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The promise of finding long-term technological solutions to the problem of world food shortages seems difficult to fulfill Many innovations that were once heavily supported and publicized have since fallen by the wayside. The proposals themselves were technically feasible, but they proved to be economically unenviable and to yield food products culturally unacceptable to their consumers.One characteristic common to unsuccessful food innovations has been that, even with extensive government support, they often have not been technologically adapted or culturally acceptable to the people for whom they had been developed. A successful new technology, therefore, must fit the entire sociocultural system in which it is to find a place Security of crop yield, practicality of storage, and costs are much more significant than what had previously been realized by the advocates of new technologies.The adoption of new food technologies depends on more than these technical and cultural considerations; economic factors and governmental policies also strongly influence the ultimate success of any innovation. Economists in the Anglo-American tradition have taken the lead in investigating the economics of technological innovation. Although they exaggerate in claiming that profitability is the key factor guiding technical change -- they completely disregard the substantial effects of culture—they are correct in stressing the importance of profits. Most technological innovations in agriculture can be fully used only by large landowners and are only adopted if these profit-oriented business people believe that the innovation will increase their incomes, Thus innovations that carry high rewards for big agribusiness groups will be adopted even if they harm segments of the population and reduce the availability of food in a country. Further, should s new technology promise to alter substantially the profits and losses associated with any production system, those with economic power will strive to maintain and improve their own positions. Therefore, although technical advances in food production and processing will perhaps be needed to ensure food availability, meeting food needs will depend much more on equalizing economic power among the various segments of the populations within the developing countries themselves. The passage mentions all of the following as factors important to the success of a new food technology EXCEPT the ().
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Lacking a cure for AIDS, society must offer education, not only by public pronouncement but in classrooms. Those with AIDS or those at high risk of AIDS suffer prejudice; they are feared by some people who find living itself unsafe, while others conduct themselves with a "bravado" that could be fatal. AIDS has afflicted a society already short on humanism, open-handedness and optimism. Attempts to strike it out with the offending microbe are not abetted by pre-existing social ills. Such concerns impelled me to offer the first university level undergraduate AIDS course, with its two important aims.To address the fact the AIDS is caused by a virus, not by moral failure of societal collapse. The proper response to AIDS is compassion coupled with an understanding of the disease itself. We wanted to foster (help the growth of) the idea of a humane society.To describe how AIDS tests institutions upon which our society rests. The economy, the political sys- tem, science, the legal establishment, the media and our moral ethical-philosophical attitudes must respond to the disease. Those responses, whispered, or shrieked, easily accepted or highly controversial, must be put in order if the nation is to manage AIDS. Scholars have suggested that how a society deals with the threat of AIDS describes the extent to which that society has the right to call itself civilized. AIDS, then, is woven into the tapestry of modem society; in the course of explaining that tapestry, a teacher realizes that AIDS may bring about changes of historic proportions. Democracy obliges its educational system to prepare students to become informed citizens, to join their voices to the public debate inspired by AIDS. Who shall direct just what resources of manpower and money to the problem of AIDS Even more basic, who shall formulate a national policy on AIDS The educational challenge, then, is to enlighten the individual and the societal, or public responses to AIDS. Why did the author offer the AIDS course()
M: Hi, Claire. How does it feel to be back on campusW: Hi, Gee. Well, to tell you the truth, I have mixed feelings.M: Oh, whyW: I have this great summer job that I really hated to leave I worked at the wild life research center in Maryland.M: That makes sense for a genetic major. What did you do Clean the cagesW: This is a wild life center, not a zoo. This place breeds endangered species and tries to prepare them for life in the wild.M: You mean the endangered species like the tiger and the pandaW: Well, endangered species, yes. But not tigers or pandas. I work with whooping cranes and sandhill cranes. I taught the baby crane how to eat and drink, and I help the vets to give medical check-ups.M: I can see it was hard to leave that job. But how did you teach a bird how to eat and drinkW: We covered ourselves up with cloth and used puppets made out of stuffed crones to show the baby chicks what to do. Then the chicks copied what the puppets did.M: Cloth Puppets Sounds like fun.W: It was. The cloth and puppets are the key tools. We all covered ourselves up, the scientists, the vets, the junior staff, everybody. You see, baby cranes will become attached to their caretakers.M: So if the caretaker is a person, the crane will stay in places where people are.W: Yeah. And their chances for survival aren’t very good. But by covering ourselves and using cloth and puppets the chicks are more likely to seek out other birds rather than people. And their transition to the wild has a better chance of being successful.M: A chance of being successful Hasn’t this been done beforeW: It’s been done with sandhill cranes and everyone is optimistic about its work with whooping cranes too.M: If this works, it should increase the number of cranes in the wild.W: Yeah. It’s exciting, isn’t it Why does the man mention tigers and pandas()
Good afternoon, ladies and gentlemen, and welcome aboard your Scenic Cruiser Bus to Saint Louis, Memphis, and New Orleans with changes in Saint Louis for Kansas City and points west.This coach is scheduled to arrive in Saint Louis at eight o’clock. You will have a fifteen-minute rest stop at Bloomington at three o’clock and a half-hour dinner stop at Springfield at five-thirty.Passengers on this coach are scheduled to arrive in Memphis at seven o’clock tomorrow morning and in New Orleans at five o’clock tomorrow afternoon. Please don’t forget the number of your coach when re- boarding. That number is 4118.Let me remind you that federal regulations prohibit smoking cigarettes except in the last three rows to the rear of the coach. No pipe or cigar smoking is permitted anywhere in the coach. If you wish to smoke. kindly move to the last three rows.This coach is rest-room equipped for your comfort and convenience. Please watch your step when moving about in the coach. Relax and enjoy your trip, and thank you for traveling Scenic Cruiser Bus Lines. The passengers will have a 15-minute () stop at Bloomington.
