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Through the Zone of Nonbeing: a Reading of Black Skin, White Masks in Celebration of Fanon’S Eightieth Birthday*
Through the Zone of Nonbeing: A Reading of Black Skin, White Masks in Celebration of Fanon’s Eightieth Birthday* LEWIS R. GORDON Introduction anon was an ironic writer who was struggling with the complex question of paradoxical reason Fand paradoxical history. The modern collapse of “Reason” and “History” into all things European represented a failure of Reason and History that required self-deception regarding Europe’s scope. Put differently: Europe sought to become ontological; it sought to become what dialecticians call “Absolute Being.” Such Being stood in the way of human being or a human way of being. It thus presented itself as a theodicy. Theodicy is the branch of inquiry that attempts to account for the compatibility of God’s omnipotence, omniscience, and goodness in the face of injustice and evil. There are several formulations of the problem: If God has the power to do something about injustice and evil, why doesn’t He? If God has created everything, and God is perfect, how could God create imperfect (often evil) beings? If God has foreknowledge, how could we continue to insist on God’s goodness when He had advanced knowledge of the consequences of his creation? There have been many classical efforts to address this problem. The most influential has been St. Augustine’s insistence, in The City of God, that God’s love for humanity required human freedom, and freedom requires the ability to do right or wrong. The problem does not only emerge in the Western tradition. Among the Akan of Ghana, for instance, the problem emerges as well, and solutions similar to St. -
Introducing a Genetically Modified Banana in Uganda: Social Benefits
IFPRI Discussion Paper 00767 May 2008 Introducing a Genetically Modified Banana in Uganda Social Benefits, Costs, and Consumer Perceptions Enoch Kikulwe, Wageningen University Justus Wesseler, Wageningen University and José Falck-Zepeda, International Food Policy Research Institute Environment and Production Technology Division INTERNATIONAL FOOD POLICY RESEARCH INSTITUTE The International Food Policy Research Institute (IFPRI) was established in 1975. IFPRI is one of 15 agricultural research centers that receive principal funding from governments, private foundations, and international and regional organizations, most of which are members of the Consultative Group on International Agricultural Research (CGIAR). FINANCIAL CONTRIBUTORS AND PARTNERS IFPRI’s research, capacity strengthening, and communications work is made possible by its financial contributors and partners. IFPRI gratefully acknowledges the generous unrestricted funding from Australia, Canada, China, Finland, France, Germany, India, Ireland, Italy, Japan, Netherlands, Norway, Philippines, Sweden, Switzerland, United Kingdom, United States, and World Bank. Published by INTERNATIONAL FOOD POLICY RESEARCH INSTITUTE 2033 K Street, NW Washington, DC 20006-1002 USA Tel.: +1-202-862-5600 Fax: +1-202-467-4439 Email: [email protected] www.ifpri.org Notices 1 Effective January 2007, the Discussion Paper series within each division and the Director General’s Office of IFPRI were merged into one IFPRI–wide Discussion Paper series. The new series begins with number 00689, reflecting the prior publication of 688 discussion papers within the dispersed series. The earlier series are available on IFPRI’s website at www.ifpri.org/pubs/otherpubs.htm#dp. 2 IFPRI Discussion Papers contain preliminary material and research results. They have not been subject to formal external reviews managed by IFPRI’s Publications Review Committee but have been reviewed by at least one internal and/or external reviewer. -
Advancing Banana and Plantain R & D in Asia and the Pacific
Advancing banana and plantain R & D in Asia and the Pacific Proceedings of the 9th INIBAP-ASPNET Regional Advisory Committee meeting held at South China Agricultural University, Guangzhou, China - 2-5 November 1999 A. B. Molina and V. N. Roa, editors The mission of the International Network for the Improvement of Banana and Plantain is to sustainably increase the productivity of banana and plantain grown on smallholdings for domestic consumption and for local and export markets. The Programme has four specific objectives: · To organize and coordinate a global research effort on banana and plantain, aimed at the development, evaluation and dissemination of improved banana cultivars and at the conservation and use of Musa diversity. · To promote and strengthen collaboration and partnerships in banana-related activities at the national, regional and global levels. · To strengthen the ability of NARS to conduct research and development activities on bananas and plantains. · To coordinate, facilitate and support the production, collection and exchange of information and documentation related to banana and plantain. Since May 1994, INIBAP is a programme of the International Plant Genetic Resources Institute (IPGRI). The International Plant Genetic Resources Institute (IPGRI) is an autonomous international scientific organization, supported by the Consultative Group on International Agricultural Research (CGIAR). IPGRIs mandate is to advocate the conservation and use of plant genetic resources for the benefit of present and future generations. IPGRIs headquarters is based in Rome, Italy, with offices in another 14 countries worldwide. It operates through three programmes: (1) the Plant Genetic Resources Programme, (2) the CGIAR Genetic Resources Support Programme, and (3) the International Network for the Improvement of Banana and Plantain (INIBAP). -
