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931.
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Pielke  Roger  Linnér  Björn-Ola 《Minerva》2019,57(3):265-291

This paper critiques the so-called “Green Revolution” as a political myth of averted famine. A “political myth,” among other functions, reflects a narrative structure that characterizes understandings of causality between policy action and outcome. As such, the details of a particular political myth elevate certain policy options (and families of policy options) over others. One important narrative strand of the political myths of the Green Revolution is a story of averted famine: in the 1950s and 1960s, scientists predicted a global crisis to emerge in the 1970s and beyond, created by a rapidly growing global population that would cause global famine as food supplies would not keep up with demand. The narrative posits that an intense period of technological innovation in agricultural productivity led to increasing crop yields which led to more food being produced, and the predicted crisis thus being averted. The fact that the world did not experience a global famine in the 1970s is cited as evidence in support of the narrative. Political myths need not necessarily be supported by evidence, but to the extent that they shape understandings of cause and effect in policymaking, political myths which are not grounded in evidence risk misleading policymakers and the public. We argue a political myth of the Green Revolution focused on averted famine is not well grounded in evidence and thus has potential to mislead to the extent it guides thinking and action related to technological innovation. We recommend an alternative narrative: The Green Evolution, in which sustainable improvements in agricultural productivity did not necessarily avert a global famine, but nonetheless profoundly shaped the modern world. More broadly, we argue that one of the key functions of the practice of technology assessment is to critique and to help create the political myths that preserve an evidence-grounded basis for connecting the cause and effect of policy action and practical outcomes.

  相似文献   
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The purpose of this study was to examine changes in landing performance during fatigue that could result in increased stress fracture injury risk. Five participants performed nonfatigued and fatigued drop landings (0.60 m), while ground reaction force (GRF), electromyographic (EMG) activity, and kinematics were recorded. Fatigue was defined as a 5-20% reduction in vertical jumping performance. Single-subject analyses revealed that all participants were affected (p < or = .05) by fatigue. Post hoc comparisons revealed a group effect (p < or = .05) for selected variables. Participants landed with (a) less joint flexion at contact and used a greater range of motion, (b) greater GRF peaks and loading rates, and (c) less EMG activity. These changes were consistent with greater risk of stress fracture.  相似文献   
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Arguments concerning the generality and statistical analysis of single-subject data are evaluated. Consideration is also given to the role that philosophy of science can play in evaluating research methodology. From this background, single-subject data emerge as a unique phenomenon with special relevance for psychologists and educators who focus on the individual. Statistical techniques for analyzing an individual's data are found to have numerous limitations. Furthermore, critiques of visual analysis yield analogous arguments against inferential statistics. Philosophy of science has proven a poor touchstone for evaluating scientific methodology. Instead, it is best at placing philosophical foundations under already constructed methods and theories.  相似文献   
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Planning looks to the future. It can have several different intentions and frames of reference; (a) to pursue more economical ways and means to implement courses, activities, and jobs based on accepted purposes; (b) to seek ways to increase the efficiency of an entire educational system, including all of its parts (such as a curriculum, a school, a school system, or a state); and (c) to search for, and possibly create, a new and improved future set of realities and consequences. The first two approaches are basically concerned with increasing efficiency in reaching established goals. The third is holistic in intending to both improve current efficiency and help to create a better future. This article (a) identifies and defines these three major distinct (yet related) planning modes, and (b) discusses one educational research and development effort which intends to integrate them.  相似文献   
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