Ancient, Mid-Time, and Recent History of Seed Pathology

Author(s):  
Seweta Srivastava ◽  
Ravindra Kumar ◽  
Sumant Bindal ◽  
Vinit Pratap Singh ◽  
Meenakshi Rana ◽  
...  
2007 ◽  
Author(s):  
Eileen Ahearn ◽  
Mary Mussey ◽  
Catherine Johnson ◽  
Amy Krohn ◽  
Timothy Juergens ◽  
...  

2007 ◽  
Vol 4 (3) ◽  
pp. 331-358
Author(s):  
WEN-CHIN OUYANG

I begin my exploration of ‘Ali Mubarak (1823/4–1893) and the discourses on modernization ‘performed’ in his only attempt at fiction, ‘Alam al-Din (The Sign of Religion, 1882), with a quote from Guy Davenport because it elegantly sums up a key theoretical principle underpinning any discussion of cultural transformation and, more particularly, of modernization. Locating ‘Ali Mubarak and his only fictional work at the juncture of the transformation from the ‘traditional’ to the ‘modern’ in the recent history of Arab culture and of Arabic narrative, I find Davenport's pronouncement tantalizingly appropriate. He not only places the stakes of history and geography in one another, but simultaneously opens up the imagination to the combined forces of time and space that stand behind these two distinct yet related disciplines.


2012 ◽  
Author(s):  
Paul S. Hicks ◽  
Michael L. Adams ◽  
Brett Litz ◽  
Keith Young ◽  
Jed Goldart ◽  
...  

2018 ◽  
Vol 10 (2) ◽  
pp. 74 ◽  
Author(s):  
Eric R. Scerri

<span>The very nature of chemistry presents us with a tension. A tension between the exhilaration of diversity of substances and forms on the one hand and the safety of fundamental unity on the other. Even just the recent history of chemistry has been al1 about this tension, from the debates about Prout's hypothesis as to whether there is a primary matter in the 19th century to the more recent speculations as to whether computers will enable us to virtually dispense with experimental chemistry.</span>


1993 ◽  
Vol 87 (6) ◽  
pp. 171-174 ◽  
Author(s):  
P.H. Hatlen

The evolution of schools for the blind over the past 30 years has been dramatic. Sometimes changes have been self-initiated, and sometimes these schools have been forced into different roles and expectations. This article traces both the recent history of schools for the blind and how one observer learned and matured from his experiences.


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