DOCSLIB.ORG

The Anthropology of Corn Thursdays 12-2 Pm, Classes Begin January 12 and End April 5, 2012

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Anthropology of Corn Thursdays 12-2 Pm, Classes Begin January 12 and End April 5, 2012 ANT 480H1S The Anthropology of Corn Thursdays 12-2 pm, Classes begin January 12 and end April 5, 2012 Instructor: Lauren Classen Contact Details: [email protected] Class Location: Sidney Smith 2101 Office Hours: Thursdays 2-3:30pm Drop Box for late papers: 19 Russell, Located outside the administrative offices (in the corner to the right of the elevator and stairs) Course Description: Corn is one of the most important grains in the world. It is in everything from pop, granola bars, pasta sauces, yogurt, and brandy, to toothpaste, concrete, wallboard and bio-fuels. Domesticated an estimated 6,000 – 10,000 years ago in Central America, corn is the staple food in much of Latin America and Africa today. Tracing a single food from production to consumption is a common method used in anthropology of food to explore cultural, political, economic and environmental factors related to food culture and health. See for example Mintz (1985) on sugar, Smith (1994) on the tomato, Willard (2001) on saffron, and Jenkins (2000) on bananas. Due to its global significance and increasing demands for its use (from food to fuel for example), corn provides a valuable tool for examining anthropological perspectives on the history, political economy, identity politics, globalization, nutrition and cultures of food. This course draws on socio-cultural anthropology, medical anthropology, the anthropology of food, the anthropology of gender, and the anthropology of development and examines contemporary patterns of globalization, food cultures, food trade, and health and nutrition implications of international food policies. Approach: This course is structured in seminar format. It is based on intensive weekly discussions and student presentation of reading materials. Participation by all is critical to the success of the course. Evaluation: The evaluation for this course is made up of the following elements: Participation: Classroom participation and weekly written comments, questions and quizzes….. 25% Analysis of reading materials for selected week: (Week to be determined in first class): ………………………………...……..........20% Assignment 1: Anthropological analysis of a contemporary issue related to maize (Short paper 4-5 pages based on analysis of newspaper article, podcast, 1 photograph, advertisement, etc.)………………………………………...................20% (Due in class at 12pm, Thursday, February 16, 2012) Assignment 2: Final essay on anthropology of corn.…………………………….……………..….35% (Due in class at 12pm, Thursday, April 5, 2012) Details on evaluation: Participation: Due weekly: 25% As a seminar, this course hinges on the active participation of all students. Students are expected to have read all assigned materials prior to class and to come prepared for meaningful dialogue and debate. Students may be asked to comment on specific readings. Classroom participation is a major component of the grade, but given that this is a large seminar, there will be different ways to contribute. First and foremost, you will be graded on your involvement in the weekly seminar on an individual basis. As part of your participation assessment, I will frequently give the class 10 minutes at the start of class or after a film or class discussion to write a critical commentary that incorporates key points from the readings and class discussions. In 3/12 classes I will ask you to answer a very short pop quiz on the readings. While I will not give a specific grade to either of these and the latter you will grade yourself as we go over the answers in class (the precise grade will not be recorded as part of your overall assessment), these will be collected and assessed with respect to your overall participation grade. These, thus, are intended to provide another opportunity, besides oral participation, to demonstrate that you are actively engaging with the material in the course (often appreciated by shy students!). In addition you can participate by contributing orally in class, engaging with any discussion boards we open on the course website, doing mini-assignments indicated for various weeks in the syllabus, etc. Collectively, every effort will be made to create an atmosphere in which everyone feels confident participating in discussions. Analysis of reading materials for selected week: Due (assigned in the first week of class): 20% During the first week of class we will divide into pairs (or groups of 3, depending on numbers) and each pair will be assigned one week (wks 3-12 [wk 10 excluded]) to read the assigned articles and prepare an introduction to the topic and key terms, theories and definitions in the readings in a 20-30 minute critical commentary on the week‟s readings. This critical commentary should conclude with a couple of key questions to start the class discussion. This is not intended to be a summary of the readings, since everyone is required to have completed all of the assigned readings prior to each class. Rather, this is intended for you to demonstrate your critical thinking skills and ability to link anthropological perspectives and theory to the theme of your assigned week and to launch the class discussion. Some summary, of course, will be necessary to make a coherent presentation. The presentation (including the introduction to the topic and key definitions and the critical commentary) should not exceed 30 minutes. Presenters should also read at least one of the optional readings and incorporate it into their presentation. Assignment 1: Critical analysis of contemporary discourse, media or issue related to maize (4-5 double-spaced pages – 20% - 2% off per day late, including weekends. Times New Roman 12 point font, 1 inch margins, double-spaced). Due: Thursday, February 17, 2012 at 12pm in class. 