Introduction
Introduction illets are called so because many thousands of grains are Mharvested from each seed sown. Besides the two major millets- sorghum (Sorghum bicolor) and pearl millet (Pennisetum Barnyard Millet typhoides), there are several small millets like finger millet (Eleusine coracana), kodo millet (Paspalum scrobiculatam), proso millet (Panicum miliaceum), foxtail millet (Setaria italica), barnyard millet (Echinochloa colona), little millet (Panicum sumatrense) and Job’s tears (Coix lachryma-jobi), which are cultivated in India. They are all classified as “coarse cereals”. Such labeling has degraded their value, even though millets are the most nutritious of all cereals. Small millets have really small sized grains with 2.1 - 7.1 grams/1000 grains weight and 1.4 - 5.1 ml/1000 grain volume of the well filled grains, whose density ranges form 1.34 - 1.42 grams/ml. They are spherical to oval shaped and possess coloured seed coats (see key to the Indian millets and Table I). In this book, the two major millets cultivated in India, sorghum and pearl millets are also included along with the small millets mentioned above. 1 Millets are grown in arid, semi arid or montane zones as rainfed crops under marginal conditions of soil fertility and moisture, where little else can be grown. Their annual production is less than 2% of the total world grain production. However they are of great local importance as staples and as reserve crops in marginal areas. Thus, they are major source of energy and protein for millions of people and fodder for cattle in vast tracts of Asia and Africa. -
Thai Finest Delicious
Chef woody’s selections BANGKOK BAY 24 Stir-fried shrimp, scallops, and calamari with asparagus, Chinese eggplant, red bell peppers, jumbo onions, long hot peppers, and basil leaves in spicy basil sauce BANANA PLA SAM ROD 29 Thai Finest Delicious Sautéed chili, tamarind sauce with jumbo onions, red bell peppers, and long hot peppers served on crisp whole red snapper STARTERS fillets GAENG NUA 21 THAI SPRING ROLLS 6 Slow Cooker beef Thai curry with coconut milk. Served with Four fried rolls stuffed with glass noodles, carrots, taro, and steamed broccoli, onions, ginger, carrots, and asparagus cabbage. Served with sweet & sour sauce RED OCEAN 25 THAI SUMMER ROLLS 6 Shrimp & scallop sautéed with roasted chili sauce, asparagus, Two non-fried rolls stuffed with shrimp, imitation crab meat, broccoli, onions, carrots, red bell peppers, long hot peppers, and green leaf lettuce, rice noodles, bean sprouts, and fresh basil basil leaves leaves. Served with peanut butter dipping sauce, topped with ground peanuts SALMON CHA CHA CHA 23 EDAMAME 4 Pan-grilled salmon with lesser galangal, kaffir lime leaves, Boiled Edamame soybeans in their pod, tossed with salt mushrooms, Chinese eggplant, red bell peppers, long hot peppers, young pepper seeds, and basil leaves GYOZA (JAPANESE POTSTICKERS) 6 Juicy on the inside, crispy and golden brown on the outside, these BA-RAM-U 39 pan-fried vegetable dumplings served with soy vinaigrette Thai-Style BBQ lamb chops served with broccoli, carrots, dipping sauce mushrooms, asparagus, onions, and red bell peppers, stir-fried -
History of the Banana
History of the Banana Bananas: The Same The World Over Banana is the common name for the fruit and herbaceous plant that is part of the genus Musa. Bananas are one of the world’s oldest and most popular fruits. They are very nutritious, generally inexpensive, and readily available. The banana plant is a large flowering plant that grows 6–7 meters tall. Each plant produces a bunch of bananas from a flowering stem. Whether eating a ripe banana in the United States or in Europe, these store-bought bananas tend to taste the same. Part of the banana’s popularity is due to its predictably delicious flavor. However, the uniformity that makes the banana so popular could also lead to its demise. A bunch of bananas hangs from the main stem of the Banana History plant. As humans’ hunter-gatherer ancestors roamed the jungle collecting food, they ignored the bananas they found. Wild bananas, which flower and reproduce sexually, produce hard seed cases with inedible seeds inside. Occasionally, prehistoric humans found fruit on wild banana plants that did not contain seeds. These seedless bananas, when peeled, contained sweet, edible flesh. This is the edible banana that people know and enjoy today. Today’s edible banana is a genetic mutation. The mutation produces tasty fruit but prevents proper seed development. The dark lines sometimes seen after biting into a banana are the stunted seeds. Banana Sexual Reproduction In nature, bananas reproduce through sexual reproduction. Sexual reproduction in flowering plants is similar to sexual reproduction in animals. Sperm cells are produced inside pollen grains. -
