHAT) which holds that human development is founded within participation in social and cultural practices. In particular, the teaching of literacy is shaped not only by the curriculum as designated by policy makers and the institution in which it is located but also by the individualsâ understanding of what literacy and learning involves and how they act to achieve their goals. The paper explores data from a project that investigated the relationship between classroom talk and the teaching of writing in six early years classrooms. Participantsâ own understandings of teaching and learning need to be taken into account by researchers and policy makers. CHAT has been used to explore the dynamic relationship between activity at societal, institutional and individual levels. It is argued that researchers and policy makers need to take account of the wider socio-cultural context in planning and evaluating curriculum development initiatives
Genetic analysis of Verticillium wilt resistance in a backcross inbred line population and a meta-analysis of quantitative trait loci for disease resistance in cotton
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