Child Friendly School Policies

Child Friendly School Policies The purpose of this essay is to explore what Child Friendly School policies could learn from Comparative and International Research. Reference to CFSs in Kenya will be made with emphasis on the background of CFSs, current practices and emerging critics, success stories, problems and pitfalls and what CIR can do to subjugate some of these challenges. I will start by examining the rationale for exploring CFSs, based on literature and my professional experience. Following this background will be literature surrounding the concepts of CIR and CFSs in relation to global agendas, exploring how CFSs came into existence and the driving forces behind it. I then go on to focus on a case study of CFS in Kenya, discussing the role of CIR in the Kenyas CFS, arguing that CIR is used as a political tool in creating educational policy, rather than a research method or an intellectual inquiry. I will further critically analyze challenges facing CFSs and how knowledge on CIR can contribute more effect ively to successful implementation of CFS policies. A conclusion based on the literature and authors experience will then be drawn. Throughout the essay, I build a case in favour of CIR arguing that CIR stimulates critical reflections about our educational systems by investigating commonalities and differences across national borders. Background and Rationale Comparative and international education is one of the main fields of education with many benefits, judged by the volume of studies reported in the literature. Central to this is that many countries around the world have formulated some of their educational policies based on knowledge and research from CIR. With the current wave of globalization, researchers and experts, especially in the field of education, are always trying to find ways of streamlining their educational policies with the global trends. According to Giddens (1990:64), globalization is the intensification of worldwide social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Global forces therefore have an impact on shaping local practices at grass root levels. In order to do this tactically and critically, comparative and internal research remains cutting edge in informing people about the realities, the challenges and the possible effects of uncritical transfer of ideas. One of the key developments in education has been the prioritisation of basic education as opposed to adult education or higher education. In Africa, this would be probably because, as Oketch (2004) points out, basic education yields higher rates of returns compared to higher education. This has subsequently influenced government and non-governmental organizations to focus more on improving the quality of basic education. Child-friendly schools (CFSs) in Kenya is an example of a initiative sponsored by UNICEF with the aim of not just providing children right to education but the right to the right education. In other words, CFSs are more concerned with the quality of basic education in addition to its access. The emergence of CFSs in Kenya was catapulted by the forces of agendas 1 and 2 of Millenium Development Goals (MDGs) which emphasizes on the provision of basic education. One of the six Education For All (EFA) goals agreed by the World Education Forum (2002) concerns education q uality. The term quality in education is dynamic because of the social, political and economic context at which it is used. Milligan (2011:276) adds that quality has, thus, been placed as an integral cog in the educational development machine although how educational quality is defined is a matter of great contention. Because of differences in contexts, it is imperative that knowledge of comparative and international research be used in designing policies and pedagogy in CFSs that fit that particular context. Furthermore, with the fear that some countries may lag behind as others move forward, countries from sub-Sahara Africa are now engaging in various practices in order to achieve these educational goals, a race against the 2015 set deadline for attainment of EFA goals. As the clock ticks towards the year 2015, priority goals in education may change for post-2015 and the worry is further elevated. One of the efforts the government of Kenya is doing to improve the quality of education is by integrating CFS model into the basic education system. Two major questions arise here: First, how is CFS realistic considering myriad challenges facing the FPE policy in Kenya? Secondly, if integrating CFS model into basic education will help in improving the quality of education, what lessons can CFS policies learn from CIR? It is against this background that the purpose of this essay hinges. Literature Review In this section, I will look at the concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) based on the literature and merge them with the global forces that influenced the emergence of CFS with an attempt to unveil the voices behind the introduction of CFS in Kenya. In addition, I will use an example of PRISM experience in Kenya to reinforce the understanding of the role of international bodies in promoting quality through well strategized and executed projects, arguing that lessons from PRISM experience can be used as insights to successful implementation of CFS policies. Concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) CIR is a fusion of two broad areas of research: Comparative Research and International Research. To understand its full meaning, it is important we define the two areas of research separately. In his definition of comparative research, Mills et al (2006:621) argue that: Comparative research is a broad term that includes both quantitative and qualitative comparison of social entities. Social entities may be based on many lines, such as geographical or political ones in the form of cross-national or regional comparisons. A similar perception was echoed by Noah and Eckstein (1969:127), who