Bok-What? Farming Gets a Face-Lift :: Essays Papers

Bok-What? Farming Gets a Face-Lift 1. New Jersey: home of the indelible and intelligent Jersey cow, whose milk is less forthcoming than her sister Holsteins around the country, but richer and creamier, nonetheless. Then there are the fields: acres and acres of Jersey corn stretching up towards the hot summer sun, basking in its glory, waiting patiently for the day when man will enter with his massive harvesting machines, collecting ear upon ear in a dizzying display of mechanized efficiency. And who could forget Farmer Hom, with his tiny plot of bok choy, growing sprightly on his tiny farm alongside small mustard greens and bitter melon (Taipei Times, 17 Nov. 2002)? Wait a minute. That doesn't seem right. What are mustard greens, bitter melon, and bok choy doing in the middle of New Jersey? 2. The answer lies in the current popularity of the vegetable itself: "an attractive vegetable with a mild, meaty heart and tender, darker green leaves . . . bok choy has become the vegetable of the moment" (Fabricant, 22 October 2001). Restaurants combining Asian seasoning to their dishes or employing fusion concepts have created a sudden demand for strange and exotic produce. Regular consumers, too, increasingly interested in more healthful foods, have begun to show interest in this Brassica vegetable's alleged cancer-fighting properties. There are some, like Farmer Hom in New Jersey, who have taken notice. Thus, they are abandoning traditional base commodity crops like corn or soybeans, and focusing, instead, on these newly emerging "niche" markets, growing or creating a specific product for specific people. 3. Niche farming is just one of many trends in agriculture that seeks to add value to a product by catering to the specific needs of the consumer directly -- such as restaurants or individuals, rather than large transnational corporations. It is a concept that is benefiting small farmers directly, those struggling to compete with large, highly capitalized agribusiness because it allows them to produce products the big guys can't: "the most successful farmers have turned away from traditional farming that produces what people need to niche markets based instead on what people want" (Quimby, 17 Nov. 2002). 4. Traditional farming practices follow an industrial model of production -- one based on specialization, mechanization, routinization, and economies of scale or size.

Literary Analysis of Dr. Seuss Essay -- Dr. Seuss Books Literature chi

Literary Analysis of Dr. Seuss Theodor Seuss Geisel, better known as Dr. Seuss, is perhaps one of the most beloved children’s authors of the twentieth century. Although he is most famous as an author of children’s books, Geisel was also a political cartoonist, advertisement designer, and film director (Kaplan). He used the power of imagination to produce unforgettable children’s books and helped solve the problem of illiteracy among America’s children. By using his experiences in life as a foundation for most of his books, Theodor Geisel created a unique writing style that incorporated various elements and techniques, enabling his books to appeal to people of all ages.   Ã‚  Ã‚  Ã‚  Ã‚  The animated life of Theodor Geisel is evident in his literary masterpieces. He was born on March 2, 1904 in Springfield, Massachusetts to Theodor and Henrietta Geisel (Ford 14). Geisel grew up speaking German and English, and his fascination with quirky words began at an early age due to his family. For example, his sister, Margaretha, called herself Marnie Ding Ding Guy, and his first creation was the Wynnmph with ears three yards long (Kaplan). During his childhood, Geisel read widely and often - developing his voracious reading habit at an early age. By the time he was six years old, Ted was already reading Charles Dickens and Robert Louis Stevenson (Kaplan). However, college education never interested him. Labeled â€Å"Least Likely To Succeed† by his fellow classmates at Dartmouth University, Theodor often got in trouble for partying and was forced to resign from the school humor magazine. This gave birth to numerous pseudonyms of Geisel, such as L. B urbank, Thomas Mott Osbourne, Ted Seuss, Seuss, Dr. Seuss, and Theo LeSieg (Hurst). In his adult life, Theodor created various political cartoons for Judge, a humor magazine, and PM, a noted political magazine. The illustrations in these early cartoons foreshadow the quirky illustrations found in his children’s books (Kaplan). Geisel turned to writing children’s books when creating numerous ads for the popular insecticide, Flit, left him with little to do during the winter months (Hurst). By 1990, Dr. Seuss had written over forty books, two of which were Caldecott Honor books, and won two Academy Awards for his documentaries (Krull 39). Unfortunately, battling glaucoma and cataracts became too much for Theodor; he died on September... ...hors who got away with moralizing. The quirky illustrations and creative wordplay enable his readers to enjoy his books, while at the same time recognize morals (Hurst). Because of his innovative approach to writing books for children, Dr. Seuss has influenced American society immensely. The Oobleck he created in Bartholomew and Oobleck became the green, slimy gunk now seen on popular television networks, such as Nickelodeon (Ford 66). Furthermore, his publishing company, Beginner Books, produced a new series of children’s books called the Berenstein Bears, enabling children to enjoy more reading (Kaplan).   Ã‚  Ã‚  Ã‚  Ã‚  Dr. Seuss revolutionized children’s literature and instilled in children the desire to read. According to literary critic Clifton Fadiman, â€Å"Theodor Geisel Seuss provided ingenious and uniquely witty solutions to the standing problem of illiteracy among children (qtd. in Kaplan).† Due to various influential figures and profound experiences during his lifetime, as well as expert use of creative literary techniques, Theodor Seuss Geisel’s children’s books continue to compel readers of all ages – allowing them to escape into different worlds filled with nonsense.   Ã‚  Ã‚  Ã‚  Ã‚  

