SOI PHASES AND CLIMATIC RISK TO PEANUT PRODUCTION: A CASE STUDY FOR NORTHERN AUSTRALIA

Author(s):  
H. MEINKE ◽  
R. C. STONE ◽  
G. L. HAMMER
1995 ◽  
Vol 35 (6) ◽  
pp. 777 ◽  
Author(s):  
H Meinke ◽  
GL Hammer

A dynamic peanut simulation model was used to quantify climatic risk to peanut production in Northern Australia. We demonstrate how district yield information can be usefully combined with simulation results to assess objectively impact and causes of climatic variability on production. Our analysis shows that the rapid expansion of the peanut industry in the region corresponded with relatively stable, above average yields caused by that period in the historical record having above-average and less variable summer rainfall. During this period the timing and amount of rainfall was such that yields higher than average could often be achieved, and harvests were only rarely interrupted by prolonged wet periods. These conditions created unrealistically high expectations of yields by producers, and when the climate was more variable during the 1980s, it was perceived as a greater deviation from the norm than justified by the long-term record.


2015 ◽  
Vol 191 ◽  
pp. 478-494 ◽  
Author(s):  
N. Stoeckl ◽  
T. Chaiechi ◽  
M. Farr ◽  
D. Jarvis ◽  
J.G. Álvarez-Romero ◽  
...  

2003 ◽  
pp. 127-138 ◽  
Author(s):  
B. J. Drummond ◽  
A. J. Owen ◽  
J. C. Jackson ◽  
B. R. Goleby ◽  
S. N. Sheard

Author(s):  
Cameo Dalley

Mobility has long been recognised as an integral dynamic in Indigenous lives. In Australia, the current model of education delivery is to provide opportunities for Indigenous youth to attend secondary boarding school away from their homes in remote communities. The goal is to provide high quality education and life experiences different to those available remotely. This paper uses the case study of the remote Indigenous community of Mornington Island in the northern Australia. It considers the conditions under which teenagers are sent to boarding school, and also the impacts of these experiences on their lives. Ultimately it argues that experiences outside communities can create expectations for more autonomous lives within communities themselves.


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