Download Biology Education for Social and Sustainable Development by Paul P. S. Teng (auth.), Mijung Kim, C. H. Diong (eds.) PDF

By Paul P. S. Teng (auth.), Mijung Kim, C. H. Diong (eds.)

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Extra resources for Biology Education for Social and Sustainable Development

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Prahalad, C. K. 2010. The fortune at the bottom of the Pyramid. Wharton School Pub. 407 p. Sitarz, Daniel. 1994 (ed). AGENDA 21: The Earth Summit Strategy to Save Our Planet. Earth Press. 321 p. Teng, P. S. 2007a. Accelerating the renaissance in bioscience entrepreneurship – Part 1. Asia Pacific Biotech, 11(16): 1138–1145. 17 P. P. S. TENG Teng, P. S. 2007b. Commercialization of agricultural crop biotechnology products. In: Business Potential of Agricultural Biotechnology Products, pp 71–88. Asian Productivity Organization, Tokyo, Japan.

One approach is to bring sustainable development and sustainability concepts in schools to contextualize their meanings. When students understand the concepts, they can use their knowledge and skills to help resolve community problems. They can make rational decisions on how to properly manage their environment and its resources. They can model sustainable practices in the community and exhibit high levels of commitment to action. These attributes are possessed by scientifically, technologically, and environmentally literate citizens.

In retrospect, the Asian financial crisis of 1996–97 played a role in dampening investment interest but also raising consciousness on the need to address basics before embarking on new ventures. Thailand, through the urging of its Royal Family, embarked on a program of self sufficiency to address its own food needs; Malaysia refocussed its national development plan to move agriculture away from a “sunset industry” status. China’s continued economic growth and the corresponding overall uplift in its people’s standard of living also contributed to renewed interest to ensure secured supplies of the fundamentals – food, fiber, fuel.

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