viewed comparative education as an intersection of the social sciences, education and cross-national study [which] attempts to use cross-national data to test propositions about the relationships between education and society and between teaching practices and learning outcomes. In light of this definition, comparative research in the context of education can be defined as a study of two or more entities or events (Crossley Watson, 2003) with the underlying goal of searching for similarity and variance. Cross-national or regional comparisons may include comparing educational policies, pedagogy, educational leadership and so on. According to Mills et al (2006: 621), the search for variance places more emphasis on context and difference in order to understand specificities. International education, on the other hand, can be defined as the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries (Wilson 2000a: 116). Therefore, international research is concerned with research carried out across two or more countries, often with the purpose of comparing responses between them. This might be done in order to devise strategies that work well across both or all these cultures or to suggest local adjustments to a global strategy There is a close relationship between comparative and international education. Epstein (1994: 918) points out, that international educators use findings derived from comparative education to understand better the processes they examine, and thus, to enhance their ability to make policy. We can therefore draw from the above two definitions that CIR in education as a method of comparing both qualitative and quantitative entities in education across different countries, societies or cultures with the aim of identifying similarities and differences. It is however important to note that not all international research is comparative, and not all comparative research is international or cross-national. According to UNICEF (2007), a child-friendly school is both a child seeking school and a child-centred school: It is child seeking because it actively identifying excluded children to get them enrolled in school. It is a child-centred school because it acts in the best interests of the child leading to the realization of the childs full potential, is concerned about the whole child: her health, nutritional status, and well-being and concerned about what happens to children before they enter school and after they leave school. A CFS system recognizes and respects childrens right and responsibilities; it provides the enabling environment to realize childrens right not only in schools, but also in childrens home and their communities. These include children from conflict zones, street children and children with disabilities. According to UNICEF Global Education Strategy (2007) the Child-Friendly Schools model (see fig 1) is based on simple, rights-based concepts as described in Table 1. Concept of CFS Description Rights Based School CFS proactively seeks out-of-school children and encourages them to enrol, irrespective of gender, race, ability, social status, etc. Gender Sensitive School CFS promotes equality and equity in enrolment and achievement among girls and boys. Safe and Protective School CFS ensures that all children can learn in a safe and inclusive environment. Community Engaged School CFS encourages partnership among schools, communities, parents and children in all aspects of the education process. Academically Effective School CFS provides children with relevant knowledge and skills for surviving and thriving in life. Health Promoting School CFS promotes the physical and emotional health of children by meeting key nutritional and health care needs within schools. Table 1: Description of a CFS Fig 1: Model of the Child-Friendly School Source: UNICEF, Global Education Strategy (2007:1) The CFS model provides a framework for planning (and monitoring the effectiveness of) strategies for increasing access to quality basic education with the specific focus on the development of strategies to include those children hitherto excluded from education (UNICEF, Global Education Strategy, 2007). It is important to note that CFS model is not a one-size-fits-all model. The model may differ from country to country depending on the context. International and Local Pressures and their influences to formation of CFS in Kenya Education in sub-Sahara Africa, and indeed in Kenya, is crafted from both influences by global trends in education and the legacies of colonialism. Chisholm and Leyenderker (2008) observe that: Since 1990, the goals and purpose of education in sub-Sahara Africa has been reshaped by four interconnected developments: globalisation, the changed focus of international aid agencies towards development assistance, the adaptation of sub-Sahara African countries to the new world order with its new political emphases, and the spilling over of new pedagogical ideas from the USA and Europe into sub-Sahara Africa. (p 198) Kenya is a signatory to a number of conventions in education, including the Convention to the Rights of the Child (1989), the World Declaration on Education for All (Jomtien, 1990), the Dakar accord and the Millenium Development Goals (2000). In achievement of education development goals, Kenya is bound to, among other things, quality education by MDGs. The Jomtien call for access for access, equity, quality and democracy in education appeared to promise both social and economic development (Chisholm and Leyenderker, 2008). Social and economic development, and continues to be believed, requires educational change and educational change is necessary for social and economic development (ibid:). Educational change, in turn, is perceived to depend on, amongst other things, the input from relevant development assistance projects. These projects, in the arena of education, are typically formulated with reference to internationally negotiated development agendas (like the MDGs) and priority (Crossley Watson, 