2 This assignment is intended to encourage you to apply an anthropological lens to looking at a key issue in the media on maize. Choose a newspaper article, website, photograph, advertisement, film, documentary, or pod cast somehow related to maize and explore it using an anthropological lens. Please append a copy of the article, summary of the film/doc, or a link to the ad to your paper. Assignment 2: Final Essay on the Anthropology of Corn (10 - 12 pages + bibliography – 35% - 2% off per day late, including weekends. Times New Roman 12 point font, 1 inch margins, double-spaced). Due: Thursday, April 5, 2012 at 12pm in class This is your opportunity either to explore the issue you took up in assignment one in more detail, to explore another topic of interest related to maize from an anthropological perspective, or to draw on the approaches employed in this class to explore the agro-ecological, cultural, political economical, nutritional and/or development-related aspects of another food. You may choose to draw on literature from the anthropology of development, nutritional anthropology, medical anthropology (bio-cultural, political ecology, ethnonutrition, etc.), socio-cultural anthropology, political economy, or other fields to examine your topic of choice. A minimum of 2 articles assigned in this course and a minimum of 8 bibliographic references are required. University Policy on Plagiarism The University of Toronto treats cases of academic misconduct very seriously. Academic integrity is a fundamental value of learning and scholarship at the UofT. Participating honestly, respectfully, responsibly, and fairly in this academic community ensures that the UofT degree that you earn will be valued and respected as a true signifier of your individual academic achievement. The University of Toronto's Code of Behaviour on Academic Matters (http://www.governingcouncil.utoronto.ca/policies/behaveac.htm) outlines the behaviours that constitute academic misconduct, the processes for addressing academic offences, and the penalties that may be imposed. You are expected to be familiar with the contents of this document. Potential offences include, but are not limited to: In papers and assignments: . Using someone else's ideas or words without appropriate acknowledgement. Submitting your own work in more than one course without the permission of the instructor. Making up sources or facts. Obtaining or providing unauthorized assistance on any assignment (this includes working in groups on assignments that are supposed to be individual work). On tests and exams: . Using or possessing any unauthorized aid, including a cell phone. Looking at someone else's answers. Letting someone else look at your answers. Misrepresenting your identity. Submitting an altered test for re-grading. Misrepresentation: . Falsifying or altering any documentation required by the University, including (but not limited to) doctor's notes. Falsifying institutional documents or grades. All suspected cases of 3 academic dishonesty will be investigated following the procedures outlined in the Code of Behaviour on Academic Matters. If you have any questions about what is or is not permitted in this course, please do not hesitate to contact me. If you have questions about appropriate research and citation methods, you are expected to seek out additional information from me or other available campus resources like the College Writing Centers the Academic Success Centre, or the U of T Writing Website. Course Schedule and Required Readings: Week 1: Thursday, January 12, 2012: Introduction to an Anthropology of Corn: history and agro-ecology The first class will serve as an introduction to the course, the anthropology of food, health and development and the usefulness of examining these issues as they relate to corn. Goals and expectations of the class will be reviewed. Week 2: Thursday, January 19, 2012: A World Built on Corn: If we are what we eat, we are corn! Part 1: Michael Pollan‟s book, “The Omnivore‟s Dilemma” and the CBC podcast on staple crops, will frame the importance of maize as an anthropological topic and provide our first look at the relationship between food history, policy and cultural significance. Pollan traces corn from traditional Mayan „milpas’ and Mayan cultural heritage as the “people of maize” to its equally prominent but more obscured role in political, environmental and social life of Americans today.