Banana Growing in the Florida Home Landscape1 Jonathan H
HS10 Banana Growing in the Florida Home Landscape1 Jonathan H. Crane and Carlos F. Balerdi2 Scientific name: Musa acuminata and Musa balbisiana per plant than sweet bananas. The groups differ in whether the male parts of the inflorescence are persistent or absent. Common names for banana: English—banana, plantain; Spanish—banano, platano, guineo, cambur History and Distribution Common names for plantain: English—plantain, horse The banana and plantain are native to southeast Asia, banana; Spanish—platano where they have been cultivated for thousands of years. Bananas are believed to have been introduced to Africa in Family: Musaceae prehistoric times. Recent evidence suggests bananas were introduced into the New World (Ecuador) by southeast Relatives of banana within the Order Zingiberales: Asians around 200 BCE, and more recently by Portuguese Numerous ornamental plants including traveler’s palm, and Spanish explorers in the early 16th century. The bird-of-paradise, heliconia, and ginger. Portuguese introduced bananas into the Canary Islands and the Spanish to the Island of Hispaniola during the 1500s. Introduction Susceptibility to frost keeps the banana from spreading Bananas are vigorously growing, monocotyledonous beyond the tropics and the warm subtropics. However, herbaceous plants. There are two species of banana, Musa bananas are grown commercially in a number of subtropi- acuminata and M. balbisiana, and most banana cultivars cal areas such as Australia, Morocco, South Africa, Egypt, are hybrids of these species. Banana cultivars vary greatly Israel, the Canary Islands, and south Florida. In some areas, in plant and fruit size, plant morphology, fruit quality, and bananas are grown inside plastic or glass covered structures. -
Ripe Plantain Slices 4 X 6 LB
NATURALLY SWEET PLANTAIN SLICES PLANTAINPLANTAIN MIC SKU DESCRIPTION PACK SIZE BAKE OPTION SB010 Ripe Plantain Slices 4 x 6 LB 2 slices of plantain = 1/4 cup Ripe plantains are classified as a Starchy Vegetable in the USDA of the starchy Child Nutrition Program. vegetable requirement! What is a Plantain? Commonly referred to as “cooking banana” or “plátano” in Spanish, a plantain can easily be mistaken for a banana. Plantains are a fruit Ready to heat & serve in minutes! consumed as a vegetable and are a good source of Potassium and Vitamin A. A+ For Taste • Pre-Cooked And Frozen, Ready-To-Use A favorite side dish in mainstream and ethnic • Consistent Quality And Taste menus, the plantain has a natural sweet flavor that kids enjoy. • No Messy Peeling Or Chopping • Year-Round Availability Trusted Supplier • Long Shelf-Life MIC Food has been serving school districts • through- out the nation since 1991. Our plants are No Waste, Use Only What You Need food safety certified and third-party audited.* • 100% Yield = Controlled Costs *GFSI compliant with FSSC 22000 food safety certification. 800.788.9335 | 786.507.0540 Bringing Cultures Together™ [email protected] | micfood.com NATURALLY SWEET PLANTAIN SLICES PLANTAINPLANTAIN Add Variety to Your Menu A delicious, sweet alternative to any other starchy vegetable SB010 - Ripe Plantain Slices Plantains are a delicious side dish alternative to any pork, steak or chicken entree. They are also used in breakfast, desserts and snacks. Nutrition Facts 36 Servings per container Serving size 2 slices(76g) -
Bananas Are a Long, Thick-Skinned Fruit
Bananas are a long, thick-skinned fruit. They have a peel which comes off easily. Bananas ripen after they have been picked. They are ripe when the skin is yellow and speckled with brown spots. Avoid bananas Banana with brown spots that seem very soft. Bananas are fruit which grow in hanging clusters on plants which look like — but are not — trees. originally came Bananas from the M ns, banan alays any tropical regio as are the fou ian a wn in m rth mos rea in Gro t impo Southea rtant f st Asia. ood crop (after rice, wheat and corn). Bananas are the most popular fruit in the world. They are inexpensive and available year round. NUTRITION FACTS • High calories VARIETIES • Fat free • Cholesterol free The most popular variety of • Sodium free banana, Cavendish, is the familiar yellow type found • High in potassium in most grocery stores. • High in vitamin C Plantains, Finger Bananas • High in vitamin A and Red Bananas are also popular. Plantains need to be cooked before eating. Although some wild USES Bananas are varieties have hard seeds, almost all delicious eaten after peeling bananas people eat off the skin. Enjoy a banana for are seedless. lunch or as a snack. Eat sliced bananas in cereal, yogurt or on a peanut butter sandwich. Banana bread and muffins Bana nas are not grown in Nebraska. are very popular. Primary Source: 5 to 9 a Day for Better Health program at www.5aday.gov and www.cdc.gov/nccdphp/dnpa/5aday • Designed by: in Lancaster • Designed County UNL Extension Vicki Jedlicka, Primary and www.cdc.gov/nccdphp/dnpa/5aday Source: for 9 a Day Better 5 to www.5aday.gov at program Health This institution is an equal opportunity provider and employer. -