2003). An example of these projects in Kenya is CFSs which are supported by United Nations Childrens Fund (UNICEF). The Education Section of UNICEFs Programme Division introduced the Child Friendly Schools (CFS) framework for schools that serve the whole child in 1999 (Chabbott, 2004). Rationale for introducing CFS framework in Kenya The increased reliance of foreign aid to support education reform in Kenya has been accompanied by a transition, from understanding education as a human right and the general good to viewing it primarily in terms of its contribution to national growth and well-being through the development of the knowledge and skills societies are deemed to need (Arnove Torres 2007:359). Occasional voices continue insisting that education is liberating, that learning is inherently developmental (ibid: 359). With the global concern that Sub-sahara Africa countries may not achieve Universal Primary Education (UPE) by 2015 unless the progress is accelerated (Carceles et al., 2001; Bennel, 2002), Kenya responded by introducing Free Primary Education (FPE) policy in 2003 with both local and global pressure. The rationale behind introducing FPE was (apart from the pressure from global and international agendas) to alleviate poverty attributed to lack of literacy skills. The success story behind implementation of FPE policy is increased enrolment at primary school level by approximately 50% from 5.9 million in 2003 to 9.38 million pupils according to the Kenya Economic Survey 2011. However, there are myriad challenges facing the implementation of FPE policy which include high teacher-pupil ratio, inadequate infrastructure, overcrowded classroom, inadequate textbooks and many schools lacking sanitation facilities. All of these challenges militate against the provision of quality teaching. There is no magic wand for fixing this problem of quality in education. In response to this CFS were introduced in Kenya. According to UNICEF Child-friendly Schools Manual (2006:1): The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, and achieve expected learning outcomes and successfully transition to secondary school. The CFS framework (see appendix 3) aims at promoting child-seeking, child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to schooling and out-of-school education with a general goal of improving the quality of learning. Since CFSs are concerned with the quality of learning, it is important we look at the meaning of quality. The national examinations to obtain the Kenya Certificate of Primary Education (KCPE) at the end of primary cycle and the Kenya Certificate of Secondary Education (KCSE) at the end of secondary cycle are designed to evaluate the extent to which the primary and secondary graduates master the curriculum content. In other words, the national test scores are used as the indicators of quality. The limitation of this indicator is that it does not take into account the context at which learning takes place i.e. the learning environment, learners unique characteristics etc. There are many definitions of quality but one of the descriptions of quality which emphasizes on the context was by Tikly (2011:10) who argued that: A good quality education is one that enables all learners to realise the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In his description, Tikly believes that a good quality education arises from interactions between three overlapping environments, namely the policy, the school and the home/community environments. In his perception of quality education, Tikly puts context into consideration i.e. needs of the learner, cultural and political contexts. In addition, he emphasizes on the relevance of what is taught and learned and how it fits the nature of particular learners in question. This encourages policy makers to take cognisance of changing national development needs, the kinds of schools that different learners attend and the forms of educational disadvantage faced by different groups of learners when considering policy options'(ibid:11). The fact that CFS emphasizes on learner-centered pedagogy and puts the child at the centre or focal point in the learning process raises the idea of what is regarded as valuable knowledge and how this knowledge is acquired in this particular context. This leads us to the inquiry on the school of thought or paradigm behind introducing a contextualized CFS framework. CFS as an approach to education is premised on constructivism, a theory of knowledge arguing that humans generate knowledge and meaning from interaction between ideas and real experiences. According to constructivists, the notions of reality and truth are socially constructed and in different context with the understanding that knowledge is subjective and embedded in multiple realities. Thus, quality of learning should be viewed in the context in which it is occurs. Towards Quality Basic Education In Kenya: Developing Research Capacity and Evaluation Before we acknowledge the contribution of CFS in providing quality education to the children at Primary school level, it will be prudent to review some of other contributions that has been made by international organizations in collaborations with the local government in promoting quality of education at grassroot levels in building research capacity. Kenya has had a history of benefiting from international assistance in its education sector. One of the programmes is the Primary Schools Management (PRISM), an initiative of DfID through the Ministry of Education, which places a lot of emphasis on participatory approaches and emphasis on mobilising community support, resource management and utilisation, supporting learning of pupils and developing action plans. It targeted teacher training and management and the impact of this is overall effectiveness of an education system which has a direct bearing on quality of education. According to Otieno Colclough (2009:26), PRISM is regarded as one of donor-funded programmes which had