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Canada Research Chair in Signaling in the Immune System. He is an International Scholar, Howard Hughes Medical Institute (HHMI) and a fellow of the RSC: The Academies of Arts, Humanities and Sciences of Canada. Dr. Veillette is also Professor at the Université de Montréal and Adjunct Professor in the Faculty |
450 people. The IRCM is an independent institution, affiliated with the Université de Montréal and has built, over the years, a close collaboration with McGill University. André Veillette, M.D., FRSC Director of the Molecular Oncology Research Unit Embargoed until 1:00 p.m. (EST) Sunday, January 18, 2009 AAAS and EurekAlert! are |
A is for Apple by Judie Haynes Combine science, language arts, and math with an apple theme for Fall. This is an excellent unit for mixed level ESL classes and can be taught to students of a wide variety of ages and abilities. In many parts of the United States |
apples are a sign of Fall. We go apple picking and drink fresh apple cider. We eat apple pie and apple dumplings. Apples provide a means to combine English language learning with content area instruction. Even your newcomers can participate in the "hands-on" parts of this lesson. Apple Theme Unit |
Grades 1-3 beginning to intermediate ESL; Grades 3-8 beginning-advanced beginning ESL TESOL Goal and Standard Goal 2, Standard 2 - To use English to achieve academically in all content areas: Students will be able to use English to obtain, process, contruct, and provide subject matter information in spoken and written |
form. Goal 3, Standard 1 - To use English in socially and culturally appropriate ways: Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting. Changes in nature; how apples grow; observing and keeping a science journal; experiments with apples Library books about apples; |
five or six different kinds of apples; plastic knives; PDF downloads round, sweet, tart,juicy, hard, crisp, crunchy ripe, shiny, delicious, skin, core, seeds, Jonathan, Rome Beauty, Mc Intosh, Golden Delicious, Granny Smith, Red Delicious - Download PDF files from the New York Apple Association This site contains background information, games, |
puzzles and other activities for children. - Make a KWL Chart with your students. Ask them to tell you what they know about apples. Elicit responses from students by asking questions. Write their responses on the chart paper. You may want older students to copy the responses on a smaller |
chart. - Read a short book about apple growing that is appropriate for your students. If your library does not carry a book which is easy, find one with good pictures and tell the story in your own words. Try Apple Picking Time by Michele Benoit Slawson or The Season |
of Arnold's Apples, by Gail Gibbons. - Have students review the steps in the process of apples growing trees by using sentence strips. Students should be able to sequence the steps. - Divide your students into pairs. Give each pair a different type of apple. Have students draw their apples |
in their science journals and color them. Help students to write words to describe how their apples look. Use the pictures of apples on the web to determine what kinds of apples they have. - Help students to cut their apples in halves so that they can see the core. |
Have them look at their apples and draw a picture of the cross-section in their notebooks. Ask students to remove and count the number of seeds. Whose apple had the most seeds? the least amount? This is a good time to introduce fractions to your students if this type of |
lesson is grade appropriate. Remember many students will not know fractions from their native countries because most of the world uses the metric system. - Allow students to cut off pieces of their apples to taste. Help them write words to describe how the apples taste. Next they should give |
a piece of their apples to each of the other students in the class so that the tastes of different kinds of apples can be compared. - Develop vocabulary for describing apples. Download PDF file Apple Wheel. Have students write a descriptive sentence on each part of the wheel using |
vocabulary for describing apples: round, sweet, tart,juicy, hard, crisp, crunchy, ripe, shiny, delicious, round, red, yellow, green, hard. - Have students write about their apple. Use the PDF fileApple Shape as a background to the writing. Have students tell what apple they liked best and what apple they didn't like. |
Step 1: Overview Mold is a major-league nuisance. It blackens the grout lines in your shower, discolors drywall, shows up as black spots on siding, darkens decks, and grows on and rots damp wood everywhere. Even worse, it can be bad for your health. It releases microscopic spores that cause |
allergic reactions, runny noses and sneezing, as well as irritating, even injurious, odors. Almost every home gets mold infestations. The trick is to stop them before they get big and harm both you and your home. In this article, we'll show you how to identify mold and eliminate the small |
infestations as well as the big ones that have gotten out of hand. You can easily remove minor mold with ordinary household cleaning products. But disturbing big infestations can be bad for your health, particularly if you are an allergy sufferer or have a weakened immune system. When you discover |
an extensive mold problem, we recommend that you use the rigorous protective measures we show in Photos 1 - 6, or consider calling in a professional to handle the problem. (Look under “Industrial Hygiene Consultants” or “Environmental and Ecological Consultants” in your Yellow Pages. Or call your local public health |