Syntax ??“ Transformational Grammar

I Humanistic motivations I Behavioral motivations I As an lad to illustrating the patterns of English I As an lad In the systematic and explicit analysis of the structure of English sentences. E. G. *The recent strike by pilots have cost the country a great deal of money from tourism and so on. E. G. He said that that ;that' that that man used was wrong. Understanding of syntax, transformation grammar (TUG) and systemic functional rammer (SGF) will be beneficial in clarifying how each word is categorized, and the contribution that it makes in a sentence.Objectives of the research I Looking at simple types of moods considering: â€Å"in which components and with what type of descriptive apparatus should this complexity be handled. † I Looking for any contrast at the level of form considering: â€Å"Is this contrast also a contrast at the level of meaning† (Miller, 2008) Literature Review I SGF does not use ‘re-write' regulations to create the primary structure. I N o transformational rules to modify the present structures.I â€Å"The grammar merely stores up the choices of semantic aspects that are made for every semantic unit, and then generates the appropriate syntactic unit† (Horniness, 2009) Conclusion I The main difference between theories used In TUG and SGF Is that the SGF supports and demands a reference that Is technologically more advanced than the TUG.. I SGF theory Is multidimensional In terms of rank, delicacy, intellectual, axis and Instantiation. (Redford, 2004)

Were the Allies Justified in Bombing German Cities?

The sole purpose in the role of the country is to protect the citizens of the nation; that is exactly what Great Britain did for its nation and for the end of World War II. Great Britain had to do what was best for the country and should be justified as a result from the bombing of the German cities in account of the nation’s pride, a misinterpreted perception of morals and also due to being forced into a tight situation. Although the casualties and negative impact that Germany faced, Britain’s actions in bombing the German cities should be justified due to the position they were in. Britain did not want to allow Germany to walk all over their nation that they had taken pride of and knew the consequences of the possible outcomes if they had not acted against Germany. People of Great Britain would be hurt and the country had just wanted to protect its citizens (Document 5). Britain saw that there would have been a larger negative effect if they had not bombed the German cities compared to if they did. They perceived the bombing to have been a last chance to end the war. After the conflict between Russia and Germany, the Allies had seen Germany’s air force as a ‘Achilles heel’ which resulted in the bombing (Document 4). If they had not acted against Germany, Operation Sea Lion would have continued to commence and casualties would most likely have resulted the same towards the British (textbook p. 229). The product of Germany’s determination to take over Great Britain would have meant to enable Hitler to have full control over Europe. We would think that the countries would play along the rules implied in the war between the countries but that would be another sad misunderstood perception. From the beginning of the war, there was no real perception to what was wrong or right; there were no morals once a country entered the war because they must do whatever precautions they would do for the best of their country. This is exactly what Great Britain did. Their actions should not even be justified compared to Hitler’s past decisions and false promises he had made with the Allies. The war itself had no limits because Hitler had already surpassed them all. The fault of Hitler’s decisions was taken upon the citizens of Poland when Hitler decided to backstab a nation and take over the country (Textbook). Because of the false promises that were not lived up to, the trust between the Allies and Germany slowly slipped further away. Even though attacking them was not the best method, it was the only thing to do for the sake of the nation. They were merely giving Germany a taste of its own medicine due to the past decisions made by Hitler. â€Å"Don’t talk to me about morality in war, there is no such thing† is quoted from a soldier from the Bomber Command veterans in 1975. This represents how nobody considers what is right or wrong in war and how they would sacrifice anything to do what is best for the nation (Document 8). Even if they did have a fair understanding of morals, they still had to consider the consequences if they had not shot for the opportunity. In any difficult circumstances, a country must look past the harsh side effects and do what is best for its nation despite of it. The Allies were put into a tight situation and could not just stand by and watch their country take the negative impact by Hitler’s actions. The one who had made the first move was Germany as they attacked Britain by sending plans to bomb London in order to seize control over the country. Germany is to blame for the reasoning behind the initiation of Great Britain’s actions towards them (textbook p. 228). Britain could not just sit back and watch so naturally, they returned the favour that they given them; this would give them fair ground that they deserved in their stance. As a natural human reaction, they retaliated against the Germans and fought back which resulted into the bombing of the German cities (Document 6). Hitler should be at fault to put the civilians through the wrath of the British and should be the right to blame rather than the country that is merely defending itself (Document 7).