Load more

Recommended publications
  • Stone-Boiling Maize with Limestone: Experimental Results and Implications for Nutrition Among SE Utah Preceramic Groups Emily C
    Agronomy Publications Agronomy 1-2013 Stone-boiling maize with limestone: experimental results and implications for nutrition among SE Utah preceramic groups Emily C. Ellwood Archaeological Investigations Northwest, Inc. M. Paul Scott United States Department of Agriculture, [email protected] William D. Lipe Washington State University R. G. Matson University of British Columbia John G. Jones WFoasllohinwgt thion Sst atnde U naiddveritsitiony al works at: http://lib.dr.iastate.edu/agron_pubs Part of the Agricultural Science Commons, Agronomy and Crop Sciences Commons, Food Science Commons, and the Indigenous Studies Commons The ompc lete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ agron_pubs/172. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the Agronomy at Iowa State University Digital Repository. It has been accepted for inclusion in Agronomy Publications by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Journal of Archaeological Science 40 (2013) 35e44 Contents lists available at SciVerse ScienceDirect Journal of Archaeological Science journal homepage: http://www.elsevier.com/locate/jas Stone-boiling maize with limestone: experimental results and implications for nutrition among SE Utah preceramic groups Emily C. Ellwood a, M. Paul Scott b, William D. Lipe c,*, R.G. Matson d, John G. Jones c a Archaeological
    [Show full text]
  • Nutrient Content
    USDA National Nutrient Database for Standard ReferenceRelease 28 Nutrients: 20:5 n-3 (EPA) (g) Food Subset: All Foods Ordered by: Nutrient Content Measured by: Household Report Run at: September 18, 2016 04:44 EDT 20:5 n-3 (EPA)(g) NDB_No Description Weight(g) Measure Per Measure 04591 Fish oil, menhaden 13.6 1.0 tbsp 1.791 15197 Fish, herring, Pacific, cooked, dry heat 144.0 1.0 fillet 1.788 04593 Fish oil, salmon 13.6 1.0 tbsp 1.771 04594 Fish oil, sardine 13.6 1.0 tbsp 1.379 15040 Fish, herring, Atlantic, cooked, dry heat 143.0 1.0 fillet 1.300 83110 Fish, mackerel, salted 80.0 1.0 piece (5-1/2" x 1-1/2" x 1/2") 1.295 15041 Fish, herring, Atlantic, pickled 140.0 1.0 cup 1.180 15046 Fish, mackerel, Atlantic, raw 112.0 1.0 fillet 1.006 35190 Salmon, red (sockeye), filets with skin, smoked (Alaska Native) 108.0 1.0 filet 0.977 15094 Fish, shad, american, raw 85.0 3.0 oz 0.923 15210 Fish, salmon, chinook, cooked, dry heat 85.0 3.0 oz 0.858 15078 Fish, salmon, chinook, raw 85.0 3.0 oz 0.857 04590 Fish oil, herring 13.6 1.0 tbsp 0.853 15043 Fish, herring, Pacific, raw 85.0 3.0 oz 0.824 15208 Fish, sablefish, cooked, dry heat 85.0 3.0 oz 0.737 15236 Fish, salmon, Atlantic, farmed, raw 85.0 3.0 oz 0.733 15181 Fish, salmon, pink, canned, without salt, solids with bone and liquid 85.0 3.0 oz 0.718 15088 Fish, sardine, Atlantic, canned in oil, drained solids with bone 149.0 1.0 cup, drained 0.705 15116 Fish, trout, rainbow, wild, cooked, dry heat 143.0 1.0 fillet 0.669 15237 Fish, salmon, Atlantic, farmed, cooked, dry heat 85.0 3.0 oz 0.586 15239
    [Show full text]
  • Hopi Crop Diversity and Change
    J. Ethtlobiol. 13(2);203-231 Winter 1993 HOPI CROP DIVERSITY AND CHANGE DANIELA SOLER I and DAVID A. CLEVELAND Center for People, Food, and Environment 344 South Third Ave. Thcson, AZ 85701 ABSTRACT.-There is increasing interest in conserving indigenous crop genetic diversity ex situ as a vital resource for industrial agriculture. However, crop diver­ sity is also important for conserving indigenously based, small-scale agriculture and the farm communities which practice it. Conservation of these resources may best be accomplished, therefore, by ensuring their survival in situ as part of local farming communities like the Hopi. The Hopi are foremost among Native Ameri­ can farmers in the United States in retaining their indigenous agriculture and folk crop varieties (FVs), yet little is known about the dynamics of change and persis­ tence in their crop repertoires. The purpose of our research was to investigate agricultural crop diversity in the form of individual Hopi farmers' crop reper­ toires, to establish the relative importance of Hopi FVs and non·Hopi crop vari­ eties in those repertoires, and to explore the reasons for change or persistence in these repertoires. We report data from a 1989 survey of a small (n "" 50), oppor­ tunistic sample of Hopi farmers and discuss the dynamics of change based on cross·sectional comparisons of the data on crop variety distribution, on farmers' answers to questions about change in their crop repertoires, and on the limited comparisons possible with a 1935 survey of Hopi seed sources. Because ours is a small, nonprobabilistic sample it is not possible to make valid extrapolations to Hopi farmers in general.