most positive impact on quality of basic education and CFS can learn from it. As Crossley et al (2005) note, the main objective of PRISM was to improve the quality of primary education through the training and support of head teachers in practical management skills. Borrowing from the PRISM experience it is wo rthy learning that well planned and organized CFSs policies involving community participation at grass root level could help amplify local voices and lead to successful implementation of educational policies not only in Kenya but also other parts of African contexts. Challenges in implementing CFS in Kenya In this section I will explore common challenges associated with the CFSs with an aim of illuminating and critiquing the gap between policy and practice in CFSs. Access and Quality Dilemma: Which one should be first priority? As I mentioned earlier, one of the role of CFS in Kenya is to improve the quality of learning. But the access to education is still a challenge in Kenya and there is fear that Kenya will not have achieved EFA goals 1 and 2 by the year 2015. Many comparative researchers argue that different countries have different educational problems and it is the countrys obligation to identify what should be the priority and why. Aksoy (2008: 218) observes that: While developed countries are mainly engaged in activities to increase the quality of education, or they practice and seek new techniques and methods of learning and teaching, developing countries struggle to provide equal opportunities for education, trying to increase the rate of participation of all citizens in basic education, which is actually compulsory. To deal with its educational problems, each country works out countrywide or local solutions, depending on the nature of the problem. The tone of such statement is more closely allied to the question of priority. Priority in one country may not be a priority in another. In Kenya, the major problem basic education is facing is of access while higher education is facing the problem of quality. CFS focus more on quality, but in the Kenyan context, access to education is still a problem in basic education even after the introduction of FPE. The CFS concept of quality can however suit very well in some small state commonwealth countries which have almost universal access to basic education. It has been noted that small sates have now shifted education priorities towards focus in school effectiveness, quality and inclusion (Crossley, 2002) after ensuring that all children have accessed basic education and CFSs in Kenya should learn from small states that the priority should now be on access to basic education before shifting to quality. Atomizing the child: is child-centred the solution to quality CFS? A key feature of a right-based, CFS system is that it is linked tightly to the child-centred learning process. CFS advocates for child-centred learning where a child is treated as a single entity or an atom in learning processes. The idea of atomizing a child has its drawbacks derived from child-centred learning. First, there is an oversight on early year development behaviour of the child. Psychologists believe children undergo various levels of development and their learning behaviours are different at each level. For instant, Vygotskys (1978) concept of the zone of proximal development (ZPD) implies that a child cannot ordinary create ZPD by himself; he needs the more expert individual to bridge the gap between his current development level and his proximal level of development. Secondly, a child-friendly, democratic learning environment may not work successful in overcrowded classrooms and school with limited resources like it is the case in Kenya. Thirdly, child-centred learning weakens the role of the teacher. The idea that a child must be active in construction of knowledge is often understood to imply a diminishing role for the teacher in learning process who now becomes a coach or a facilitator. A call for paradigm renovation, from an exclusively child-centred learning to a combination of both child-centred learning and teacher-centred learning approach is important so that the weakness of one method is complemented by the other method. What Lessons can Kenya learn from other Countries in Implementing CFS? A Review on the Contribution of Comparative Research King (2007) emphasizes the need to explore the tension between the national and the international policy agendas in Kenya in order to make informed decisions when crafting educational policies. Clearly, this is a view that acknowledges the contribution of CIR researchers in bridging theories, policies and practices with both local and global minds (Crossley, 2000) in trying to identify betters grounds to critically reflect and determine appropriate course of action. Apparently, the term that is commonly used in Kenya and indeed many Africa countries in the initial processes of designing an educational policy is benchmarking. Essentially, this is usually a comparative study which is carried out locally and/or internationally in trying to compare different models of policy framework with the aim of critical adaption or adoption. Lessons are well learnt when a comparisons are made, and this underscores the strength and significance of comparative research. Moreover, since problems transcend national borders, it is prudent to seek possible solutions by learning from a similar experience in another country, and this explains why international research is important. Kenya can learn from other countries that are either progressing or failing to implement CFS policies because lessons can either identify opportunities or gaps, based on comparative analysis. In these respect therefore, I have identified two key elements of CIR which could help implementat ion of CFS. The first element is on identification of the gap between policy and practice. Documenting the emerging good practices and lessons learned within the regions is useful in informing evidence