Power & Duties of a Social Worker Essay

This paper discusses and explores both case studies in order to find the powers and duties a social worker acting in a statutory capacity might exercise in these cases, how might they be exercised and how might wider principles of welfare law impact on their decision making? It also analyses the tensions and dilemmas that may exist, referring to specific legislative provisions, and identify how anti-oppressive practice might influence the resolution of these case studies. It also demonstrates an ability to study relevant law in social work practice and have a critical and analytical understanding of the service delivery standards and powers and duties of social workers, demonstrate a working knowledge and understanding of key areas of welfare law that are significant to service users analyses the tensions and dilemmas that arise in the implication of the law in social work practice and be able to demonstrate a commitment to the anti-oppressive practice of social work law. This paper is focused on two separate case studies:First Case Study: Jack and Lauren have two Children named as Makayla aged 18 Months and Christopher aged 5 years. The local Authorities and Children’s Services have a referral from a relative who is concerned that the Children had witnessed Jack and Lauren fighting. What is more Jack brings people back to the house who drink heavily and Lauren has left the children alone at least twice to get drugs. When seen the children appear adequately dressed, clean, healthy and outgoing, and Christopher is attending school most days. The house is sparsely furnished but tidy and there appear to be a small number of toys. Makayla may have a development delay. She also may have difficulties with hearing and vision, which have meant numerous medical appointments, some of which have been missed. Second Case Study: Gracias speaks with pride of her house in which she and her husband raised seven children and points to the antiques she has collected. She knows the history of all the antiques she has had longest, but she looks troubled when asked about other items. Her eldest son has looked after her since he retired. She has eleven grandchildren, but she cannot remember their names. He moved in with her after she left the gas on twice and let a stranger into the house. He fells she could benefit from  re-housing since a stroke affecting her left arm and leg means she struggles with the stairs and with bathing, and recently she has begun to become incontinent at night. On the other hand, she still tends to her antiques with great care. He is also concerned that she is still managing her large account of savings and shares, which he will need to have access to if he keeps her at home. These two case studies are mainly different from each other if we study them with practical approach but certain things can be discussed simultaneously for the both cases i.e. family, approach towards the care of children, approach towards the looking after the parents, affects on children when they are ignored. Defining the FamilyA family becomes a family when two or more individuals have decided they are a family, that in the intimate, here-and-now environment in which they gather, there is a sharing of emotional needs for closeness, of living space which is deemed â€Å"home,† and of those roles and tasks necessary for meeting the biological, social and psychological requirements of the individuals involved. For our purposes in this text we mean by family â€Å"two or more people in a committed relationship from which they derive a sense of identity as a family,† thus including â€Å"nontraditional family forms that are outside the traditional legal perspective †¦ families not related by blood, marriage, or adoption† (Cohen, S., and T. A. Wills. 1985: 85)The state of marriageThe family, marriage, and the individual are inextricably interwoven. This simple fact constitutes a major conceptual and practical problem when considering the prospect of intervention in a marital problem, for it militates against clarity of thought and purpose. Certainly, conceptual distinctions can be made, and these are of central importance in the attempts of social scientists to shed light on the dynamics of family life; but such distinctions tend to rely upon the identification of boundaries that are perhaps seldom recognized, let alone drawn, by the individual experiencing the realities of marital and family life. As the father of modern family studies, Whittaker, J. K. and J. Garbarino. (1983) observed,  Ã¢â‚¬ËœWe know too much about the family to be able to study it both objectively and easily’Some family needs could be considered as being met through a combination of expressive and instrumental functions, such as child care, and health-related supports. This applies on both Case Studies. In line with the above, and in recognition of the diversity of contemporary society, we should emphasize that â€Å"respect for diversity requires that family be defined openly and broadly so as to include whomever the family itself- with its unique culture, circumstances, and history-designates† (Allen and Petr 1998:8). Practitioners should be prepared to understand and account for the special needs of minorities. As reflected throughout this volume, this means that we need to consider carefully in our practice the dimensions of race and ethnicity, including not only their significance for human functioning but also their impact on service delivery. In this regard, Pecora, P. J., W. R. Seelig, F. A. Zirps, and S. M. Davis, eds. (1996) assert: â€Å"Training practitioners for competence with diverse populations is high on the list of corrective initiatives to address †¦ inadequacies† in social work practice. A critical component of such training is learning how to promote the well-being of children and families. Promoting Child and Family Well-Being in Perspective of 1st Case StudyTo aid in our understanding of what families and children need to thrive in our society, we have developed a framework of needs and resources for family and child well-being. The