Musa Acuminata (Banana, Edible Banana) Size/Shape
musa acuminata (Banana, Edible Banana) Banana is short lived herbaceous plants with large rhizomes. Banana recognized by its large, fleshy, upright stalks topped with soft, smooth, arching leaves. Ranging from 1 m for the dwarf species to over 5-6 m for the largest types, Banana ''trees'' are guaranteed to lend a tropical flavor to any landscape setting. The broad, tender leaves are easily torn by winds and plants should be located in a sheltered area to prevent this. The unusual reddish-purple flowers are followed by clusters of upwardly-pointing green fruit, maturing to a beautiful yellow. After the fruit appears the plant dies back. If we cut the trunk back until the ground new growth will appear. Growing best on fertile, moist soil, Bananas will thrive in full sun or partial shade and should be protected from both wind and cold. Plants respond well to regular fertilization. Many different species of Banana are available. Some ornamental types are grown for foliage or flowers. The best usages for Banana as a specimens or container plant. ' Cavendish' is the best edible variety Landscape Information French Name: Bananier sauvage , Bananier de Chine ﻣﻮﺯ :Arabic Name Pronounciation: MEW-suh ah-kew-min-AY-tuh Plant Type: Tree Origin: Southern Asia, Australia Heat Zones: 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 Hardiness Zones: 8, 9, 10, 11, 12, 13 Uses: Specimen, Border Plant, Container, Edible, Wildlife Size/Shape Growth Rate: Fast Tree Shape: Upright Plant Image Canopy Symmetry: Irregular Canopy Density: Open Canopy Texture: Coarse Height -
Localized School-Based Feeding Concept
Localized School-Based Feeding Concept REPORT Autonomous Region in Muslim Mindanao Foreword Making schools healthy environments requires a holistic The objective of the feeding concept is to simplify approach that should combine various interventions to processes and to localize the materials used to minimize ensure that children are fit for school. However, these the burden of school feeding on school communities. interventions must be simple, scalable, sustainable, and integrated into existing systems to ensure that they can Adopting the guidelines of DepEd’s School-based be feasibly implemented by school communities with Feeding Program, the LSBFP was piloted in 5 selected limited resources. Increasing its usefulness could only be schools in the ARMM. The LSBFP had the aim of possible if they could easily blend with accepted strengthening the role of the school community and the practices and ensuing conditions. use of simple logistics for cooking. Recipes are designed to be easy-to-prepare using locally available ingredients School Based Feeding Programs have tremendous to keep the cost of lunch and snacks low. Schools are potentials to contribute to creating healthy school encouraged to be resourceful and are encouraged to use environments and improving education outcomes. Much vegetables that are grown in their own school gardens. of their success is anchored on strong School Based In the pilot schools, it was noted that nutritional status Management (SBM) approaches. At the school level, the of beneficiary children have improved and school School Head and wider school community must take the attendance was noted to be higher compared to non- lead to ensure that programs are implemented well. -
Storage Temperatures for Shelf-Life Extension of Different Cooking Banana Presentation Forms
Technical report: Storage temperatures for shelf-life extension of different cooking banana presentation forms Expanding Utilization of Roots, Tubers and Bananas and Reducing Their Postharvest Losses March 2017 Contact person: Nowakunda Kephas 1 [email protected] 1 National Agricultural Research Laboratories (NARL), Uganda Expanding Utilization of Roots, Tubers and Bananas and Reducing Their Postharvest Losses (RTB-ENDURE) is a 3 year project (2014-2016) implemented by the CGIAR Research Program on Roots, Tubers and Bananas (RTB) with funding by the European Union and technical support of IFAD. http://www.rtb.cgiar.org/endure The CGIAR Research Program on Roots, Tubers and Bananas (RTB) is a broad alliance led by the International Potato Center (CIP) jointly with Bioversity International, the International Center for Tropical Agriculture (CIAT), the International Institute for Tropical Agriculture (IITA), and CIRAD in collaboration with research and development partners. Our shared purpose is to tap the underutilized potential of root, tuber and banana crops for improving nutrition and food security, increasing incomes and fostering greater gender equity, especially among the world's poorest and most vulnerable populations. ii Storage temperatures for shelf-life extension of different banana presentation forms Table of Contents LIST OF FIGURES ......................................................................................................... iv LIST OF ACRONYMS.....................................................................................................