Learning science helps children to develop ways of understanding the world around them. For this they have to build up concepts which help them link their experiences together, they must learn ways of gaining and organizing information and of applying and testing ideas. This contributes not only to children’s ability to make better sense of things around them, but prepares them to deal more effectively with wider decision-making and problem-solving in their lives. Science is as basic a part of education as numeracy and literacy, it daily becomes more important as the complexity of technology increases and touches every part of our lives.Learning science can bring a double benefit because science is both a method and a set of ideas, both a process and product. The processes of science provide a way of finding out information, testing ideas and see- king explanations. The products of science are ideas which can be applied in helping to understand new experiences. The word "can" is used advisedly here, it indicates that there is the potential to bring these benefits but no guarantee that they will be realized without taking the appropriate steps. In learning science the development of the process side and the product side must go hand in hand, they are totally interdependent. This has important implications for the kinds of activities children need to encounter in their education But before pursuing these implications, there are still two further important points which underline the value of including science in primary education.The first is that whether we teach children science or not, they will ha developing ideas about the world around from their earliest years. If these ideas are based on casual observation, non-investigated events and the acceptance of hearsay, than they are likely to be non-scientific. "everyday" ideas. There are plenty of such ideas around for children to pick up. My mother believed (and perhaps still does despite my efforts) that if the sun shines through the window on to the fire it puts the fire out, that cheese maggots f a common encounter in her youth when food was sold unwrapped) are made of cheese and develop spontaneously from it, that placing a lid on a pan of boiling water makes it boil at a lower temperature, that electricity travels more easily if the wires are not twisted. Similar myths still abound and no doubt influence children’s attempts to make sense of their experience. As well as hearsay, left to themselves, children will also form some ideas which seem unscientific; for example, that to make something move requires a force but to stop it needs no force. All these ideas could easily be put to the test; children’s science education should make children want to do it. Then they not only have the chance to modify their ideas, but they learn to be sceptical about so-called "truths" until these have been put to the test. Eventually they will realize that all ideas are working hypotheses which can never be proved right, but are useful as long as they fit the evidence of experience and experiment.The importance of beginning this learning early in children’s education is twofold. On the one hand the children begin to realize that useful ideas must fit the evidence; on the other hand they are less likely to form and to accept everyday ideas which can be shown to be in direct conflict with evidence and scientific concepts. There are research findings to show that the longer the non-scientific ideas have been held, the more difficult they are to change. Many children come to secondary science, not merely lacking the scientific ideas they need, but possessing alternative ideas which are a barrier to understanding their science lessons.The second point about starting to learn science, and to learn scientifically, at the primary level is connect- ed with attitudes to the subject. There is evidence that attitudes to science seem to be formed earlier than to most other subjects and children tend to have taken a definite position with regard to their liking of the subject by the age of 11 or 12. Given the remarks just made about the clash between the non-scientific ideas that many children bring to their secondary science lessons and the scientific ideas they are assumed to have, it is not surprising that many find science confusing and difficult. Such reactions undoubtedly affect their later performance in science. Although there is a lesson here for secondary science, it is clear that primary science can do much to avoid this crisis at the primary/secondary interface It can be inferred from the passage that ().
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