framework is organized as a triangle depicting the three interrelated aspects of child and family wellbeing:†¢ What children need for their optimal Development,†¢ What families need to survive and fulfill their functions successfully, and†¢ The neighborhood, community, and environmental resources that families and their children require. At the center of the model is the overall goal for family-centered social work practice: safeguarding and promoting the well-being and Welfare Law of children and their families. We will refer to this framework throughout the paper, so as to highlight key points about promoting child and family  wellbeing and safety as well as delineate guidelines and principles for assessment and intervention. The model draws from the contributions of a number of sources in an attempt to show the range of interrelated family and child needs that, when met, promote optimal functioning and development. Resilience, Coping, and AdaptationIn their work with children and families, practitioners can be guided by knowledge regarding resilience, coping, and adaptation-key constructs in understanding human beings and human behavior. Before elaborating on each of these constructs, it is useful to consider the competence centered perspective on social work practice, which can serve as a frame of reference for practitioners. Competence-Centered Perspective & Principles of Welfare LawThe competence-centered perspective builds upon ecology as a metaphor guiding the study of the interactions between living organisms and their environments (Bronfenbrenner 1979). In particular, such a metaphor calls attention to the â€Å"influence of external environments on the functioning of families as contexts of human development† (Bronfenbrenner 1986:723). As an orientation to practice, ecology helps us to appreciate that human beings are engaged in continuous transaction with their environment; furthermore, the ecological view provides insight into the nature and consequence of such transactions both for human beings and for the physical and social environments in which they function (Germain and Gitterman 1996:5-19). Evaluation in perspective of Case Study 2By offering a broad conceptual lens to view human functioning and needs, ecology underscores that social work intervention should address the interface between human beings and their impinging environments: practitioners focus on improving the transactions between people and environments in order to enhance adaptive capacities as well as enrich environments for all who function within them (Germain and Gitterman 1996). In using such an orientation, practitioners can help mobilize the actual and potential strengths and resources of individuals, families, and groups while simultaneously seeking to render environments more responsive to the adaptive and coping needs of human organisms (Kagan, S. L. 1995). In addition, workers are helped to understand the relationships  between families and their environments and identify the significant sources of support as well as stress and conflict. They can then assess more objectively the complex personal and environmental factors affecting parents and children and arrive at more appropriate treatment plans and recommendations. The competence perspective draws from ego psychology; psychodynamic psychology; and learning, developmental, and family systems theories. In social work as in other fields, competence is generally defined as the repertoire of skills that enable the person to function effectively. However, a distinction should be made between the notion of discrete competencies or skills and the broader, ecological or transactional concept of competence. The latter may be defined as the outcome of the interplay among:†¢ A person’s capacities, skills, potentialities, limitations, and othercharacteristics. †¢ A person’s motivation-that is, her or his interests, hopes, beliefs, andaspirations, and†¢ the qualities of the person’s impinging environment-such as socialnetworks, environmental demands, and opportunities (Maluccio 1981). Stress, Risk, and Protective Factors in perspective of Both Case StudiesIn the course of their development, families and children encounter a variety of stresses and risks that need to be considered in any interventive plans or services. Stress and risk are closely related concepts. As Roskies (1991:412) indicates, â€Å"In spite of its widespread use, there is no single, precise definition of the term stress.† Saleebey, D. (2002) who is regarded as the father of modern stress theory, focuses on physiological reactions of the human organism in its struggle to resist noxious stimuli or stressors. Along with other theorists, Locke and Taylor (1991:157) define stress as â€Å"the emotional response, typically consisting of fear and/and anxiety and associated physical symptoms resulting from† perceived threats to one’s well-being or selfesteem. We think of stress as internal tension or strain produced in the human being in response to any one or more factors. Risk has been defined as â€Å"any influence that increases the probability of onset, digression to a more serious state, or the maintenance of a problem condition† (Fraser 1997a:3). â€Å"Risk or vulnerability represents a heightened probability of negative outcome based on the presence of one or more† factors such as â€Å"genetic, biological, behavioral, socio-cultural, and demographic conditions, characteristics, or attributes† (Fraser 1997:10). Examples of environmental risks are family dysfunction, child abuse, parental illness, and, above all, poverty. Protective factors are â€Å"those internal and external forces that help children resist or ameliorate risk† (Fraser 1997a:13). Rutter (1985:600) further defines protective factors as â€Å"influences that modify, ameliorate, or alter a person’s response to some environmental hazard that predisposes to a maladaptive outcome.