department.) And even if you hire pros, read through this article and make sure they follow similar precautions to keep the mold from spreading throughout your house. A few types of mold are highly toxic. If you have an allergic reaction to mold or a heavy infestation inside your home, |
call in a pro to analyze the types. Or call tour local public heath department and ask for mold-testing advice. Step 2: How to identify mold Mold is everywhere. It's a type of fungus that grows from tiny spores that float in the air. It can grow almost anywhere that |
spores land and find moisture and a comfortable temperature, between 40 and 100 degrees F. Typically that includes about every damp place in your home. You can easily spot the most visible type of mold, called mildew, which begins as tiny, usually black spots but often grows into larger colonies. |
It's the black stuff you see in the grout lines in your shower, on damp walls, and outdoors on the surfaces of deck boards and painted siding, especially in damp and shady areas. A mildewed surface is often difficult to distinguish from a dirty one. To test for mildew, simply |
dab a few drops of household bleach on the blackened area. If it lightens after one to two minutes, you have mildew. If the area remains dark, you probably have dirt. Mildew is a surface type of mold that won't damage your home's structure. But other types of mold cause |
rot. Probe the suspect area with a screwdriver or other sharp tool (Photo 3). If the wood is soft or crumbles, the fungi have taken hold and rot has begun. If you have a high concentration of mold, you may smell it. If you detect the typical musty odor, check |
for mold on damp carpets, damp walls, damp crawlspaces and wet wood under your floors, wet roof sheathing and other damp areas. Clean up these infestations right away before they get worse, and see the following photos for prevention measures. Step 3: Removing large infestations requires precautions—and work! You can |
scrub away the surface mold common to bathrooms, decks and siding in a matter of minutes with a 1-to-8 bleach/water solution. But often mold grows and spreads in places you don't notice, until you spot surface staining, feel mushy drywall or detect that musty smell. If you have to remove |
mold concentrations covering more than a few square feet, where the musty odor is strong or where you find extensive water damage, we recommend that you take special precautions. You want to not only avoid contaminating the rest of the house but also protect yourself from breathing high concentrations of |
spores and VOCs. - Wear old clothes and shoes that you can launder or throw away after the cleanup work. - Wear special N-95 or P-100 respirators, in addition to goggles and gloves. - Set an old box fan or a cheap new one in a window to ventilate the |
room while working. Throw it out when you're done cleaning, because the spores are almost impossible to clean off. Tape plywood or cardboard around the window openings so the spores can't blow back in (Photo 1). - Wrap and tape moldy carpeting in 6-mil plastic, and double-bag mold-infested debris in |
garbage bags for disposal (Photos 1 and 4). - To control airborne spores, moisten moldy areas with a garden sprayer while you work (Photo 1). - Turn off your furnace and air conditioner and cover ducts and doors to contain spores. - Keep your wet/dry vacuum outside when you vacuum |
(Photo 5). Moisture damage and large mold infestations go hand in hand. Photos 1 - 7 demonstrate cleaning under an old leaky window where wind-driven rain frequently got into the wall and gave mold a foothold. You have to open up the wall to get at the mold growing inside |
(Photo 4). Since you have to repair the wall anyway, don't hesitate to cut the drywall back beyond the obvious damage to find all the mold and let the wall dry out. To avoid cutting electrical wires, poke a hole through the damaged section and locate the wires first. Turn |
off the power to the outlets before you cut. If the moisture damage has been neglected or gone unnoticed for long, you're likely to find rot. Where possible, remove and replace soft, spongy studs and wall sheathing. Where removal is difficult, treat the affected areas with a wood preservative (available |
at home centers), after cleaning the wood and allowing it to dry. Then double up rotted members with pressure-treated wood. Tips for Mold Prevention The key to stopping most mold is to control dampness. The worst infestations usually occur in damp crawlspaces, in attics and walls where water has leaked |
in from the outside, and in basements with poor foundation drainage. Stopping leaks, ensuring good ventilation in attics, keeping crawlspaces dry and routing water away from the foundation are the best defenses. Mildewcide in paint is usually effective for controlling surface mold in damp rooms like bathrooms and outside in |
shady areas. Many paints already have mildewcide in them. Check with your paint dealer to be sure. You can add mildewcide, although you might void the paint warranty. Back to Top Step 4: Cleanup and repair Complete the initial cleanup by vacuuming up the debris (Photo 5). Thoroughly clean the |
wet/dry vac afterward by disposing of the filter and washing out the tank, hose and attachments with the bleach-and-water solution. After scrubbing the surfaces (Photo 6), simply allow the bleach solution to continue to penetrate the surfaces and dry. Wash concrete floors with TSP, automatic dishwasher detergent or a chlorinated |
