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OpportunityGrants for AAPhttps://www.researchgate.net/publication/241757597_Implications_of_agri-food_standards_for_Sri_Lanka_Case_studies_of_tea_and_fisheries_export_industries Dear Colleagues, Agri-food economies are socio-technical systems converting natural resources into food and ecosystem services and distributing them to consumers mainly through supply chains and markets. This book considers agri-food economies as “economies on their own” distinct to economies in general since they deliver food, which is indispensable for the continuity and quality of human life, and they are located at the complex interface between nature and society. Today, technological global agri-food economies dominated by vertically integrated, large enterprises are failing in meeting the challenge of feeding a growing global population within the limits of “planetary boundaries” and they are characterized by a “triple fracture” between agri-food economies and their three constitutive elements: nature, consumers and producers. In parallel to this crisis, new eco-ethical driven agri-food economies are built around new farming and food distribution practices. By exploring these new emerging agri-food economies in both developing and developed countries, this book develops a multidisciplinary discussion on the re-construction of local and regional agri-food economies as a solution to existing global agri-food economy crises. At a farm level, in contrast with the specialization and productivism of the modernized farming model, new farming practices grounded in ecological and biocultural principles and multifunctional diversification have emerged. At the supply chain and market level, in the last twenty years, we have witnessed the emergence of alternative food networks (AFNs) and/or short food supply chains (SFSCs,): alternative arrangements to the more standardized or conventional food supply and distribution chains, which relies on the notions of ‘ diversity’ ‘equity’ ‘transparency’, ‘quality’, ‘place’, and ‘sustainability’ and ‘community’. In alterity to the deterritorialization of the global agro-industrial food chain, the reterritorialization processes of AFNs/SFSCs moves towards food re-localization and re-socialization.By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021AGRI-FOOD SYSTEMS
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Articlecovid 19https://coronavirus.jhu.edu/data https://www.worldometers.info/coronavirus/?utm_campaign=homeAdvegas1? Reported Cases and Deaths by Country, Territory, or Conveyance The coronavirus COVID-19 is affecting 213 countries and territories around the world and 2 international conveyances. The day is reset after midnight GMT+0. The list of countries and territories and their continental regional classification is based on the United Nations Geoscheme. Sources are provided under "Latest Updates". Learn more about Worldometer's COVID-19 dataBy: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021CULTURE AND SOCIETY
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Posthttps://coronavirus.jhu.edu/map.htmlBy: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021CULTURE AND SOCIETY
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Posthttps://gifted.msu.edu/?gclid=EAIaIQobChMIspXiyf2F6gIVgX4rCh1_MgZxEAAYASAAEgL4bPD_BwEBy: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021EDUCATION
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Posthttps://microcredentials.digitalpromise.org/explore/creativity-to-support-student-learning-in-a-digitaBy: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021EDUCATION
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Posthttps://gifted.msu.edu/?gclid=EAIaIQobChMIspXiyf2F6gIVgX4rCh1_MgZxEAAYASAAEgL4bPD_BwEBy: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021EDUCATION
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OpportunitySample GrantSAMPLE GRANT The following is an actual grant application from 2009-10 that meets the majority of our criteria for funding for an Enrichment Grant: Question 1 – Summary of Project: History Alive! The Salem Community Primary Source Project is an oral history project that will ultimately result in a primary source collection detailing and preserving the memories of Salem residents. Through this project, students will have the opportunity to be historians, conducting authentic research, evaluating primary sources, and examine their local history. The people of Salem have witnessed momentous historical events over their lifetimes; this project seeks to capture and preserve those memories to keep them alive for the benefit of future generations of students, scholars, and interested parties. Question 2 – Describe your project in greater detail: US History II students (40 students) will participate in this project as a course requirement addressing the framework standards – “the reading of primary source documents is a key feature of the two-year set of U.S. history standards.”. History Alive! The Salem Community Primary Source Project will allow students to analyze primary source documents as well as develop their own primary sources. Students will demonstrate mastery of other skills and concepts, such as: interpreting and constructing timelines, showing connections between historical events and ideas, distinguishing historical fact from opinion, and interpreting the past within its own historical context, rather than in terms of present-day norms.By: sunayanaThursday, May 27, 2021YOUTH EMPOWERMENT
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