This groundbreaking book addresses issues of the keenest interest to anthropologists, specialists on Africa, and those concerned with international aid and development. Drawing on extensive research among the Luo people in western Kenya and abroad over many years, Parker Shipton provides an insightful general ethnography. In particular, he focuses closely on nonmonetary forms of exchange and entrustment, moving beyond anthropology's traditional understanding of gifts, loans, and reciprocity. He proposes a new view of the social and symbolic dimensions of economy over the full life course, including transfers between generations. He shows why the enduring cultural values and aspirations of East African people--and others around the world--complicate issues of credit, debt, and compensation. The book examines how the Luo assess obligations to intimates and strangers, including the dead and the not-yet-born. Borrowing, lending, and serial passing along have ritual, religious, and emotional dimensions no less than economic ones, Shipton shows, and insight into these connections demands a broad rethinking of all international aid plans and programs.

This title looks briefly at European and North American theories on private property and the mortgage, then shows how these theories have played out as attempted economic reforms in Africa.

Challenging portrayals of West African female farmers as a homogenous group, the present study provides an ethnographic account of the contractual relations established between female hosts and migrants, in the exchange of land and labour for agrarian production in The Gambia.

Diverse contractual arrangements and forms of exchange established between smallholder farmers, their households and community work groups, are important to our understanding of processes of agrarian transformation in Sub-Saharan Africa. However, little has been written in this area. Challenging portrayals of West African female farmers as a homogenous group, the present study provides an ethnographic account of the contractual relations established between female hosts and migrants, in the exchange of land and labour for agrarian production in a Gambian community. Further, it demonstrates the way in which, despite the liberalization of the economy, local cultural practices, such as that of entrustment, continue to be of significance in affecting the nature and particular character of agrarian transformation and postcolonial capitalist development.

Biological diversity is considered one of today’s most urgent environmental concerns, yet the term was first coined only twenty-five years ago. Why did the concept of biological diversity so quickly capture public attention and emerge as a banner issue for the environmental movement? In this book, Timothy J. Farnham explores for the first time the historical roots of biological diversity, tracing the evolution of the term as well as the history of the conservation traditions that contributed to its rapid acceptance and popularity. Biological diversity is understood today as consisting of three components--species diversity, genetic diversity, and ecosystem diversity. Farnham finds that these three tiers coincided with three earlier, disparate conservation traditions that converged when the cause of preserving biological diversity was articulated. He tells the stories of these different historical foundations, recounts how the term came into the environmental lexicon, and shows how the evolution of the idea of biological diversity reflects an evolution of American attitudes toward the natural world.

This book discusses the ins and outs of a new approach to competency-based education in the education and training of health professionals, including doctors and medical specialists, but also nurses, dentists, pharmacists, veterinarians, physiotherapists and others. Embedded in a conceptual discussion of what competence in health professionals means, the book discusses theoretical foundations of trust and entrustment of trainees with the practice of patient care tasks. It elaborates the implications for identifying the objectives of training, formulated as entrustable professional activities (EPAs), for the associated curriculum development, for assessment of trainees in the clinical workplace, for faculty development and for the management of large scale change in health professions education. In the past decade, EPAs have been proposed, piloted or implemented in all sectors of health professions education and in countries across all continents. Yet, there is a widely felt desire for a better understanding of all related concepts. This text was written with teachers, educational managers, educational scholars, and health profession trainees in mind. The book is the result of a collaboration of fifty highly engaged authors, all actively involved in their own projects and studies around EPAs and workplace-based assessment, as teachers, developers and managers. All chapters have been critically read and commented on by internal and external reviewers, making this work a state of the art document about the topic.