† Problem-solving skills, a sense of self-efficacy, and an internal locus of control are examples of internal forces found in resilient children and youths. Examples of external forces are the strong family presence of a caring, supportive adult in the family and a safe and supportive school set- ting. As Benard (1997) explains, schools can provide a protective environment for many youths and children through the caring and support and high expectations of teachers and other school personnel as well as the opportunities available for meaningful participation in the life of the classroom, school, or community.Under certain conditions the interplay between risk factors and protective mechanisms leads to successful coping and adaptation: â€Å"An individual is able to cope so long as the balance among risks, stressful life events, and protective factors is manageable. But when risk factors and stressful life events outweigh the protective factors, even the most resilient children can develop problems (Werner 1989:80). â€Å"Through her longitudinal, life span study of 618 children, Werner (1994 and 1995) has demonstrated the role of protective factors within the family and community, such as socioeconomic supports, in childhood, adolescence, and adulthood. As considered in subsequent chapters, social workers can play important roles in promoting resilience in children and youths. In particular, in conjunction with the concepts delineated in the preceding section, the constructs of risk, stress, and protective factors suggest several interrelated themes that can help guide social work practice with  families and children: †¢ Human beings are engaged in ongoing, dynamic transactions with theirenvironment and in a continuous process of growth and adaptation. †¢ Human beings are â€Å"open systems† that are spontaneously active andmotivated to achieve competence in their coping with life demands and environmental challenges. †¢ Varied environmental opportunities and social supports are necessary tosustain and promote a human being’s efforts to grow, to achieve self-fulfillment, and to contribute to others. †¢ Appropriate supports should be matched to the human being’s changingqualities and needs in order to maximize the development of her or hiscompetence, identity, autonomy, and self-fulfillment. Intergenerational Aspects and Principles of Welfare Law In perspective to Case Study 2Throughout human history and across societies, parents have relied on the extended family, especially grandparents, for help in care of their children. Such reliance is becoming increasingly problematic, due to such factors as the geographic mobility of families and, above all, growing societal problems in such areas as housing, poverty, substance abuse, and family violence. In addition, there is an increasing proportion of mothers at an early age, including early adolescence; the families of these young mothers are often struggling with their own issues, problems, and challenges. It has been estimated that, as of the early 1990s, between 2.3 and 4.3 million children lived in the homes of relatives without their parents (Everett 1995). The U.S. Bureau of the Census (1995) reports that approximately 3.9 million children were being raised in grandparent-headed households in 1995. While kinship caring is more common among families of color, it is seen also among white families. As extensively considered by Hegar and Scannapieco (1999), kinship care is a complex phenomenon-whether provided through informal arrangements or through state supervision. According to these authors, among the issues to be considered are the  following: How should formal kinship care differ from informal care arranged by the families? Should kinship care be classified as either out-of-home care or family preservation? Should foster families licensure or certification be required of kinship families? How long should the state subsidize placement with kin?In view of the above, practitioners need to give increased attention to the intergenerational aspects of family and child Welfare Law services. In particular, agency policies and programs should recognize the crucial role of grandparents in caring partially or fully for their grandchildren, including teenage granddaughters who are pregnant or have children of their own. Since they face multiple tasks during a crucial phase of their own development, parenting grandparents need a social service system that responds to their needs. As recommended by the Child Welfare League of America (Child Welfare League of America 1994; National Commission on Family Foster Care 1991), following are some of the strategies that are especially crucial in promoting intergenerational interventions:†¢ offering services to the parents as well as the grandparents to meet their own needs as caregivers as well as the child’s needs,†¢ providing adequate financial supports, especially in view of the precarious financial conditions of many grandparents,†¢ monitoring the child’s placement in kinship care, so as to ensure the child’s well-being as well as address the needs of the kinship family, and†¢ encouraging practitioners to appreciate and respect each the child’s and family’s cultural, racial, and ethnic identity. In addition, there needs to be attention to the ongoing psychosocial issues that many parenting grandparents experience as they are faced with their own basic physical, emotional, and financial adjustments (Poe 1992), the interaction between parents and grandparents, with its potential for frustration and conflicts, the issue of permanency planning for children placed with relatives, and the parents’ own need for help in connection with their own problems as well as their functioning as parents. Various authors consider these issues in detail. For example, Poe (1992) offers implications for policy and treatment in the situations of black grandparents. Doucette-Dudman and LaCure (1996) present guidelines for helping grandparents and social service professionals cope with the challenges  inherent in grandparent parenting. Generations United (1998) offers recommendations and strategies for dealing with economic supports, health care, education, child care, and legal issues in the situations of grandparents and other relatives raising children. Maluccio (1999) describes intergenerational approaches to helping families at risk, such as foster grandparent programs, mentoring of young mothers by elderly persons, and having older adults work with families experiencing child abuse or neglect. Child-Focused and Family-Centered Practice In perspective of Welfare LawSocial Work Practice requires that we maintain a principal focus on the child within a family-centered context. As discussed more extensively elsewhere, such a focus suggests that, in most cases, the child can best be helped by regarding the family as the central unit of service or focus of attention, whenever and as much as possible. Human beings can best be understood and helped within their significant environment, and the family is the most intimate environment of all. It is here that the child develops and forms her or his identity and basic competence. The family has the potential to provide resources throughout the life cycle, especially as its members are sustained and supported by various services (Germain 1999). The family’s own environment can be employed as the arena in which practitioners intervene to help strengthen communication, parenting skills, and parent-child relationships.As reflected throughout this volume, we consider the following guidelines as especially important in implementing child-focused and family-centered practice:†¢ There is emphasis on prevention and intervention strategies that reduce stress and risk and promote coping and resilience in children and families. †¢ Practitioners must understand the relationship between race/racenicity and issues such as family norms, child-rearing practices, childhood and family poverty, discrimination, and funding of social services. †¢ Assessment and intervention focus on the family’s transactions with its kinship system, school, community institutions, and other social networks that affect its functioning. Intervention strategies are directed not only toward engaging the family in treatment but also toward changing the social  systems that influence it. There is emphasis on case management strategies and community-based approaches that help empower vulnerable clients (Rothman 1994). †¢ Many parents can be helped to become rehabilitated or to plan responsibly for their children through family treatment approaches as alternatives to placement of children out of their homes or as methods of speeding up the reunification of placed children with their families. For example, birth parents of children at risk can be empowered through the use of group training. †¢ When children are separated as a result of hospitalization, imprisonment, foster home placement, or residential placement, family ties between them and their families should be preserved as much as possible, through such means as consistent parental visiting. The natural bonds between children in care and their parents may continue to be important for most parents and children long after they are physically separated for either short-term or long-term periods. †¢ Foster family, group care, or residential placement of a child should be seen as a part of the overall service rather than as the service-as a tool, rather than as an end in itself. In line with this, there should be efforts to have parents, foster parents, or other child care personnel regard themselves as partners in a shared undertaking, with common goals and mutually supportive and complementary roles. †¢ A major source of help often can be the family’s extended kinship system. (Danzy and Jackson 1997) as in situations involving parental substance abuse. As another example, in many cases the extended family, with agency support, can help a parent avert placement or reduce the duration of placement in an unfamiliar setting. †¢ Mutual aid groups, such as those for vulnerable adolescents, gay and lesbian youths, sexual abuse survivors, or bereaved children, can be therapeutic as well as empowering (Gitterman and Shulman 1994). References Allen, R. I. and C. G. Petr. 1998. Rethinking family-centered practice. American Journal of Orthopsychiatry 68:4-15. American Humane Association. 1998. Assessing Outcomes in Child Welfare Services: Principles, Concepts, and a Framework of Core Indicators. Englewood, Col.: AHA, Children’s Division. Benard, B. 1994. Applications of resilience. Paper presented at a conference on the Role of Resilience in Drug Abuse, Alcohol Abuse, and Mental Illness, December 5-6. Washington, D.C. Cited in D. Saleebey 1997. Benard, B. 1997. Fostering resiliency in children and youth: Promoting protective factors in the school. In D. Saleebey, ed., The Strengths Perspective in Social Work, pp. 167-182. 2d ed. New York: Longman. Bronfenbrenner, U. 1979. The Ecology of Human Development. Cambridge: Harvard University Press. Bronfenbrenner, U. 1986. Ecology of the family as a context for human development: Research perspectives. Developmental Psychology 22 (6): 723-742. Cohen, S., and T. A. Wills. 1985. Stress, social support, and the buffering hypothesis. Psychological Bulletin 98 (2): 310-357. Maluccio. 1999. The rationalization of foster care in the twenty-first century. In P.A. Curtis, G. Dale Jr., and J. C. Kendall, eds., The Foster Care Crisis: Translating Research Into Policy and Practice, pp. 225-242. Lincoln: University of Nebraska Press. Danzy, J., and Jackson, S.M. 1997. Family preservation and support services: A missed opportunity for kinship care. Child Welfare 76:31-44. Doucette-Dudman, D. and J. R. 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Fraser, M. W. 1997b. The ecology of childhood: A multi-systems perspective. In M. W. Fraser, ed., Risk and Resilience in Childhood: An Ecological Perspective, pp. 1-9. Washington, D.C.: NASW. Generations United.1998. Grandparents and Other Relatives Raising Children: An Intergenerational Action Agenda. Washington, D.C.: Generations United. Germain, C. B. and M. Bloom. 1999. Human Behavior in the Social Environment: An Ecological View. 2d ed. New York: Columbia University Press. Germain, C. B. and A. Gitterman. 1996. The Life Model of Social Work Practice: Advances in Theory and Practice. 2d ed. New York: Columbia University Press. Hegar, R. L. and M. Scannapieco, eds. 1999. Kinship Foster Care: Policy, Practice, and Research. New York: Oxford University Press. Kagan, S. L. 1995. The changing face of parenting education. ERIC Digest (EDOPS-95-7). Urbana: University of Illinois, Clearinghouse on Elementary and Early Childhood Education. Kagan, S. L. and B. Weissbourd, eds. 1994. 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Holy War