    [Show full text]
  • University of Ibadan Library
    EFFICACY OF SELECTED BOTANICALS AND MICROBIAL AGENTS AS ECO-FRIENDLY PROTECTANTS AGAINST Fusarium verticillioides (Sacc.) NIRENBERG EAR-ROT DISEASE OF MAIZE, Zea mays L. By Oluwafolake Adenike AKINBODE B. (Agric.) Tech (FUTA), M.Sc. (Crop Protection) (Ibadan) Matric No 118464 A Thesis in the Department of Crop Protection and Environmental Biology, submitted to the Faculty of Agriculture and Forestry in partial fulfillment of requirements for the award of the degree of DOCTOR OF PHILOSOPHY of the UNIVERSITY OF IBADAN UNIVERSITY OF IBADAN LIBRARY April, 2013 ABSTRACT Fusarium verticillioides is a major fungal pathogen of maize causing rots in seed, root, stalk and ear; seedling blight and fumonisin mycotoxin contamination of grains. Use of chemicals is being discouraged due to its human and environmental health hazards. Information on eco-friendly control method against the pathogen is scanty. Therefore, the efficacies of selected botanicals and microbial agents as eco-friendly control against F. verticillioides were determined. Six Quality Protein Maize (QPM) varieties (ART/98/SW5, ART/98/SW4, ART/98/SW6, OBATANPA, ILE-1-OB, TZPB) and ACR/99/TZL (local check) were evaluated in the field to identify susceptible varieties used as seed treatments in two planting seasons in Randomised Complete Block Design (RCBD) with three replicates. Seedling Blight (SB), Lodging after Tasselling (LT) and percentage ear-rot at maturity were assessed using standard procedures. Aqueous extracts of Tithonia diversifolia, Mirabilis jalapa, Senna occidentalis and Physalis angulata were evaluated in the laboratory in Completely Randomised Design (CRD) and on field in RCBD for fungicidal activities against F. verticillioides at 30.0%, 25.0%, 20.0%, 15.0%, 10.0% and 5.0% (w/v).
    [Show full text]
  • Now You're Cooking!
    (NCL)DRYINGCORNNAVAJO 12 earsfreshcorninhusks Carefullypeelbackhusks,leavingthemattachedatbaseofcorn. cleancorn,removingsilks.Foldhusksbackintoposition.Placeon wirerackinlargeshallowbakingpan.(Allowspacebetweenearsso aircancirculate.)Bakein325degreeovenfor11/2hours.Cool. Stripoffhusks.Hangcorn,soearsdonottouch,inadryplacetill kernelsaredry,atleast7days.Makesabout6cupsshelledcorn. From:ElayaKTsosie,aNativeNavajo.SheteachesNativeAmerican HistoryatattwodifferentNewYorkStateColleges. From:Mignonne Yield:4servings (NCL)REALCANDIEDCORN 222cup frozencornkernels 11/2 cup sugar 111cup water Hereisacandyrecipeforya:)Idon'tletthecorngettoobrown.I insteadtakeitoutwhenit'sanicegoldcolor,drainit,rollitin thesugar,thendryitinaverylowoven150200degrees.Youcan alsodopumpkinthiswaycutinthinstrips.Addhoneyduringthe lastpartofthecookingtogiveitamorenaturaltastebutdon't boilthehoneyasitwillmakeitgooey. Inlargeskillet,combinecorn,1cupofthesugar,andwater.Cook overmediumheat,stirringoccasionallyuntilcornisdeepgoldenin color,about45to60minutes.Drain,thenrollinremainingsugar. Spreadinasinglelayeronbakingsheetandcool.Storeinatightly sealedcontainerorbag.Useastoppingsforicecream,inpuddings, custards,offillings,orasasubstitutefornutsinbaking.Ohgood rightoutofthebagtoo! From:AnnNelson Yield:4servings Page 222 (NCL)SHAWNEERECIPEFORDRYINGCORN 111corn Selectcornthatisfirmbutnothard.Scrapeoffofcobintodeep pan.Whenpanisfull,setinslowovenandbakeuntilthoroughly heatedthrough,anhourormore.Removefromovenandturnponeout tocool.Latercrumbleondryingboardinthesunandwhenthoroughly
    [Show full text]
  • (Hopi Office of Prevention & Intervention) Cancer Support Services