based programming and advocacy to enable us to achieve better results. For example, a Global Evaluation Report published by UNICEF in 2009 on comparative studies of how to six countries (Guyana, Nicaragua, Nigeria, Philippines, South Africa, Thailand) with different experiences implementing CFS, demonstrated the following: CFSs in varying contexts successfully apply the three key principles of CFS models-inclusiveness, child-centredness and democratic participation. Schools operating in very different national contexts, with different levels of resources and serving populations with different needs have succeeded in being child-centred, promoting democratic participation, and being inclusive. Schools that had high levels of family and community participation and use of child-centred pedagogical approaches had stronger conditions for learning, that is, students felt safer, supported and engaged, and believed that the adults in the school supported the inclusion and success of each student. (UNESCO, 2009) Kenya can use this success report to assist in providing a broader perspective on the ways in which CFSs can contribute to quality in the countrys unique context. The caution should however be that any steps taken should have hindsight of the current context in the country to avoid uncritical transfer of practice which may end up opening a Pandoras box. Secondly, through CIR, studies of educational systems from countries that share similar problems or pitfalls can provide information for learning possible consequences. A recent comparative evaluation research conducted by UNESCO in Nigeria, Gunaya, Thailand and the Philippines on CFS pedagogy gave different findings. While teachers in Nigeria and Guyana mainly focused on meeting basic instructional material needs (textbooks, paper), many teachers in Thailand and the Philippines focused on having greater access to information and communication technology (UNESCO 2009). Kenya experiences the same challenge as Nigeria and Gunaya, and data from these countries can be used to learn how they coping with inadequate basic instructional material. The caution here should be, that common problems may prevail in different countries, but common model cannot be applied because every country has different culture/context (Crossley Watson, 2003: 39). This provides invaluable information of what to adopt, modify or avoid. Conclusion It is worthy reiterating Crossley'(2003) emphasis that context matters and different countries have different needs and priorities even if they are faced with the same challenges. The value of CIR is studying foreign systems of education in order to become better fitted to study and understand our own (Sadler 1900, reprinted 1964:310) and CIR can be used as a lense to focus on adaptable or adoptable practices. UNICEF repeatedly emphasises that CFS is a pathway to educational quality rather than a blueprint and that it is counterproductive to regard the CFS model as rigid, with a present number of defining characteristics or key components (2009c, Ch. 1, p. 9). Thus, the essay sought to present an overview in favour of the contribution of CIR by highlighting what CFS policies in the Kenyan context could learn from CIR. As such, the essay acknowledges the role of CIR in stimulating critical thinking and reflections about CFSs system by evaluating its success and failures, strengths and weaknesses. This critical reflection facilitates self evaluation in our own context and the basis for determining appropriate courses of action. The essay also hints that CIR helps us understand global agendas and how they shape educational development projects from organizations and development agencies.

Giving Feedback Essay

Giving feedback to a classmate in a distance learning environment would be different from giving face to face feedback in many ways such as with distant learning you have to be sure to provide detailed information so that your classmate will understand. When providing feedback to a distant learner you have to be sure your words are used carefully try to critique the feedback as if you were the classmate an see what reaction you would give. When providing feedback face to face I am able to see the user’s reaction to the discussion. I also feel that when providing feedback face to face you feel a little more comfortable. Also, when providing feedback face to face I am able to see the user’s reaction to the discussion. Typically when I speak on a subject with someone I likeface to face coverag so I am able to see a reaction t our discussion. why I chose the OLS giving feedback to a classmate in a distance learning environment be different from giving face-to-face feedback 80% of communication is by the tone of voice we use, facial expression and in body language. Only 20% is in the words. If in a distance learning environment you have to very carefully pick your words so as to not be misunderstood or give offence. If face-to-face you could instantly see that soemone has misunderstood what you’re saying and could change it accordingly. Both however require honesty and openness. The usual best way of giving feedback is the â€Å"sandwich technique† – you say something good, then tell what they could improve on (never say they did something wrong), and finish on a positive; something like: â€Å"I really liked the way you wrote that story. I wouldn’t have minded if there had been more dialogue and less description, but overall I think you got the message over really well†. When you’re commenting on a post from someone, one tip you want to remember is your online tone is harder to distinguish than a face to face tone. Emoticons and jokes may seem juvenile, but they may keep a joke from being taken seriously. Also, in MS Word, when you’re reading someone’s paper, you can highlight a phrase, click insert comment, and comment away and it shows up very clearly what part of the paper you would like to comment on or edit. Save it with the comments and email it back to them.

