Some vocabulary and grammar for the analysis of multi-environment trials, as applied to the analysis of FPB and PPB trials

For the improvement of genetic material suitable for on farm use under low-input conditions, participatory and formal plant breeding strategies are frequently presented as competing options. A common frame of reference to phrase mechanisms and purposes related to breeding strategies will facilitate clearer descriptions of similarities and differences between participatory plant breeding and formal plant breeding. In this paper an attempt is made to develop such a common framework by means of a statistically inspired language that acknowledges the importance of both on farm trials and research centre trials as sources of information for on farm genetic improvement. Key concepts are the genetic correlation between environments, and the heterogeneity of phenotypic and genetic variance over environments. Classic selection response theory is taken as the starting point for the comparison of selection trials (on farm and research centre) with respect to the expected genetic improvement in a target environment (low-input farms). The variance-covariance parameters that form the input for selection response comparisons traditionally come from a mixed model fit to multi-environment trial data. In this paper we propose a recently developed class of mixed models, namely multiplicative mixed models, also called factor-analytic models, for modelling genetic variances and covariances (correlations). Mixed multiplicative models allow genetic variances and covariances to be dependent on quantitative descriptors of the environment, and confer a high flexibility in the choice of variance-covariance structure, without requiring the estimation of a prohibitively high number of parameters. As a result detailed considerations regarding selection response comparisons are facilitated. ne statistical machinery involved is illustrated on an example data set consisting of barley trials from the International Center for Agricultural Research in the Dry Areas (ICARDA). Analysis of the example data showed that participatory plant breeding and formal plant breeding are better interpreted as providing complementary rather than competing information.

A multi-purpose grammar generating a multi-scale integrated analysis of Laos

In this study we propose an application of the MuSIASEM approach which is used to provide an integrated analysis of Laos across different scales. With the term “integrated analysis across scales” we mean the generation of a series of packages of quantitative indicators, characterizing the performance of the socioeconomic activities performed in Laos when considering: (i) different hierarchical levels of organization (farming systems described at the level of household, rural villages, regions of Laos, the whole country level); and (ii) different dimensions of analysis (economic dimension, social dimension, ecological dimension, technical dimension). What is relevant in this application is that the information carried out by these different packages of indicators is integrated in a system of accounting which establishes interlinkages across these indicators. This is a essential feature to study sustainability trade-offs and to build more robust scenarios of possible changes. The multi-scale integrated representation presented in this study is based on secondary data (gathered in a three year EU project – SEAtrans and integrated by other available statistical sources) and it is integrated in GIS, when dealing with the spatial representation of Laos. However, even if we use data referring to Laos, the goal of this study is not that of providing useful information about a practical policy issue of Laos, but rather, to illustrate the possibility of using a multipurpose grammar to produce an integrated set of sustainability indicators at three different levels: (i) local; (ii) meso; (iii) macro level. The technical issue addressed is the simultaneous adoption of two multi-level matrices – one referring to a characterization of human activity over a set of different categories, and another referring to a characterization of land uses over the same set of categories. In this way, it becomes possible to explain the characteristics of Laos (an integrated set of indicators defining the performance of the whole country) in relation to the characteristics of the rural Laos and urban Laos. The characteristics of rural Laos, can be explained using the characteristics of three regions defined within Laos (Northern Laos, Central Laos and Southern Laos), which in turn can be defined (using an analogous package of indicators), starting from the characteristics of three main typologies of farming systems found in the regions.

Teaching Literature in EFL through the Story Grammar and Reader Response Approach

La Literatura ha de ser implementada a les aules com a eina per a l’ensenyament i aprenentatge de la llengua anglesa, i hauria de complementar els llibres de text d’ensenyament d’aquesta llengua. D’aquesta manera els alumnes seran exposats encara més a una varietat de registres, expressions i vocabulari d’aquesta llengua. La metodologia d’ensenyar la gramàtica dels contes o històries coneguda en anglès com “Story Grammar Approach” (SGA) i la metodologia sobre la comprensió i reacció lectora o “Reader Response Approach” (RRA) són excel•lent vehicles per a implementar la Literatura com a eina a les aules per a ensenyar anglès.La metodologia sobre la gramàtica de contes o “SGA” només es pot posar en pràctica quan els textos són narratius perquè aquests posseeixen tots els següents elements:• Personatges• Ambient• Trama• Conflicte• Resolució• Tema La metodologia de la reacció lectiva o “RRA” es centra principalment en la comprensió subjectiva i reacció del lector sobre un text, en la qual el lector formula una hipòtesis i aporta les seves idees sobre el text a una conversa grupal. Els estudiants han de poder aportar les seves reaccions, idees i respostes sobre els textos. La metodologia “RRA” també enfoca les habilitats cognitives superiors i empenya a l’alumne a millorar la seva expressió oral.Aquestes dues metodologies aporten incomptable avantatges. Treballen totes les intel•ligències múltiples i totes les competències acadèmiques (menys la matemàtica), els alumnes aprenen a treballar i a escolar als altres (i valorar altres opinions), poden aprendre sobre diferents cultures, la història, geografia, són exposats a diferents gèneres, i fomenten i estimulen la lectura i escriptura, com també treballen les habilitats productives i receptives en l’aprenentatge del anglès.