Breeding Rice for Drought-Prone Environments

A large portion of the world’s poor farm in rainfed systems where the water supply is unpredictable and droughts are common. In Asia, about 50% of all the rice land is rainfed and, although rice yields in irrigated systems have doubled and tripled over the past 30 years, only modest gains have occurred in rainfed rice systems. In part, this is because of the difficulty in improving rice varieties for environments that are heterogeneous and variable, and in part because there has been little effort to breed rice for drought tolerance. Information available for other cereals (for example, maize, Bänziger et al 2000) and for wheat and the limited or circumstantial evidence available for rice indicate that we can now breed varieties that have improved yield under drought and produce high yields in the good seasons. This manual aims to help plant breeders develop such varieties. While the manual focuses on drought tolerance, this must be integrated with the mainstream breeding program that also deals with agronomic adaptation, grain quality, and pest and disease resistance. Mackill et al (1996) have written a guide to the overall improvement of rice for rainfed conditions. This manual should be seen as an amplification of and updating of the section on drought tolerance in that book. Because final proof of many approaches for breeding drought-tolerant rice is not yet available, and because some aspects may not work in all environments and germplasm, we recommend that you use this manual with caution. Test the suggested approaches and only implement them on a large scale if they are effective and realistic for your own situation

The (new ?) basics of a teacher professional learning community

This paper argues for the need to further theorise the concept of teacher professional learning communities and provides empirical evidence to support this case. The paper presents findings from an ongoing research project, which investigates the nature of teacher professional learning communities. The study reveals that actual communities do not conform to a normailized articulation of features, as outlined in much of the literature on this topic. Consequently, it represents an attempt to engage in the difficult but necessary task of simultaneously fashioning theory from practice, whilst interpreting theory, in practice. The study proposes that current functionalist understandings of teacher professional learning communities are based upon a literature base which is insufficiently nuanced to capture the complexity inherent within these bodies. A broader base of a more critical sociological literature is also drawn upon to better understand actual, "lived" teacher communities, which are somewhat difficult to describe. In part, such communities exhibit features of functionalist conceptions but they are also organic entities which may be quite unpredictable in their outcomes and cannot be reduced to specific features; they each have their own specific "logic of practice" (Bourdieu, 1990) which influences their activities, in their particular field. The argument proposed here is that in one particular community, this complexity may be represented by the many purposes which the community served, arguably often unbeknown to its members, which fashioned the actual community. This paper tries to add to the existing theoretical base of literature, at the same time as providing evidence to support this theorisation.