cleaner such as Comet. Set out dehumidifiers and new fans to dry the now-cleaned areas for at least three days, then check them (by sight and smell) for mold. If you discover more mold, clean again with bleach. When you're sure the mold has been eliminated, seal the wood surfaces |
with pigmented shellac like BIN or an oil-based primer like KILZ (Photo 7). Repaint cleaned wall surfaces with a regular latex paint that contains a mildewcide to help stop future mold growth. And keep in mind that if the moisture returns, mold will return. Techniques for Cleaning Surface Mold Surface |
molds grow in just about any damp location, such as the grout lines of a ceramic tiled shower. They're easy to scrub away with a mixture of 1/2 cup bleach, 1 qt. water and a little detergent. The bleach in the cleaning mixture kills the mold, and the detergent helps |
lift it off the surface so you can rinse it away so it won’t return as fast. You can also buy a mildew cleaner at hardware stores, paint stores and most home centers. Even for simple cleaning, protect yourself from contact with mold and the bleach solution by wearing a |
long-sleeve shirt and long pants as well as plastic or rubber gloves and goggles. If the mold doesn’t disappear after light scrubbing, reapply the cleaning mix and let it sit for a minute or two. Then lightly scrub again. Seal the clean surfaces when they're thoroughly dry to slow future |
moisture penetration. Apply a grout sealer (available at tile shops and home centers) to tile joints. Don't mix ammonia or any detergent containing ammonia with bleach. The combination forms a poisonous gas. |
These guidelines have been prepared by the Nutrition Programmes Service of the Food Policy and Nutrition Division of FAO. FAO has a long history and experience of participatory development projects. The People's Participation Programme, initiated in 1980 by the Rural Development Analysis and Organization Service, promotes this approach. Several other |
units in FAO have also been designing development projects that take into account the perceived needs and capacities of the people which the project intends to help. These different experiences have demonstrated the effectiveness of participatory rural development and led to the approval of the Plan of Action for People's |
Participation in Rural Development by member countries at the FAO conference of 1991. These guidelines are partly based on practical field experience of the National Institute of Nutrition in Mexico and two non-governmental organizations (NGOs), the Partnership for Productivity Foundation in Kenya and the International Institute for Rural Reconstruction in |
the Philippines, which have implemented participatory nutrition projects in a number of communities with the support of FAO. These guidelines have also profited from the experience of other FAO-supported projects, such as the People's Participation Project in Sri Lanka which emphasized the nutritional implications of its income-generating activities for small-scale |
farmers and the Freedom From Hunger Campaign (FFHC) project supporting small-scale food producers and processors in Ghana, to which the Fisheries Department provided technical assistance. In addition, several FAO professionals provided input to these guidelines from their experience. We would like to acknowledge the important contribution provided by all those |
mentioned above. The development of these guidelines is an ongoing process and comments and suggestions from people working in the field all over the world would be welcome. Malnutrition remains a serious problem in most developing countries today. It is a problem that affects specific groups rather than the population |
as a whole. Efforts to improve nutrition, therefore, need to focus on these groups and address people on the level of the community. Experience has shown that when a community is fully involved in the design, implementation, monitoring and evaluation of nutrition and other development projects, these are likely to |
be more effective and sustainable. Such participatory efforts more often meet the real needs of the people in the community and achieve results that can be continued with minimal external inputs. In light of this, these guidelines have been prepared to help development staff working at community level to promote |
the design and implementation of participatory nutrition projects. Underweight children: An indicator of malnutrition Food and nutrition are complex issues that involve constantly changing environmental, cultural and economic factors. This is especially true for poor families. Even households which formerly obtained their food through a combination of subsistence production and |
barter are today facing the need to adapt to a changing environment: economies increasingly based on money, declining availability of resources, increasing population, new expectation, new technology. Participatory nutrition projects aim to improve the nutritional situation of vulnerable households through concrete activities which are designed, implemented, monitored and evaluated by |
the people of the community and which address the causes of malnutrition as the people themselves perceive them. Many efforts have already been made to incorporate nutrition in agriculture projects. Most of these concentrate on improving the nutritional status of the target population through complementing agricultural activities with more specific |