Is Organic Food Good for You Essay

What is organic food? †¢(1) Organic food is food which has been produced to standards designed to keep the production more ‘natural’. Fewer, if any, chemicals are used and most pesticides are banned – when they are used they are very carefully controlled. †¢(2)Organic food costs more then non-Organic food. This is not always the case but on average organic farmers generally charge more for their produce because: oMany organic farming practices take a bit longer and produce lower yields oIt is more labor intensive than conventional agriculture oFields have to be taken out of food production while they go through three years of organic conversion or for fertility building. Here you will find out if organic food is good for you or not, there will be the science behind it, advantages, and disadvantages evidence and a conclusion. The science behind it In the rush to produce more and more crops to satisfy growing demand producers have had to resort to using a lethal cocktail of pesticides to control disease and insect attack. Good news for their bank balances perhaps but not good news for your health, this is why you need to be informed of the advantages of organic food. Did you know that if you consumed an average apple you would be eating over 30 pesticides, even after you have washed it? Organic food is known to contain 50% more nutrients, minerals and vitamins than produce that has been intensively farmed. You will have to eat more fruit nowadays to make up the deficiency, but unfortunately that means eating more chemicals, more detrimental affects on your health eating something that should be good for you! Some more startling facts now. Pesticides in food have been linked to many diseases including: ? Cancer ?Obesity ?Alzheimer’s ?some birth defects There are probably others but if you think about it, how can it be okay for you to eat chemicals and not expect some form of reaction in your body. Our bodies are delicwonderful machines. Any form of foreign chemical is bound to cause irritation at the least. (3)Some organic foods, including fruit, vegetables and milk, may be more nutritious than non-organic produce, according to an investigation by British scientists. Early results from a ? 12m study showed that organic fruit and vegetables contained up to 40% more antioxidants than non-organic varieties, according to Professor Carlo Leifert at Newcastle University, who leads the EU-funded Quality Low Input Food project. Larger differences were found in milk, with organic varieties containing more than 60% more antioxidants and healthy fatty acids, he said. Antioxidant-rich food is often promoted as healthier because in lab tests the compounds neutralize free radicals that are thought to contribute to ageing. (4) Ben Gold acre says the Soil Association’s criticism of the recent Food Standards Agency research on nutrients is â€Å"not about organic food† and that â€Å"the emotive commentary in favor of organic farming bundles together diverse and legitimate concerns about unchecked capitalism in our food supply†, In fact, our argument with the FSA research is about whether it gives a fair and accurate picture of organic food. Gold acre. First, he said we were trying to change the argument by saying that â€Å"the important issue with organic food is not personal health benefits, but rather benefit to the environment†. More farmland wildlife, high animal welfare and lower pollution were not mentioned in our own initial response, but were put forward strongly by the government when the FSA launched its report, and we repeated it as the government’s view, with which I agree. Second he argued that absence of pesticides, no routine use of antibiotics on farm animals and far fewer additives allowed in organic food all deliver health benefits. Goldacre says that as these â€Å"cannot be measured† by the FSA research, mentioning them â€Å"is gamesmanship†. These are real benefits, confirmed by other research. The organic movement represents a spectrum of practices, attitudes, and philosophies. On the one hand are those organic practitioners who would not use chemical fertilizers or pesticides under any circumstances. These producers hold rigidly to their purist philosophy. At the other end of the spectrum, organic farmers espouse a more flexible approach. While striving to avoid the use of chemical fertilizers and pesticides, these practitioners do not rule them out entirely. Instead, when absolutely necessary, some fertilizers and also herbicides are very selectively and sparingly used as a second line of defense. Nevertheless, these farmers, too, consider themselves to be organic farmers [6]. For raising animals, antibiotics would not be permitted as growth stimulants but would be permitted to counter infections. The rules permit up to 20% of animal feed to be obtained from non-organic sources. This was done because some nutrients (such as trace minerals) are not always available organically. Irradiation, which can reduce or eliminate certain pests, kill disease-causing bacteria, and prolong food shelf-life, would be permitted during processing. Genetic engineering would also be permissible. More Nutritious? Organic foods are certainly not more nutritious The nutrient content of plants is determined primarily by heredity. Mineral content may be affected by the mineral content of the soil, but this has no significance in the overall diet. If essential nutrients are missing from the soil, the plant will not grow. If plants grow, that means the essential nutrients are present. Experiments conducted for many years have found no difference in the nutrient content of organically grown crops and those grown under standard agricultural conditions. Safer? Many â€Å"organic† proponents suggest that their foods are safer because they have lower levels of pesticide residues. However, the pesticide levels in our food supply are not high. In some situations, pesticides even reduce health risks by preventing the growth of harmful organisms, including molds that produce toxic substances . To protect consumers, the FDA sets tolerance levels in foods and conducts frequent â€Å"market basket† studies wherein foods from regions throughout the United States are purchased and analyzed. Its 1997 tests found that about 60% of fruits and vegetables had no detectable pesticides and only about 1. 