    H.O.P.I. (Hopi Office of Prevention & Intervention) Cancer Support Services • A sovereign nation located in northeastern Arizona • Has a population exceeding 14,000 members • Reservation land base encompasses more than 1.5 million acres within Coconino and Navajo counties • Traditional tribal structure consist of 12 autonomous villages on three mesas including 1 additional community • Have survived centuries as a Tribe, maintaining their culture, language and religion despite outside influences • The Tribal leadership consists of Village Kikmongwi/Governors, an elected Chairman, Vice Chairman and representatives of each village • These elected representatives guide the Hopi Tribe in U.S. and State government affairs. HOPI BREAST & CERVICAL CANCER EARLY DETECTION PROGRAM • Originally established under the name of “Hopi Women’s Health Program” • Conceived and initiated in 1996 to provide breast & cervical cancer screening services to women • The Hopi Tribe has had the support of the CDC “Screening Program” National Breast & Cervical Cancer Early Detection Program • Since its inception, the Screening Program has provided thousands of women with cancer education, clinical breast exams, mammograms and cervical cancer screening OTHER HCSS PROGRAMS This program engages in outreach organizing & education activities and helps navigate women and Colorectal Program men through the screening process. A not for profit like organization established in 2005 to assist cancer patients with travel cost while they receive treatment at off reservation locations. Donations support the Fund The Partnership for Native American Cancer Prevention (NACP) is an outreach collaboration between HCSS, NAU, UofA, and three Arizona tribes. This program is supported through a partnership with the Arizona Department of Health Services to provide commercial tobacco prevention/education, and organizing a Hopi Youth Tobacco Coalition CHALLENGES HOPI, like most Indian Reservations is beset with health disparities in the provision of healthcare.
    [Show full text]
  • Macrobotanical Evidence of Diet and Plant Use at Wolf Village (42UT273), Utah Valley, Utah
    Brigham Young University BYU ScholarsArchive Theses and Dissertations 2011-12-12 Macrobotanical Evidence of Diet and Plant Use at Wolf Village (42UT273), Utah Valley, Utah. Wendy Dahle Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Anthropology Commons BYU ScholarsArchive Citation Dahle, Wendy, "Macrobotanical Evidence of Diet and Plant Use at Wolf Village (42UT273), Utah Valley, Utah." (2011). Theses and Dissertations. 2703. https://scholarsarchive.byu.edu/etd/2703 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Macrobotanical Evidence of Diet and Plant Use at Wolf Village (42UT273), Utah Valley, Utah Wendy C. Dahle A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Arts James R. Allison, Chair Michael T. Searcy Leigh A. Johnson Department of Anthropology Brigham Young University December 2011 Copyright © 2011 Wendy C. Dahle All Rights Reserved ABSTRACT Macrobotanical Evidence of Diet and Plant Use at Wolf Village (42UT273), Utah Valley, Utah Wendy C. Dahle Department of Anthropology, BYU Master of Arts Farming played a role in the subsistence base for the Fremont culture, but there is no consensus as to how significant that role was. Maize is consistently found in Fremont sites, but evidence of wild plant use is also abundant. The use of both domesticates and foraged plants by the Fremont, combined with the diversity of the landscape and sites that were inhabited by the Fremont, contributes to the diversity of theories on Fremont subsistence.