Holy War Essay Holy war. How can the word holy be put together with the word war? In the Old Testament though, holy war is presented in such a good light. You were going to war for Yahweh’s command. Holy war was only engaged when Yahweh summons Israel to war. Holy war was initiated when something became a threat to Israel’s loyalty to Yahweh or something became dangerous to Israelites faith. War and killing was what seemed necessary to protect Israelites from swaying towards the Canaanite religion. Holy war was only used for conquests or for the defense of the holy land. In Deuteronomy and the books of the period known as the Deuteronomistic History which includes Joshua, Judges, Ruth, 1st and 2nd Samuel, and 1st and 2nd Kings, we read about a conflict between the Israelites and Canaanites which leads to the Conquest of Canaan. Being a conquest, its justified to call it a holy war. It is described as â€Å"Yahweh’s battle’s† in 1st Samuel chapter 25, verse 28. Never in the Old Testament is it referred to as a â€Å"holy war. Because the Canaanites were occupying the land known as the â€Å"promised land,† the land meant for gods chosen people, the Israelites, to live on, Yahweh promised to Abraham’s descendents that they must be exterminated without mercy. He wanted all the Canaanites killed including the women and children. The Canaanites were placed â€Å"under ban† which meant they were sacrificed to Yahweh. It was though that if th ey allowed any Canaanite to live, they might cause religious corruption (Harris). One example is documented in the book of Joshua, when Israelite soldiers captured the city of Jericho and killed all men, women, children, and even livestock, all because they wanted to enforce the ban and gods orders. There were many provisions established to govern the execution of a holy war. First it is to be understood a holy war is a religious undertaking. In theory, there should be no casualties because Yahweh is doing the fighting. Also some basic provisions included have no standing army but only an army of volunteers when needed, no pay for the soldiers along with no spoils of war, no sex during a holy war, and you must fast going into battle. In the book of Deuteronomy chapters 20 and 21, God spells out these provisions and rules that go along with going to war. For cities distant from the Promised Land, provisions differed from those nations closest. When the army marched up to attack a city, they were to make its people an offer of peace. If they accepted, they would be forced nto labor. If they refused, then both sides engaged in battle (Deut. 20:10-12). They were ordered by God to kill all men in the city they were attacking. The women, children, and livestock were considered plunders and spoilers of war. As for nations closest like the Canaanites, Hittites, and Amorites, there are different provisions. God orders them to leave nothing behind in these nations. Completely destroy them because they are the nations that might corrupt the Israelites into worshipping other gods and sin against Yahweh. Along with leaving nothing alive and the basic provisions, another provision deals with marrying prisoners. During the war, God allows you to marry any of the captives of the conquered nation. But you must shave her head, trim her nails, and remove the clothes she was wearing when captured. You may marry her one-month after the capture to allow her to mourn her parents. If you become unpleased with he, you may let her go wherever she wishes, but you cant sell her or treat her as a slave since you have dishonored her. In Samuel chapter 15, Samuel orders King Saul to attack the Amalekites and destroy everything that belonged to them. Put to death the men, women, children, infants, and all livestock as ordered by God. Saul obeyed and organized an army of two hundred thousand men. He attacked the Amalekites and took their king, Agag, captive but destroyed everything else. Saul spared Agag’s life along with, what he deemed, the best livestock. The Lord spoke to Samuel and showed frustration in making Saul king because Saul had not followed out his instructions to kill everyone and everything. Samuel met with Saul at a city known as Gilgal and asked why Saul let some livestock live? Saul’s answer was that they would be used as sacrifices to the Lord because they were the best livestock. Samuel reminded Saul that the Lord had made hi king and that he sent Saul on a mission to completely destroy the Amalkites and asked why he didn’t obey the order and do evil in the eyes of the Lord. Samuel didn’t accept Saul’s reasoning of keeping the livestock for sacrifices and keeping Agag alive. Samuel then said that God wasn’t interested in sacrifices but in obedience of his voice and commands. Samuel tells Saul that the Lord has rejected him as king. â€Å"Because you have rejected the word of the Lord, he has rejected you as king† (Deut. 15:23). Saul admitted he sinned because he was afraid of the people and gave into them. Saul then asked for forgiveness but Samuel did not accept. He turned to leave but Saul latched onto him. Samuel said again that Saul was not king anymore. Saul pleaded with Samuel for him to return with him so he could worship the Lord. Samuel finally agreed and followed. After they worshipped, Samuel called for Agag to be brought to him. Agag arrived and Samuel proceeded to kill Agag before the Lord. Samuel left for Remaha and never returned to see Saul. From that day on, the Lord regretted that he made Saul king of Israel. We see in this passage the provisions of holy war, including Saul forming a volunteer army ad Saul obliterating everything of a nation. But