Chapter I: Physico-chemical introduction to the study of the interaction between inorganic ions and proteins in plasma, with a definition of terms

2009 ◽  
Vol 176 (S422) ◽  
pp. 3-35
Author(s):  
Gordon Conway

Ecology has informed and underpinned agricultural production since the first faltering steps in domestication and cultivation. When someone (probably a woman) living in the Fertile Crescent carried seeds of wild wheats and barleys from the great natural cereal stands of the region and sowed them near her house she initiated the process of domestication. She also began the process of crop cultivation, creating what were to become ecologically complex, home gardens. Similarly swidden agriculture was based on imitations of ecological processes that would create a sustainable form of agriculture. The first articulation of this concept was not for many thousands of years later. The great Roman writer and agriculturalist of the first century bc, Marcus Terentius Varro, wrote as follows (Hooper and Ash, 1935) : . . . Agri cultura est ‘Non modo est ars, sed etiam necessaria ac magna; eaque est scientia, quae sint in quoque agro serenda ac facienda, quo terra maximos perpetuo reddat fructus’ . . . Agriculture is ‘not only an art but an important and noble art. It is, as well, a science, which teaches us what crops are to be planted in each kind of soil, and what operations are to be carried on, in order that the land may regularly produce the largest crops.’ (Varro, Rerum Rusticarum I, III) Not only does Varro place crops in their environment but the phrase quo terra maximos perpetuo reddat fructus (which can be translated as ‘that the land yields the highest in perpetuity’) struck me, when I first came upon it in one of the little red Loeb Classical Library translations, as an extraordinarily clear, elegant, and concise definition of sustainability. In this chapter I want to illustrate how ecological concepts illuminate the building blocks of agriculture—gardens, swiddens, pastures, orchards, and fields—and provide a basis for the continuing challenge of feeding everyone in an increasing population. The transformation of an ecosystem into an agroecosystem involves a number of significant changes. The system itself becomes more clearly defined, at least in terms of its biological and physico-chemical boundaries. These become sharper and less permeable, the linkages with other systems being limited and channeled.


Author(s):  
Othman Rashid Majeed

This research includes studying the common terms of the book (Hirz Al_Amany wawajih Al_Tahany) for Al- Shatibya. He used terms was repeated in the chapters of his book, every term gives different meaning in it's cheaper and explains these meanings, I followed all words in his book, so I have explained this for everyone needed to study this book from its sources then directed each word to its chapter, I divided it into two research, the first includes Al- Shatiby biography and an explanatory definition of his book, in the second I put the places of this terms and its meanings, explanations and places accommodating which came in the book the directing of it, then I concluded the research, in brief, included the most important results I reach to it. Among the most important results: - Scientific abundance in various sciences of Matin Al- Shatibya. - Repeating the word in different chapters and with multiple uses confuse the student if he is ignorant. - The number of joint words reached seven, resulting in nineteen uses. - Al- Shatibya needs more studies and research, despite its many explanations and oppositions.


Author(s):  
Erica Cooper

In this chapter, I examine the extent to which one-drop ideology continues to dictate the legal definition of whiteness. The following questions serve as the basis of my research: 1) How do “white,” “mixed race or colored,” and the “one-drop rule” operate as ideographs in post-civil rights legal discourse? 2) Has the codification of the one-drop rule and whiteness been severed in contemporary legal discourse? To address the first research question, I use an ideographic analysis to examine legal briefs from the Malone Brothers and Mary Walker cases. To address my second research question, I complete a content analysis of state and/or federal court cases, 12 involving racial identity from 1980 to 2012, thereby demonstrating that a dramatic shift occurs in how white and mixed race are defined in the language endorsed by court justices.