    [Show full text]
  • Palliative Care for Advanced Alzheimer's and Dementia
    SABBAGH PALLIATIVE CARE for MARTIN Advanced Alzheimer’s and Dementia Guidelines and Standards for Evidence-Based Care PALLIATIVE CAREPALLIATIVE for THE DESERT SOUTHWEST CHAPTER OF THE ALZHEIMER’S ASSOCIATION Gary A. Martin, PhD PALLIATIVE Marwan N. Sabbagh, MD, Editors “This book…provides important information on best practices and appropriate ways to care for a person with advanced Alzheimer’s and dementia. Drs. Martin CARE for and Sabbagh have assembled a team of experts to help craft recommendations that should ultimately become standards that all professional caregivers adopt.” —MICHAEL REAGAN Son of former President Ronald Reagan Dementia and Alzheimer’s Advanced President, Reagan Legacy Foundation Advanced his book testifi es that caregivers can have a monumental impact on the lives of persons with Tadvanced dementia. Through specialized programming and a renewed effort toward patient- centered care, caregivers can profoundly enrich the quality of life for these persons. Providing guidelines for health care professionals, caregivers, and family members, this book introduces palliative care programs and protocols for the treatment of people with advanced dementia. Alzheimer’s Designed to guide professional caregivers in meeting the needs of patients and their families, the content provides insight into the philosophy, assessment, planning, implementation, and evaluation measures involved in interdisciplinary palliative care. The guidelines and standards of care are based on contributions from nurses, physical therapists, social workers,
    [Show full text]
  • Diccionario Escolar
    Diccionario Escolar Ik´ıitu kuwas´ıini – tawi-kuwas´ıini Iquito – Castellano Tercera edici´on Centro del Idioma Ik´ıitu San Antonio de Pintuyacu Diccionario Escolar Ik´ıitu kuwas´ıini – tawi-kuwas´ıini Iquito – Castellano Compilado por: Christine Beier Lev Michael Basado en los conocimientos de los especialistas: Jaime Pacaya Inuma Ema Llona Yareja Hermenegildo D´ıaz Cuyasa Ligia Inuma Inuma Tercera edici´on Agosto 2019 Centro del Idioma Ik´ıitu San Antonio de Pintuyacu, Loreto, Per´u © 2019 Cabeceras Aid Project Impreso en Iquitos por Cabeceras Aid Project Agradecimientos Este diccionario escolar es uno de los productos del trabajo colaborativo del equipo de investigaci´ondel proyecto de documentar y recuperar el idioma ik´ıitu, conocido como ‘iquito’ en el castellano. El proyecto fue lanzado en junio del a˜no 2001 y es basado en el Centro del Idioma Ik´ıitu en la comunidad iquito de San Antonio de Pintuyacu. La primera fase de trabajo intensivo culmin´oen diciembre 2006. La actual fase de trabajo intensivo se inici´oen mayo 2014, con el fin de profundizar, mejorar y emitir un nuevo juego de materiales en y acerca del idioma. Cada persona que disfruta de este diccionario escolar debe mucho a todos los especialistas del idioma iquito, quienes han compartido tanto de sus conocimientos, su sabidur´ıa y su tiempo con los ling¨uistas del Centro del Idioma Ik´ıitu. Sin el compromiso de los especialistas, el proyecto de documentaci´ondel idioma no hu- biera podido existir. En especial, agradecemos a los se˜nores Jaime Pacaya Inuma y Hermenegildo D´ıaz Cuyasa y a las se˜noras Ema Llona Yareja y Ligia Inuma Inuma.
    [Show full text]
  • The Return of True Agricultural Localism
    SEPTEMBER/OCTOBER 2020 GROWING A REGIONAL FOOD SYSTEM THE RETURN OF TRUE AGRICULTURAL LOCALISM VOLUME 12 NUMBER 4 GREENFIRETIMES.COM PUBLISHER GREEN EARTH PUBLISHING, LLC EDITOR-IN-CHIEF SETH ROFFMAN / [email protected] PLEASE SUPPORT GREEN FIRE TIMES GUEST ASSOCIATE EDITOR ERIN ORTIGOZA Green Fire Times provides a platform for regional, community-based DESIGN WITCREATIVE voices—useful information for residents, businesspeople, students and COPY EDITOR STEPHEN KLINGER visitors—anyone interested in the history and spirit of New Mexico and the Southwest. One of the unique aspects of GFT is that it offers CONTRIBUTING WRITERS ANITA ADALJA, JAIME CHÁVEZ, JULIANA multicultural perspectives and a link between the green movement and CIANO, VANESSA COLÓN, MARTHA COOKE, ZOE FINK, LUCY GENT FOMA, LISA traditional cultures. B. FRIEDLAND, ROD GESTEN, ISABELL JENNICHES, GILLIAN JOYCE, MELANIE MARGARITA KIRBY, JACK LOEFFLER, FAITH MAXWELL, RACHEL MOORE, KYLE Storytelling is at the heart of community health. GFT shares stories MALONE, MIKE MUSIALOWSKI, SAYRAH NAMASTE, ANDREW NEIGHBOR, CORILIA of hope and is an archive for community action. In each issue, a ORTEGA, ERIN ORTIGOZA, SONORA RODRÍGUEZ, ERNIE RIVERA, SETH ROFFMAN, small, dedicated staff and a multitude of contributors offer articles CHRISTINA M. ROGERS, MICAH ROSEBERRY, MIGUEL SANTISTEVAN, MELYNN documenting projects supporting sustainability—community, culture, SCHUYLER, JAMES SKEET, NINA YOZELL-EPSTEIN, MARK WINNE environment and regional economy. CONTRIBUTING PHOTOGRAPHERS ROSE CARMONA, JAIME CHÁVEZ, Green Fire Times is now operated by an LLC owned by a nonprofit VANESSA COLÓN, CORE VISUAL, BYRON FLESHER, MARY GAUL, GABRIELLA MARKS, educational organization (Est. 1972, swlearningcenters.org). Obviously, it BARBARA MOHON, JIM O’DONNELL, MELANIE MARGARITA KIRBY, ERIN ORTIGOZA, is very challenging to continue to produce a free, quality, independent SETH ROFFMAN, MICAH ROSEBERRY, MIGUEL SANTISTEVAN, JAMES SKEET publication.
