Abstract This article addresses two understudied concerns in Senegalese historiography: the peripheral region of eastern Senegal during the twentieth century and rural perceptions and manifestations of Senegalese citizenship. It argues that farmers in sparsely populated eastern Senegal engaged with the colonial state primarily as members of the Sociétés de Prévoyance and successive state agricultural institutions rather than indirectly as members of Sufi brotherhoods. Acting as “farmer-citizens” of the postwar state rather than “peasant-members” of the Sociétés, rural residents impelled institutional reforms and inspired African politicians’ rhetoric. Despite (or perhaps because of) the changes wrenched by French colonialism and World War II, farmers advocated for a social contract based in Senegambian moral economies of agrarian production. Given the longstanding importance of regional migrant labor, farmers’ work arrangements affected the colonial and postindependence economy and statecraft. Senegalese and Malian farmers’ understandings and expectations of political belonging influenced the legislation of citizenship in mid-twentieth-century Senegal. This article uses colonial and postindependence administrative reports, Senegalese dissertations, and oral histories from the Senegal-Mali borderlands to find an articulation of agrarian citizenship attentive to jus seminum and jus sudoris rights based in seed and sweat that were brought to bear on existing civic and legal conceptions of citizenship based in jus sanguinis, jus soli, and jus culturae rights.
In a study of the utilization of corn-alfalfa hay rations, four yearling wethers were each fed each of three mixtures in which corn, provided 25%, 50% and 75% of the mixture. Apparent digestion coefficients for dry matter, crude protein, ether extract, crude fiber and nitrogen-free-extracts were determined, as well as metabolizable energy. As the percentage of corn in the ration was increased, the apparent digestibility of the complete ration increased for all the nutrients except crude protein in one instance and crude fiber in another. On the basis of the results of this trial it appears that high concentrate rations are the more efficiently utilized by sheep.
Abstract Rachel Carson's Silent Spring (1960) spurred regulation of pesticides in the west in the 1970s, but agricultural labourers in the tropics have continued to work with insecticides up to the present. This article relates the experiences of farmers in Senegal and other former French colonies with pesticides and analyses concerns over their uses. In mid-twentieth century West Africa, 'prosperous peasants' launched economic booms and helped their countries gain degrees of independence. But overlooking pesticide usage ignores the sacrifices and violence done to the communities involved. Some French scientists were disturbed by insecticides' consequences in the former colonies. Yet their concerns were dismissed in favour of economic expediency, public health and political loyalty. The blame shifted from the industry and onto the users. When agriculture became less profitable and pesticides more expensive, sympathetic concerns were raised once again, but the damage had already been done.
In recent years, assessing learning outcomes has become a priority as colleges and universities have had to justify their existence to outside interests. Higher education institutions and administrators have had to account for the effects, or outcomes, of college that demonstrate its value to graduating students. Consequently, student affairs and campus life entities have felt the need to justify their existence within the larger campus community. Therefore, many academic and students affairs departments have refocused their assessment efforts on the student learning outcomes of their programs and other interventions with students. Assessing student learning outcomes has been challenging for many in the recreational sport profession. Part of this challenge lies in an inability to adequately determine and define the object of the assessment. To properly assess learning outcomes, the intended outcomes must be written in specific, measurable terms. This article adapts the ABCD method, introduced by Jordan, DeGraaf, and DeGraaf (2005), as a method for writing specific and measurable learning outcomes. Recreational sport administrators may incorporate this method to assist them in the development of a strategic assessment plan.
'%3e%3cpath fill='%23012169' d='M0 0v30h60V0z'/%3e%3cpath stroke='%23fff' stroke-width='6' d='m0 0 60 30m0-30L0 30'/%3e%3cpath stroke='%23C8102E' stroke-width='4' d='m0 0 60 30m0-30L0 30' clip-path='url(%23b)'/%3e%3cpath stroke='%23fff' stroke-width='10' d='M30 0v30M0 15h60'/%3e%3cpath stroke='%23C8102E' stroke-width='6' d='M30 0v30M0 15h60'/%3e%3c/g%3e%3c/svg%3e)
'/%3e%3c/defs%3e%3cpath fill='%23012169' d='M0 0h10080v5040H0z'/%3e%3cpath stroke='%23fff' stroke-width='.6' d='m0 0 6 3m0-3L0 3' clip-path='url(%23b)' transform='scale(840)'/%3e%3cpath stroke='%23e4002b' stroke-width='.4' d='m0 0 6 3m0-3L0 3' clip-path='url(%23c)' transform='scale(840)'/%3e%3cpath stroke='%23fff' stroke-width='840' d='M2520 0v2520M0 1260h5040'/%3e%3cpath stroke='%23e4002b' stroke-width='504' d='M2520 0v2520M0 1260h5040'/%3e%3cg fill='%23fff'%3e%3cuse xlink:href='%23d' x='2520' y='3780'/%3e%3cuse xlink:href='%23a' x='7560' y='4200'/%3e%3cuse xlink:href='%23a' x='6300' y='2205'/%3e%3cuse xlink:href='%23a' x='7560' y='840'/%3e%3cuse xlink:href='%23a' x='8680' y='1869'/%3e%3cuse xlink:href='%23e' x='8064' y='2730'/%3e%3c/g%3e%3c/svg%3e)