2% of domestic and 1. 6% of imported foods had violative levels [13]. Its annual Total Diet Study has always found that America’s dietary intakes are well within international and Environmental Protection Agency standards. Most studies conducted since the early 1970s have found that the pesticide levels in foods designated organic were similar to those that were not. In 1997, Consumer Reports purchased about a thousand pounds of tomatoes, peaches, green bell peppers, and apples in five cities and tested them for more than 300 synthetic pesticides. Traces were detected in 77% of conventional foods and 25% of organically labelled foods, but only one sample of each exceeded the federal limit Pesticides can locate on the surface of foods as well as beneath the surface. The amount that washing can remove depends on their location, the amount and temperature of the rinse water, and whether detergent is used. Most people rinse their fruits and vegetables with plain Tastier? â€Å"Organically grown† foods are not inherently tastier than conventionally grown foods. Taste is influenced by freshness, which may depend on how far the products must be shipped from farmer to consumer. What kinds of locally grown fruits and vegetables are available varies from community to community. Whether they are organically or conventionally produced is unlikely to make any difference. In the early 1990s, Israeli researchers made 460 assessments of 9 different fruits and vegetables and no significant difference in quality between â€Å"organic† and conventionally grown samples. The Consumer Reports’ study found no consistent differences in appearance, flavour, or texture. Better for the Environment? Many buyers of â€Å"organic† foods believe that the extra money they pay will ultimately benefit the environment by encouraging more farmers to use â€Å"organic† methods. But doing this cannot have much effect because â€Å"organic† agriculture is too inefficient to meet the world’s food needs. Moreover, the dividing line between organic and conventional agriculture is not sharp because various practices are not restricted to one or the other. For example, â€Å"organic† farmers tend not to use pesticides, but faced with threatened loss of crops, they may change their mind. If certain patterns of pesticide use cause more harm than good and there is a way to remedy the situation, the people concerned about it can seek regulatory solutions. I don’t believe that paying extra for food will benefit anybody but those who sell it. This research shows there are benefits,† said Dr Kirsten Brandt of Newcastle University, which led the research. â€Å"The reason why it’s such a grey area is because it’s extremely difficult to measure the health benefit in any food, but we can say that if you eat 400g of fruit and vegetables per day you would get 20 per cent more nutrients in organic food. † Peter Melchett, policy director of the Soil Association, welcomed the new research. He said: â€Å"There is clear evidence that a range of organic foods contain more beneficial nutrients and vitamins and less of things known to have a detrimental health effect. â€Å"

The Gods and Their Interaction with Humans - 1639 Words

Throughout The Iliad, Homer offers us a glimpse into the lifestyles of the ancient Greeks and their beliefs. They are a very spiritual and in many ways superstitious people. The main thing to note throughout The Iliad is the interaction between the gods and the humans. Any way one looks at the situation, they can immediately see that humans are mere pawns to the gods in their game of chess. The success and failures of the humans depends on what god would be helping which group and at what particular time. This essay will explain the three main reasons the gods in The Iliad intervened with humans: Firstly, gods who act on their own personal motives, secondly, gods who act as favors to other gods, and finally gods who act as favors to†¦show more content†¦Thetis goes to Zeus and propositions him, Â…if ever amid mortals by word or deed I served you, grant my wish and see my sons honor! (Book I; 466-68) Zeus in turn responds, Here is trouble. You drive me into open war with Hera sooner or later: she will be at me, scolding all day long. Even as matters stand she never rests from badgering me before the gods: I take the Trojan side in battle, so she saysÂ…But you can trust me to put my mind to this; I shall arrange it. (Book I; 488-96) Here is one of the greatest if not the greatest of the gods, Zeus, complying with Thetis plea to help the Trojans, and his biggest concern is upsetting his wife. This scene contrasts how the humans lives are in the hands of feeble gods who are sometimes unable to make uninfluenced decisions without the influence of others or worrying about what another will think or say to them simply because she will be ‘scolding all day long. Another favor which helped turn the tide of war in favor of the Achaeans again involves Achilles and Thetis, however this time she seeks the aid of Hephaestus. Thetis goes to Hephaestus because Achilles armor is in the hands of Hector who killed Achilles dear friend Patroclus. Â…and no oneShow MoreRelatedDevine