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Many studies reveal the contributions of plant breeding and agronomy to farm productivity and their role in reshaping global diets. However, historical accounts also implicate these sciences in the creation of new problems, from novel disease vulnerabilities propagated through industrial monocrops to the negative ecological and public health consequences of crops dependent on chemical inputs and industrialized food systems more generally.
Increasingly, historical analyses also highlight the expertise variously usurped, overlooked, abandoned, or suppressed in the pursuit of “modern” agricultural science. Experiment stations and “improved” plants were instruments of colonialism, means of controlling lands and lives of peoples typically labeled as “primitive” and “backward” by imperial authorities. In many cases, the assumptions of colonial improvers persisted in the international development programs that have sought since the mid-20th century to deliver “modern” science to farming communities in the Global South.
Awareness of these issues has brought alternative domains of crop science such as agroecology to the fore in recent decades, as researchers reconcile the need for robust crop knowledge and know-how with the imperatives of addressing social and environmental injustice.
Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food.
Internet: <nph.onlinelibrary.wiley.com> (adapted).
Judge the following item about the text above.
The presence of inverted commas (“) in “primitive” and “backward” indicate that the authors agree with the descriptions used by imperial authorities to define some specific peoples.
Many studies reveal the contributions of plant breeding and agronomy to farm productivity and their role in reshaping global diets. However, historical accounts also implicate these sciences in the creation of new problems, from novel disease vulnerabilities propagated through industrial monocrops to the negative ecological and public health consequences of crops dependent on chemical inputs and industrialized food systems more generally.
Increasingly, historical analyses also highlight the expertise variously usurped, overlooked, abandoned, or suppressed in the pursuit of “modern” agricultural science. Experiment stations and “improved” plants were instruments of colonialism, means of controlling lands and lives of peoples typically labeled as “primitive” and “backward” by imperial authorities. In many cases, the assumptions of colonial improvers persisted in the international development programs that have sought since the mid-20th century to deliver “modern” science to farming communities in the Global South.
Awareness of these issues has brought alternative domains of crop science such as agroecology to the fore in recent decades, as researchers reconcile the need for robust crop knowledge and know-how with the imperatives of addressing social and environmental injustice.
Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food.
Internet: <nph.onlinelibrary.wiley.com> (adapted).
Judge the following item about the text above.
According to the text, the farming communities in the Global South are no longer under the assumptions typical of the “international development programs” created in the 20th century.
Based on the preceding text, judge the following item.
The word “However”, in the second sentence of the last paragraph, can be correctly replaced with Nevertheless, without changing the original meaning of the fragment.
Based on the preceding text, judge the following item.
The text argues that the spread of intellectual property rights has clearly benefited the countries of the South, proving that it is not an obstacle to their development.
Based on the preceding text, judge the following item.
The shift from the perception of genetic resources as mankind’s common heritage to its condition of property of national sovereignty was demanded by countries of the South.
Based on the preceding text, judge the following item.
In the 1980s, genetic resources were regarded as private property under international law, allowing multinational corporations to control them freely.
Based on the preceding text, judge the following item.
According to the text, the ABS system was created to prevent multinational companies from using the genetic resources of countries of the South.
Pick the correct form:
“Among all the participants, Linda read her text ____ .”
“____ university in this region is offering additional language courses for free.”
Active: “The board members will discuss the new policy next week.”
Identify the correct question tag:
“You didn’t finish marking the assignments, ____?”