nutrition interventions, such as nutrition education. Participatory projects render these efforts even more effective by addressing the causes of malnutrition from the perspective of the people themselves. In order to alleviate malnutrition effectively, it is important for the community and the development worker to: - understand the food and nutrition |
situation of the community; - be aware of the existing constraints to adequate nutrition; - decide which problems should be given priority; - identify resources available for undertaking activities to overcome such problems. The causes of malnutrition can be traced to a variety of factors including inadequate food production, inequitable |
distribution, and lack of income, health and education. These causes can be arranged in three major clusters: food insecurity, inadequate caring capacity, and impaired health. Nutrition or, rather, keeping the household well-fed is thus a major concern of many social groups and is often a basic element in the organization |
of societies. This concern increases with poverty. Nutrition, therefore, can provide a good entry point to generate people's participation and to reach and involve people who are often left out of development activities, particularly women. All over the world, women play a major role at different stages of the food |
chain: production, processing, purchasing, preparation and distribution. Participatory nutrition projects highlight women's role and strengthen their involvement in nutrition-related activities, including income-generating activities, thus contributing to women's empowerment. Nutrition also provides a good entry point to discuss the development problems facing the community in an integrated way and can thus |
help development workers target their community activities more effectively. The response to people's food and nutrition problems will differ according to the specific situation of the people, for instance, whether they live in urban slums or isolated rural areas. Participatory nutrition projects promote the collaboration of institutions, such as governmental |
and non-governmental organizations, that are capable of supporting the specific needs of the community, Successful participatory nutrition projects can, at the same time, help governments develop and/or strengthen effective mechanisms for coordination of development efforts at local level. In many countries, governments have committed themselves to increase people's participation, achieve |
effective decentralization and alleviate poverty. This commitment creates a positive environment for participatory nutrition projects, which can in turn contribute to establishing mechanisms to implement these policies. Participatory nutrition projects will have a greater impact, however, if macro-economic and political decisions to enhance agricultural production, guarantee stable food prices and |
ensure the free movement of goods and services are taken and implemented at the highest political level. A commitment to poverty alleviation is also important. The guidelines are designed for use by professional staff from different technical and institutional backgrounds, who have had formal technical training or education, and who |
either work at the community level or are responsible for community development activities. These development workers may be government employees such as agricultural extensionists, primary school teachers or health staff or they may be part of a non-governmental organization. They may be working with one or several communities on a |
specific technical task or have many varied responsibilities. Whatever their professional situation, it is hoped that these guidelines will help development workers to integrate nutrition concerns in their routine activities effectively. The guidelines describe the following aspects of participatory nutrition projects: - Preparatory stage: establishing initial contacts between development workers, |
communities and other development agents - Participatory appraisal of the food and nutrition situation of the community. - Selection and implementation of activities to improve this situation. - The monitoring and evaluation process. These guidelines include short checklists to help summarize issues or outline steps to tee taken. Simple diagrams |
and charts, developed or adapted from actual field experiences, illustrate the specific tasks to be performed in each stage. The constraints most commonly encountered are also listed. These guidelines are designed to be used with flexibility: participatory processes involve continual revision of assessment and decision-making as the project develops. Some |
of the steps presented in a sequence may have to be carried out simultaneously. Others may not be relevant in a specific local situation or may have already been taken. Participatory projects take time. These guidelines are designed, therefore, for use by development workers who will be working with a |
The diverse geology of the Geopark is reflected in the use over many centuries of its native stone for buildings of every shape and size. ‘Blue’ Pennant Sandstone which occurs widely to the south of the Geopark has been used for everyday buildings in the South Wales Coalfield valleys and for grander buildings such as Cyfarthfa Castle in Merthyr Tydfil, just outside the Geopark. |
