Conventional versus Alternative Agriculture: The Paradigmatic Roots of the Debate*

Abstract Analysts have described conflict between the economically dominant industrial sector of society and the environmental movement as representing competition between two opposing worldviews or social paradigms. There appears to be a similar schism developing in agriculture. The conventional paradigm of large-scale, highly industrialized agriculture is being challenged by an increasingly vocal alternative agriculture movement which advocates major shifts toward a more “ecologically sustainable agriculture.” Some have suggested that alternative agriculture represents a fundamentally new paradigm for agriculture. This paper seeks to clarify and synthesize the core beliefs and values underlying these two approaches to agriculture into a “conventional agriculture paradigm” and an “alternative agriculture paradigm.” The writings of six major proponents of alternative agriculture are compared with those of six leading proponents of conventional agriculture to document the major components of the two agricultural paradigms. The two sets of writings reveal dramatically divergent perspectives on a wide range of agricultural issues. The competing paradigms can be synthesized into six major dimensions: 1) centralization vs. decentralization, 2) dependence vs. independence, 3) competition vs. community, 4) domination of nature vs. harmony with nature, 5) specialization vs. diversity, and 6) exploitation vs. restraint. The emerging controversy over “low-input, sustainable agriculture” (LISA) illustrates the paradigmatic gulf between alternative and conventional agriculture, as well as the pitfalls facing alternative agriculturalists as they attempt to replace conventional agriculture as the dominant paradigm.     

Social distress theory and teaching about homelessness: A retrospective analysis

This paper provides a retrospective analysis of our course: Homelessness in the United States: An Interdisciplinary Approach. It analyzes how such a course reveals social distress on two distinct levels: course content and course process. We deploy the concepts, tenets and insights of social distress theory to provide a retrospective analytical framework for the course. In addition, we extend the theory by presenting two corollaries to it and show how the literature on homelessness provides alternative connections among the major elements of social distress theory. Thus, we raise new questions for the theory to consider. We also make recommendations for potential teachers of courses on homelessness.     

Funneling Child Welfare Consumers into and through the Mental Health System: Assessment, Referral, and Quality Issues

This qualitative study explores how consumers of child welfare services reach nonpsychiatric mental health providers and the perceived quality of these services. It relies on iterative interviews with individuals and groups, as well as on court observations from one metropolitan area. Results suggest that, consistent with theories of street-level bureaucracy, efficiency issues drive mental health service use, as clients are routinely subjected to psychological evaluations and funneled into mental health services as a matter of course. Referral practices are shaped by child welfare professionals' routines, discretion, and desire to meet such system objectives as providing short turnaround times for reports. The results suggest that, despite stakeholders' best intentions, maltreated children are not benefiting from thoughtful processes geared to screen for, assess, and provide targeted treatment for unmet mental health needs.     

Exploring the squeezed middle: Aucklanders talk about being ‘squeezed’

ABSTRACT

This research explores how middle-class Aucklanders, participants in ‘the middle’, see themselves in terms of being squeezed. It is intended to augment existing statistical based work on class stratification and life chances and facilitate aspects of qualitative research around giving voice. The research confirms the notion of a squeezed middle for the participants based in Auckland, and a striking feature of that confirmation is the centrality of age in demarcating both resourcing (in particular, homeownership versus renting) and narratives. Insofar as the research captures the zeitgeist of the middle, this confirms a neoliberal governmentality wherein a class analysis is interpolated with personal responsibility – and the latter remains paramount. Further, the research demonstrates that empathy is associated with social proximity. The semi-structured interviews also illuminated a widespread sense of resentment. This had two dimensions: directed against neoliberalism as an historic transformation that is seen as the cause of an increasingly squeezed middle, and; against baby boomers. Participants in their 40s demonstrated the highest levels of resentment, and this confirms other research which identifies them as a problematic age cohort because of changing socio-economic conditions.     

Pathways to Ready Schools

To encourage communities to play a more significant role in getting kids ready for school and schools ready for kids, the W. K. Kellogg Foundation launched Supporting Partnerships to Assure Ready Kids (SPARK) in 2001. This nationwide initiative emphasized community-based collaboration and the development of strategic infrastructures to support early care and education and school readiness among at-risk children. As part of this initiative, the authors were charged with developing a definition of a ready school. Following consultation with experts, a literature review, and four site visits, the authors identified the following nine pathways to ready schools: children succeed in school; a welcoming atmosphere; leadership; connections to early care and education; connecting culturally and linguistically with children and families; parental involvement; partnering with the community; using assessment results for individual student progress and improving school performance; and quality improvement including professional development and training.     

Anaemia following initiation of androgen deprivation therapy for metastatic prostate cancer: A retrospective chart review

Objective. Haemoglobin levels often decline into the anaemic range with androgen deprivation therapy (ADT). We conducted a chart review of patients receiving ADT for metastatic prostate cancer to assess anaemia-related symptoms.

Methods. 135 stage IV prostate cancer cases were reviewed for treatment type; haemoglobin values before and after treatment; and symptoms of anaemia. Mean haemoglobin levels before and after for all treatment forms, for leuprolide alone, and for combination leuprolide/bicalutamide were calculated and evaluated for significant differences. The numbers of patients developing symptoms were recorded and the effects of specific therapies evaluated.

Results. For all ADT treated patients, mean haemoglobin declined by ?1.11 g/dL (p < .0001). Leuprolide-alone treated patients had a mean decline of ?1.66 g/dL (p < 0.0001). Leuprolide and bicalutamide combination treatment caused a mean decline of ?0.78 g/dL (p = 0.0426). 16 of 43 patients had anemia symptoms. Contingency analysis with Fisher's exact test shows patients receiving leuprolide therapy alone versus other forms of ADT were significantly less likely to have symptoms (χ² = 0.0190).

Conclusions. The present study confirms that ADT results in a significant drop in haemoglobin levels into the anaemic range. A number of patients become symptomatic from this change. Practitioners should monitor haemoglobin levels, and treat symptomatic patients.