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01 AFR - The African continent (425p)
02 BIG - Big Issues of our Time (325p)
03 HIS - History of the World (225p)
04 CEU Contemporary Europe (325p)
05 FEU The Future of Europe (325p)
06 FWP - Fighting with the Poor (400p)
07 BIP Bringing It to the Public (350p)
08 LAN Mastering Languages - English (375p)
09 MW Mastering the Material World (300p)
10 T21 The Teacher and the School of the 21st Century (125p)
11 EPI Epistemology (125p)
12 PED The Pedagogy of OWU and DNS (250p)
13 DMM The Science of the Doctrine of the Modern Method (100p)
14 HOR Horticulture. Good cooking (175p)
15 LSS Lifestyle Sustainability (125p)
16 WP The World of Politics (150p)
17 WA The World of Arts (100p)
18 OF Open Future (100p)
19 TP Teaching Practice (350)
20 SSO Specialisation Social Science (225)
21 SHS Specialization History (225)
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24 SNT Specialization Natural Science (225)
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Humana People to People
Conditions of the Poor
Causes of Poverty
Future of the Poor
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The task is to consider a selection of examples from Fighting with the Poor.
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hours
Introduction:
Let us take an example:<br /> <br /> One student of Fighting with the Poor has chosen to go to Gaza, to the community<br /> of Mohambe village, where also the Jacaranda Farm is situated. The student has<br /> investigated a number of families, their economy and their problems. He has<br /> confidently concluded that 15 poor families have a common problem with lack of<br /> production and lack of income and that they as a consequence are under-nourished<br /> and suffers health problems. But he has also seen that all these 15 families<br /> nevertheless are open to do things in new ways to lift themselves up.<br /> <br /> The student has found out that to produce sweet potatoes for own consumption and<br /> for sale might be a suggestion to go for. Sweet potatoes are healthy. They are well-<br /> known, but not sufficiently produced. The market price is sufficient to earn well on<br /> the production. So the student agrees with the Jacaranda Farm to donate plant<br /> material and use of a tractor to plow a piece of land, which the 15 families can<br /> share, each having a 15 th part in the production. He calculates whether ¼ ha per<br /> family would make the sufficient difference, 4 ha in total. Each family could<br /> produce 2.5 tons of sweet potatoes from ¼ ha, but planted over some weeks, so<br /> harvest will be spread out. 300 kg could be for own consumption and the rest for<br /> sale. Would such 2.2 tons sold for 12 Meticais per kilo make a difference? We talk<br /> about approximately 26,000 Meticais? That would certainly make a difference. But<br /> it should be part of an investigation of the families’ economic situation to find out<br /> the amount of cash and food that would make the decisive difference.<br /> <br /> Next the student goes to the local chief to find that piece of land, which could be<br /> suitable and close to water. After being convinced that the land is free for such a<br /> purpose, the student can call the 15 families for a meeting and there outline the<br /> proposal.<br /> <br /> Suppose that everybody is positive and willing, the student sticks to the whole<br /> thing, organizes the tractor from the Jacaranda Farm, get advice from the farms<br /> expert grower on the harvesting of the plant material, the planting plan, the exact<br /> days, the irrigation and how to secure that, the guarding of the land … all questions<br /> and obstacles, he will be there and share his advice in the overcoming of the<br /> obstacles right to the harvesting and marketing of the produce.<br /> <br /> Finally he concludes whether the families have embarked on the way to a<br /> permanent change of their conditions.
Directive:
1. Read the text: “World Wide Examples” from “Fighting with The Poor” p.<br /> 146-188, One World University.<br /> <br /> 2. Select three of the stories you have read and use them to write an essay of 1-2<br /> pages where you compare the three stories and conclude on what they tell<br /> about the nature of fighting with the Poor.<br /> <br /> 3. Send to your teacher.
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