Feed
-
Making Agri-Food Systems Work for the Rural PoorRef : https://reliefweb.int/sites/reliefweb.int/files/resources/IDL-57456.pdf The overall objective of the project ‘Making agri-food systems work for the rural poor in Eastern and Southern Africa’ was to improve food security and promote sustainable management of natural resources through enhanced adoption of pro-poor agri-food system innovations. To achieve this goal, the project aimed at achieving the following four specific objectives; (i) to identify and promote local innovations and adaptation strategies that work for the poor rural men and women to cope with food security vulnerabilities; (ii) to adapt and scale up technologies and market innovations for promoting orphan crops that enhance food security, increase incomes and ecosystem integrity in selected areas of Malawi, Kenya and Uganda; (iii) to analyze and promote specific policies and governance mechanisms for sustainable agri-food systems; and (iv) to determine mechanisms for scaling up agri-food systems and sustainable agriculture. The project was implemented in 3 countries, Kenya, Malawi and Uganda with the participation of five partner institutions, i.e., National Agricultural Research Organization (NARO), Uganda; Kenya Agricultural Research Institute (KARI), Kenya; Bunda College of Agriculture, Malawi; Advocates Coalition for Development and Environment (ACODE), Uganda; and Tegemeo Institute of Agricultural Policy and Development (TEGEMEO), Kenya. ASARECA’s main task was to coordinate regional activities and provide a platform for the participating countries and institutions to share lessons. Over the project implementation period, ASARECA facilitated a series of regional meetings to discuss among other issues a common approach to project implementation, monitoring and evaluation, management of knowledge and communication products and final regional fora to disseminate the research findings. In addition, ASARECA organized two sets of training courses on scientific writing and communication, which were attended by the scientists from the participating institutions. To enable the project partners widely disseminate the research findings, ASARECA provided a platform at its 2nd General Assembly where over 16 papers were presented not only from this particular project but also papers based on findings from other IDRC supported projects in the region (Annex II). Overall, the project has demonstrated that orphan crops have the potential to diversify the farming systems, spread risks, contribute to food security, and provide income opportunities for the most vulnerable and women in particularBy: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021YOUTH EMPOWERMENT
-
Grants 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
-
Sample 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
-
Educational TechnologyEducational Technology The history of educational technology is marked by the increasing complexity and sophistication of devices, exaggerated claims of effectiveness by technology advocates, sporadic implementation by classroom teachers, and little evidence that the technology employed has made a difference in student learning. Although technology proponents have from time to time claimed that technology will replace teachers, this has not occurred. The typical view among educators is that technology can be used effectively to supplement instruction by providing instructional variety, by helping to make abstract concepts concrete, and by stimulating interest among students.By: Alli SmithThursday, May 27, 2021EDUCATION
-
Self-learning:: grantsCuriosity is the main driver of learning. As a basic principle of learning, it makes little sense to force students to memorize large reams of text that they will either begrudgingly recall or instantly forget. The key is to let students focus on exploring an area which interests them and learn about it for themselves. A perfect example of a teaching technique based on self-learning is outlined by http://www.ted.com/talks/lang/es/sugata_mitra_the_child_driven_education.html" target="_blank" rel="noopener">Sugata Mitra at the TED conference. In a series of experiments in New Delhi, South Africa and Italy, the educational researcher Sugata Mitra gave children self-supervised access to the web. The results obtained could revolutionize how we think about teaching. The children, who until then did not even know what the internet was, were capable of training themselves in multiple subjects with unexpected ease. A common technique for exploring self-learning is the use of https://www.goconqr.com/mind-maps/" target="_blank" rel="noopener">Mind Maps. Teachers can create a central node on a Mind Map and allow students the freedom to expand and develop ideas. For example, if the focus is the Human Body, some students may create Mind Maps on the organs, Bones or Diseases that affect the human body. Later the students would be evaluated according to the Mind Maps they have created and could collaborate with each other to improve each others Mind Maps and come to a more comprehensive understanding of the Human Body.By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021EDUCATION
-
Organizational Supports for ADHD StudentsMany students with ADHD have significant difficulties with organization. They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD. The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently. Assignment Notebook: Provide the student with an assignment notebook to helporganize homework and seatwork.Color-Coded Folders: Provide the student with color-coded folders to helporganize assignments for different academic subjects.Homework Partners: Assign the student a partner who can help recordhomework and other seatwork in the proper folders and assignment book.By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021HEALTH AND NUTRITION
-
ADHD and School interventionsSchool interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021HEALTH AND NUTRITION
Leave a comment