It does not outcrop naturally in the Geopark but continues to be imported into the area for a variety of buildings, eg: - Royal Oak public house, Sennybridge A blue/grey variety of Pennant Sandstone from the Forest of Dean has perhaps been imported for the construction of Brecon Barracks. The Farewell Rock has been used for buildings in such places as Brynaman, Pen-y-cae and |
Ponsticill. The principal use of Carboniferous Limestone has been for dry-stone walls delimiting fields in and around the outcrop of this rock and perhaps most noticeably in areas like Ystradfellte. It has also been used in buildings and can be seen in the walls of Craig-y-nos Castle in the upper Swansea Valley. It is perhaps most imposingly used in the Geopark in the defensive |
walls of Carreg Cennen Castle perched atop the cliffs of this same rock which rise high above the Afon Cennen. Millstone Grit (Twrch Sandstone) Widely used in field walls in the countryside where it outcrops. Old Red Sandstone Geologists assign these rocks to the Devonian and uppermost Silurian periods. The rich red-brown colours of the Old Red Sandstone can be seen in many pubs |
and churches, farmhouses and ordinary dwellings around the Geopark. Brecon Cathedral includes a maroon sandstone from the St Maughan’s Formation for example, whilst the electricity sub-station at Sennybridge is built from a grey-green sandstone from the Senni Beds Formation. Where the stone was found to be particularly ‘flaggy’, ie it readily splits into thin sheets, then quarries were opened up to shape this material |
into roof tiles. The spectacular remains of workings along the outcrop of one such bed of rock, the ‘Tilestones Formation’, can be traced for tens of miles across the countryside at places like Mynydd Myddfai. The roof of Llandyfan Church makes use of the Tilestones. Bricks made from mudstone within the Old Red Sandstone sequence are also to be seen in places like Brecon. |
Silurian and Ordovician stone Ordovician age sandstones are used in buildings in both Llandeilo and Llandovery on the north-western flanks of the Geopark. The Tilestones referred to above mark the base of the Old Red Sandstone though they are actually of Silurian age. The northern and western walls of the church at Myddfai incorporate an olive green sandstone from the Sawdde Sandstone Formation. The |
mill at Bethlehem includes a grey / olive sandstone from the Llandeilo Flags Formation whilst the former pub at Pont ar Llechau incorporates a sandstone from the Mynydd Myddfai Sandstone Formation. Look out for the bilingual leaflet ‘Geology and building stones in Wales (south)‘ published by the British Geological Survey and available locally through National Park information centres. Ystradfellte was the subject of a |
European collaborative project a few years ago and a walk is described which looks at the use of limestone in the area. The National Museum of Wales published a specialist report by John Davies and Jana Horek on ‘Building Stone Use in the Brecon Beacons National Park’ in 2009. Take a look too at the webpages of the Welsh Stone Forum at the National |
(37,404 inhabitants in 2010; 12,587 ha) is located in northeastern São Paulo State, 450 km of São Paulo. Guaíra was founded in 1901 by Antônio Marques Garcia, João Garcia de Carvalho Leal and José Dias Nogueira on a piece of land offered by Joaquim Garcia Franco and his wife Maria Sabério Alves Franco. The settlement was originally named Corredeira de São Sebastião and subsequently |
renamed Corredeira do Bom Jardim. Aristides Roja claims that the name of the place comes from the Quechua word "huayra" meaning "wind". However, the inhabitants of the town prefer the etymology linked to a Tupi-Guarani word meaning "running water", "stream"; or "waterfall" (in Portuguese, "corredeira"). The district of Guaíra was established by State Law No. 1,144 of 25 November 1908, as part of the |
arms and the flag. The disk represents the town. White is a symbol of peace, harmony, work, purity and firmness. The arms of the cross represent the municipal power spreading all over the municipal territory. The green quarters represent the fertile lands of Guaíra. The flag is in dimension 14 units x 20 units. The two white vertical fimbriations are placed at 3/4 of |
of the flag: The coat of arms of Guaíra is prescribed by Municipal Law No. 829 of 27 April 1970. The Portuguese shield is surmounted by a mural crown representing a The chief is gules (red) with a cross, symbol of the Christian feelings of the people. It is separated from the main field by a fess wavy azure (blue), representing river Corredeira, for |
which the town was originally named. The field vert (green) [charged with a plow argent] highlights agriculture. The shield is supported dexter by a plant of maize and sinister by a plant of cotton, representing the main crops in the municipality. The scroll is charged with the name of the municipality surrounded by the years of establishment of the district and of the municipality, |
Welcome to Invertebrate Paleontology Invertebrate Paleontology is the study of fossil animals that lack notochords (non-vertebrates). This includes large, diverse taxonomic groups such as mollusks (e.g., bivalves and gastropods), brachiopods (e.g., lamp shells), corals, arthropods (e.g., crabs, shrimps, and barnacles), echinoderms (e.g., sand dollars, sea urchins, and sea stars), sponges, annelids (worms), foraminifera (single-celled protists), and bryozoans (moss animals). These |