the difference is King Saul didn’t fulfill the order of God for this holy war against the Amalekites. Saul was looked down upon for not following God’s orders and Samuel had to fulfill the command. There seems to be no exceptions to God’s orders and provisions in holy war. The impact this episode had on me is Saul chose to disobey Gods orders of killing everything by letting some things survive. After coming to understand what holy war was, it found it to be very bloodthirsty. Innocent women and children were killed. I understand the reasoning back then though for God to feel the need to destroy nations around Israel’s â€Å"promised land† because he feared his people would start worshiping other gods. The relevance of the age-old question of â€Å"If God is good, why is there so much evil in the world,† stems from people questioning why wars, genocides, and even murder happen. The reason many people ask this question is because, as a Catholic, I really hadn’t been exposed to the Old Testament God as much as the New Testament God. There is a big difference in the New Testament God and how compassionate and forgive full he his, and the Old Testament God who would eradicate his enemy’s and never forgive some sinners such as Saul. There’s no way we can answer this question of why god allows so much evil to exist. We can try to like today’s wars and conflicts with the ideas and aspects of holy war, but out minds still cant grasp why god allows some things to happen. Could it be he’s punishing sinners who are disobeying him? If this is so how could you reason why God allowed the Holocaust to happen. The Jews were considered Gods chosen people, so why would he allow this to happen to them. Or why is there genocide occurring in Africa to innocent people. If God is good, why does he allow these things to happen? We will ask this question forever. Work Cited Harris, Stephen L. Understanding the Bible. 7th ed. New York, NY: McGraw-Hill, 2007.

Multinational Company Requirements

Discuss the factors that a multinational company needs to consider in setting up a factory in a developing country? (20) A multinational company is any organization that has its headquarters in one country, but with operating branches, factories and assembly plants in other countries. A factory is an industrial building where workers gather and concentrate resources to manufacture goods and operate machine processing one product to another i. e. value adding. Developing country is a nation that is poor and whose citizens are mostly agricultural workers but it wants to become more advanced socially and economically.It is a nation with a low living standard, undeveloped industrial base, and low Human Development Index (HDI) relative to other countries. Factors needed to be considered in setting up a factory:- * Natural Routes * Site Requirement * Access to the market * Availability of raw materials * Skilled labour * Power Supply * Industrial Linkage or Strategic Importance * Governmen t incentives One of the factors needed to be considered is the Site requirement. In developing country the land rents and values are cheaper so it’s an advantage to the company.The Land must be cheap, flat, undulating, and well-drained so that the construction of the factory is economical and environmentally friendly. The land chosen must be competent enough for alterations when considered necessary. Moreover, the climate and weather conditions at the site are favorable for production of goods throughout the year. Another factor is the access to the Natural Routes. The firm would be of great benefit if there is major land or sea route for transportation of raw materials and industrial goods. Road, Rail and Air Transport are available. This would give speedy and cost-effective transport.Other factors are the access and availability to the market place and raw materials. The distance between the site and market or raw material’s site should be brief and rapid enough for greater, inexpensive and reliable supply of raw materials and industrial goods. The raw materials should be available at an affordable and discounted price. One other factor is the presence of skilled labor force. Factory should be situated in an area where cheap work-force is on hand. A decent numbers and ample variety of workers are available, with reasonable skilled and knowledge, at or near the site.Another factor is the presence of power supply. There should be ample sources of power like electricity and gas, with an adequate amount and at cut-rates. The factory should be situated in an area where government may provide incentives and reduce taxes. The incentives could be in form of grants, low interest rates, simplified planning procedures and training. Another factor is industrial linkage or Strategic Reason. The firm should be established in area which is closed to linkage industries such as suppliers and customers from which some benefit could be gained.It should be apart f rom similar and rival organization in order to reduce competition and gain greater market share in that area. Perhaps the major factor that a multinational company needs to consider is the choice of the developing country. The chosen country should have good communication links with the country where headquarters of the multinational firm is located. The country shouldn’t be that much meager and poverty-stricken that sales aren’t lucrative and corporation doesn’t prosper. Language, legal and cultural differences with local workers and government officials could lead to misunderstandings.The host country or chosen country’s policies should be favorable and these ethnic and literary divergences are overcome. Consequently, a multinational organization should set up factory in that location which satisfies all these aspects. However, it is unlikely that all the factors will be available at any one particular location. So the location for a factory is to be ch osen in such a way, that the total cost of bringing all the inputs together, producing the goods, and distributing the products to the market, are minimized and maximum profit is generated.