Author(s):  
Allyn Fives

Are parents caretakers or liberators? Is the role of parents to act in a paternalistic fashion so as to take care of their children or is it instead to set their children free? In this chapter, I argue that those who defend the caretaker thesis do so on the basis of assumptions characteristic of the liberal view on paternalism. It is assumed that paternalism entails interfering with another’s liberty, that it does not involve moral conflicts, and that it is justified treatment of those who lack the qualities of an agent. In addition, no clear distinction is made between children who lack the qualities of an agent and children who are merely incompetent. What is more, the same assumptions underlie the liberation thesis. Indeed, both the caretaker thesis and the liberation thesis are questionable because they operate with a definition of paternalism that is highly problematic. I also want to make one further argument here. Namely, even an adequate conceptualisation of paternalism is insufficient as a general account of parental power, as there are non-paternalistic forms of parental power as well.


Author(s):  
Harvey S. Wiener

Mature readers always reach beyond the text they are reading. They know unconsciously how to interact with print, regularly uncovering new meanings and making inferential leaps that connect with other thoughts, id s, or experiences. As you saw in the last chapter's discussion of inference, a piece of writing almost always means more than it says, and the awake reader constantly fleshes out suggestions, nuances, and implications to enrich the reading experience. In this and the next chapter, I want to talk with you about some high-order inference skills: predicting outcomes, drawing conclusions, and generalizing. These three skills work together because they involve the reader's ability to follow a trail begun but not completed by the words on the page. The three skills all relate to inferential reasoning in that they require readers to evolve meanings derived from the prose. Remember our definition of inference? When we infer, we uncover information that is unstated—hidden, if you will. The information expands upon the writer's words. Using what the writer tells us, we plug into the complex circuitry of ideas by adducing what's not exactly stated in what we're reading. We dig out meanings, shaping and expanding the writers ideas. Predicting, concluding, and generalizing move us toward wider and deeper meanings in what we read. Let's take them up one at a time. An engaged reader regularly looks ahead to what will happen next—what will be the next event in a chronological sequence, what will be the next point in a logical progression, what will be the next thread in the analytic fabric the writer is weaving. We base our predictions on prior events or issues in the narrative or analytical sequence. Making correct predictions involves our ability to see causes and effects, stimuli and results, actions and consequences. Your child already knows how to predict outcomes. Right from her earliest days in the crib, she has used important analytical skills instinctively.


Author(s):  
Sarah M. Stitzlein

In this chapter I offer some insight into our current context and needs in order to highlight some of the habits that schools should be fostering to sustain key elements of democracy and improve existing democracy. At the same time, I recognize that the educational approaches and goals themselves must be open to change. Aligned with the definition of responsibility I offered in chapter five, these habits are social and relational. They often entail a proclivity to act with others and are driven by concerns with the well-being of democracy and fellow citizens. Developing these habits can help our budding citizens fulfill their role responsibilities. I complete the cycle for sustaining democracy via education by describing improved citizenship education, including habits of democracy teachable within our schools, where we develop citizens through democracy and our public schools.


2004 ◽  
Vol 16 (1) ◽  
pp. 17-24 ◽  
Author(s):  
José Dalton Cruz Pessoa ◽  
Adonai Gimenes Calbo

According to the model frequently used as reference, plant cell growth occurs only when turgor surpasses a threshold. This model was proposed considering a cylindrical cell of constant wall thickness immerged in a water solution, with viscoelastic behaviour, hydraulic conductivity, variable extensibility, and unidirectional elongation. The author, Lockhart (1965), did not consider the effects of apoplasm hydrostatic potential, a subject treated later by Calbo and Pessoa (1994) who argued that this component of cell potential would interfere with cell growth rate. To evaluate this effect, where possible the same deductive procedures as those employed by Lockhart were used here, which resulted in a set of equivalent equations for cell growth, turgor and water potential, developed with respect to physico-chemical variables. Relationships were derived from the conductivity equation, the definition of extensibility, Hook's law, and considering that the tension on cell wall transversal section is proportional to turgor and apoplasm hydrostatic potential. The numeric solutions for the equations showed that suction increased extension rate at the beginning of cell growth. Some experiments on plant growth and structural models of cell walls are discussed to point out the role of suction on wall tensioning and cell hydration during cell elongation.


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