are all animals that, throughout most of Earth’s geological history, lived in a multitude of habitats including marine, freshwater, and terrestrial. Fossils are any trace of a previously living organism, although invertebrates do not have “true” bones they do leave behind evidence of their past in the form of shells, molds and casts, track ways, fecal pellets, tubes, and exoskeletons. |
Fossil Invertebrates are useful in many types of scientific studies, including pure systematics, applications in stratigraphy, and the study and reconstruction of prehistoric environments. The Florida Museum’s Invertebrate Paleontology Collection is largely composed of fossil invertebrates from the Cenozoic Era (last 65 million years) collected from Florida, the southeastern U.S., and the circum-Caribbean. The collection is composed of five main |
parts: Systematic Collection, Stratigraphic Collection, Teaching Collection, Micropaleontology Collection, and Type and Figured Collection. - The largest is the Systematic Collection, where specimens are arranged in phylogenetic order. This collection, which acts much like a library, is used in comparative studies and aid in identification. - The Stratigraphic Collection is used in determining the age and type of sediments fossils |
are discovered in. Material collected in place is organized by location and stratigraphic sequence in this collection. - The Teaching Collection contains material from the Mesozoic and Paleozoic Eras. It serves as a resource to educators demonstrating life’s diversity throughout the ages. - The Micropaleontology Collection contains foraminifera and ostracods (bivalved arthropods) both valuable in stratigraphy and paleoecology. - The |
Small farms as a planetary ecological asset: Five key reasons why we should support the revitalization of small farms in the Global South by Miguel A. Altieri President, Sociedad Cientifica LatinoAmericana de Agroecologia (SOCLA) The Via Campesina has long argued that farmers need land to produce food for their own |
communities and for their country and for this reason has advocated for genuine agrarian reforms to access and control land, water, agrobiodiversity, etc, which are of central importance for communities to be able to meet growing food demands. The Via Campesina believes that in order to protect livelihoods, jobs, people's |
food security and health, as well as the environment, food production has to remain in the hands of small- scale sustainable farmers and cannot be left under the control of large agribusiness companies or supermarket chains. Only by changing the export-led, free-trade based, industrial agriculture model of large farms can |
the downward spiral of poverty, low wages, rural-urban migration, hunger and environmental degradation be halted. Social rural movements embrace the concept of food sovereignty as an alternative to the neo-liberal approach that puts its faith in inequitable international trade to solve the world’s food problem. Instead, food sovereignty focuses on |
local autonomy, local markets, local production-consumption cycles, energy and technological sovereignty and farmer to farmer networks. This global movement, the Via Campesina, has recently brought their message to the North, partly to gain the support of foundations and consumers, as political pressure from a wealthier public that increasingly depends on |
unique food products from the South marketed via organic, fair trade, or slow food channels could marshal the sufficient political will to curb the expansion of biofuels, transgenic crops and agro-exports, and put an end to subsidies to industrial farming and dumping practices that hurt small farmers in the South. |
But can these arguments really captivate the attention and support of northern consumers and philanthropists? Or is there a need for a different argument—one that emphasizes that the very quality of life and food security of the populations in the North depends not only on the food products, but in |
the ecological services provided by small farms of the South. In fact, it is herein argued that the functions performed by small farming systems still prevalent in Africa, Asia and Latin America—in the post-peak oil era that humanity is entering—comprise an ecological asset for humankind and planetary survival. In fact, |
in an era of escalating fuel and food costs, climate change, environmental degradation, GMO pollution and corporate- dominated food systems, small, biodiverse, agroecologically managed farms in the Global South are the only viable form of agriculture that will feed the world under the new ecological and economic scenario. There are |
at last five reasons why it is in the interest of Northern consumers to support the cause and struggle of small farmers in the South: 1. Small farmers are key for the world’s food security While 91% of the planet’s 1.5 billion hectares of agricultural land are increasingly being devoted |
to agro-export crops, biofuels and transgenic soybean to feed cars and cattle, millions of small farmers in the Global South still produce the majority of staple crops needed to feed the planet’s rural and urban populations. In Latin America, about 17 million peasant production units occupying close to 60.5 million |
hectares, or 34.5% of the total cultivated land with average farm sizes of about 1.8 hectares, produce 51% of the maize, 77% of the beans, and 61% of the potatoes for domestic consumption. Africa has approximately 33 million small farms, representing 80 percent of all farms in the region. Despite |
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