    [Show full text]
  • Regular Catalog.Pdf
    Baker Creek Heirloom Seeds e Our 21st Annual Pure Seed Book! 2018 www.rareseeds.com Super Sweet Atomic Grape To m ato “...the Indiana Jones of Seeds.” -The New York Times Magazine The Gettle family in our herb and flower garden. Satisfaction The girls, Sasha, 10 and Malia, 4, love growing GUARANTEED things in their gardens. for 2 years!* Welcome To Our 21st Seed Catalog! Dear Gardening Friends, Not only do our travels yield new seeds, but We want to continue the tradition of uniting also friends from across the globe who united people around the dinner table, in the garden, We are very thrilled to be printing our 21st with us in the passion to preserve the seeds of and on the farm. We must continue to fight the annual catalog in 2018, and we think this year’s the people, in the hands of people, and free global takeover of the seed and food supply selection of colorful heirlooms is the best yet. We from corporate control, patents and GMOs. while at the same time preserve the seeds from are more and more focused on introducing super Each year the resistance to corporate, GMO, our past, seeds that have built our cultures and colorful varieties that are packed with nutrition factory farming continues to grow, both in are often times are the only living link to our and flavor. We are especially happy to be bringing America, and often times faster internationally. past, our ancesters and our heritage. you a host of new corn varieties after spending People want the food their grandmothers grew Please join us in celebrating our seed heri- years to keep these pure from toxic, GMO pollen.
    [Show full text]
  • Investigation Into Fungal Seedborne Pathogens of Farmer-Saved Seed
    KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY COLLEGE OF AGRICULTURE AND NATURAL RESOURCES FACULTY OF AGRICULTURE DEPARTMENT OF HORTICULTURE Investigation into fungal seedborne pathogens of farmer-saved seed maize (Zea mays L.) collected from three ecological zones of Ghana and efficacy of plant extracts in controlling the pathogens Joseph Adjei February, 2011 Investigation into fungal seedborne pathogens of farmer-saved seed maize (Zea mays L.) collected from three ecological zones of Ghana and efficacy of plant extracts in controlling the pathogens A THESIS SUBMITTED TO THE SCHOOL OF POST GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF SCIENCE DEGREE IN SEED SCIENCE AND TECHNOLOGY AT THE DEPARTMENT OF HORTICULTURE OF THE FACULTY OF AGRICULTURE, COLLEGE OF AGRICULTURE AND NATURAL RESOURCES, KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI, GHANA JOSEPH ADJEI FEBRUARY, 2011 CERTIFICATION I hereby declare that this submission is my own work towards the MSc (Seed Science and Technology) degree and that, to the best of my knowledge, it contains no material previously published by another person nor material which has been accepted for the award of any other degree of the University, except where due acknowledgment has been made in the text. Adjei Joseph ...................................... .................................... Student Signature Date Certified by: Prof. (Mrs) N. S. Olympio ..................................... .................................... Supervisor Signature Date Dr. E. Moses ...................................... ..................................... Co-supervisor Signature Date Dr. B. K. Maalekuu ....................................... ..................................... Head of Department Signature Date ii ABSTRACT Seedborne fungal pathogenic infections of maize (Zea mays L.) were studied using fifty-four (54) seed samples, collected from locations in the Forest, Transitional and Guinea Savannah ecological zones in Ghana.
    [Show full text]