Interaction: Greek Mythology Essay1398 Words   |  6 Pagesand literature, the Gods are always present in some shape or form. It has been recorded in ancient Greek literature that the Gods interacted with mortal humans quite often. Nothing would change a mortal human’s life more than interacting with the Gods. What is the reason for such events? The Olympian Gods constantly intervene with the mortals, but what is the cause? The Gods show their power over mortal men through divine interaction, physically and psychologically. The Gods and mortals interactRead MoreHuman Will and the Power of the Gods: Oedipus Rex by Sophocles1363 Words   |  6 Pagesmotif of blindness and sight emphasizes the struggle between the power of free will and the power of the gods made evident in Oedipus’ interactions with Tiresias, Jokasta’s attempts to assuage Oedipus’ fear of his crime, and the development of Oedipus’ own cha racter from a man who held little faith in prophecy to one who finally acknowledges the will and power of the gods. Oedipus’ interaction with the blind seer Tiresias create a stark contrast between what is â€Å"blindness† and what is â€Å"sight†. TiresiasRead MoreThe Gods of Greek Mythology Essay1325 Words   |  6 PagesIn Greek Mythology, perhaps one of the most rudimental yet one of the most important elements are the Greek Gods and Goddesses. The ancient Greeks created the stories about the lives and journeys of the Greek Gods, known as myths, simply as an endeavor to elucidate nature and all phenomena which were difficult to explain using modern science and logic. These myths about the Gods were spread around the world by explorers and storytellers, and later merged with Greek religion. To this day, numerousRead MoreOvids Metamorphoses : The Theme Of Change And Mythology In Ancient Greek Mythology1582 Words   |  7 Pagesinvolved the gods and the religions of the Romans. These myths told stories of the gods’ interactions with the humans, which the Romans took seriously. Some examples of these myths were the story of Aeneas and his eventual role in the Trojan War in The Aeneid and the story of Lucius and his transformation into an ass in The Golden Ass. An important text that involved many myths is Metamorphoses, written by Ovid. This epic involved many stories of different gods and different humans and their interactionsRead MoreEpic of Gilgamesh1581 Words   |  7 Pagesthat the people of Uruk often cried out to the gods to end this oppression (Foster 49). Interaction between Divine and Mundane Aspects The epic of Gilgamesh portrays another dominant theme as depicted in the interaction between divine forces and humanity. The first instance where both aspects come to play is when the people of Uruk cry out to the gods to liberate them from Gilgamesh’s oppression. They do so by offering sacrifices to the gods of the forest who respond by creating Gilgamesh’sRead MoreThe Doctrine Of Sin Is Not A Modern Day Phenomenon1121 Words   |  5 Pagesworld, human identity, human relationships, and human culture. In each instance, Paul’s prevailing theme is the assurance that although sin caused us to fall from God’s grace, people are reconciled to God by the righteousness of Jesus Christ. In Romans chapters 1 – 8, Paul explains his worldview regarding the natural world. In Romans 5:12-14, Paul writes that just as sin entered God’s created world through one man, righteousness came into the world through one man, Jesus Christ. Although God createdRead MoreMajor Traditions Of Western Theology Essay1608 Words   |  7 Pagescritique and/or complement one another. The Reformed theology expresses an explicit theology that is based on foundational beliefs, including high esteem for Scripture (infallible and inerrant) and a theocentric-focused posture that states the triune God should be center of Christianity (as opposed to only Jesus). These beliefs are applied to all of creation and domains of life, not just spiritual matters. The Anabaptist tradition is not characterized by a distinctive theology, but shaped by the communalRead MoreAnalysis Of The Epic Of Gilgamesh 1647 Words   |  7 Pagessame psyche, and different imageries, one of which is door, have been used in the text to explain interactions between these two aspects of a psyche. With a close analysis of the text, I realized that door comes out whenever there is some friction between these two aspects/characters and one eventually ends up affecting the other. So, doors for me is a boundary but permeable one, that allows interaction between psyches of two characters, which in fact is the two aspects of the same psyche. The mainRead MoreGreek Mythologies: Gods and Mortals in Greek Literature1714 Words   |  7 Pagesof the Greek society; however, the role of the divinities in human affairs is particularly accentuated in most, if not all, Greek mythologies. Nevertheless, each author displays the role of divinities and supernatural differently, as Homer in The Odyssey and The Iliad displays direct interaction between the supernatural divinities and the mortals. On the other hand, Sophocles’ Antigone lessens such interactions and emphasizes the human role, while Thucydides’ History of the Peloponnesian War completelyRead MoreCommunication, Photography And Social Media Class1692 Words   |  7 Pagesapathetic dissonance to enthusiastic nods of agreement. What I discovered was a developing themes of human expression that equated to unfulfilled needs and/or voids. Therefore, I will attempt to engage and discuss the eight video’s assigned for Evangelism, Photography and Social Me dia class. I will analyze the attempted message of each video based on the developing theme of â€Å" the four unmet human needs† first through a theological lens, then as a sociological issue, and finally how each video