Nature against Us: The United States and the World Population Crisis, 1965- 1980.

Social Forces ◽  
1992 ◽  
Vol 70 (4) ◽  
pp. 1149
Author(s):  
Michael Micklin ◽  
Peter J. Donaldson
Keyword(s):  
United States ◽  
The United States ◽  
World Population ◽  
The World ◽  
Population Crisis

Sustainable Agriculture The United States versus the European Union

2010 ◽  
Vol 1 (4) ◽  
pp. 26-31 ◽  
Author(s):  
Carson H. Varner ◽  
Katrin C. Varner
Keyword(s):  
United States ◽  
European Union ◽  
Genetically Modified Crops ◽  
The United States ◽  
World Population ◽  
The European Union ◽  
Sustainability Issue ◽  
The World ◽  
Two Sides

This paper examines developing issues and attitudes that unite and divide the United States and the European Union as the discussion and regulation of agriculture evolves. While some terms, such as “organic,” are defined in law in both the United States and European Union, the increasingly used “sustainability” is an evolving concept. The main sustainability issue is how to provide food and fiber for a rapidly growing world population. In this context, the role of biotechnology is questioned. Americans tend to favor what are sometimes called genetically modified crops, while Europeans remain cautious. Europeans lean more toward organic farming, while Americans assert that much of the world will starve if organic methods are required. This paper reviews the directions that the discussion of these issues is taking and will show areas of agreement and where the two sides diverge.

Civilization Market Integration

2009 ◽  
pp. 363-393
Author(s):  
Andrew Targowski
Keyword(s):  
United States ◽  
Market Integration ◽  
Free Trade Area ◽  
The United States ◽  
Chinese Economy ◽  
World Population ◽  
Trade Area ◽  
The World ◽  
The Future ◽  
Asian Economy

The purpose of this chapter is to define the dynamics of the economic infrastructure, which supports any civilization and defines the modus operandi of the world civilization in the 21st century and third millennium. This chapter especially addresses the economic roles of two countries/civilizations: Will the Chinese economy, as many suggest, continue its strong economic advance under its system of “authoritarian capitalism” and surpass in size that of the United States and its economically integrated partners (currently NAFTA), or will China convulse and stagnate? This chapter explores the scenario that the United States will see its destiny at the heart of a free trade area of the Atlantic with an economy significantly greater than China’s and with an even larger population. China will remain the dominant Asian economy, but it will do so independently, not as part of a regional economic union. The future of capitalism is also addressed. What kind of capitalism or other economic system must be applied in order to keep the world population within the threshold of the Ecosystem? The answer to this question will determine the future of civilization.

If the World Were a Village: Learning Mathematics While Learning About the World

2021 ◽  
Vol 9 (3) ◽  
pp. 202-228
Author(s):  
Eva Thanheiser ◽  
Courtney Koestler
Keyword(s):  
United States ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
The United States ◽  
World Population ◽  
National Council ◽  
Content Type ◽  
Learning Mathematics ◽  
The World ◽  
Share Data

[The If the World Were a Village book (Smith, 2011) and activity (described in this article)] was a really good way to open one’s perspective. As an American, I tend to be a bit focused on the United States, so to see how much [or how little] of the world is actually represented in my perspective was enlightening. Living in the United States . . . I was surprised that only 5% [of the world population] were from North America. Long-standing and ongoing calls exist for making mathematics meaningful, relevant, and applicable outside the classroom. Major mathematics education organizations (National Council of Teachers of Mathematics [NCTM], National Council of Supervisors of Mathematics [NCSM], Association of Mathematics Teacher Educators [AMTE], TODOS: Mathematics for ALL) have called for mathematics to be seen as a tool for understanding and critiquing the world. To prepare students and teachers to do this, we must go beyond “everyday" contexts and include analysis of social justice issues into our courses. We share an activity designed to address these calls while also addressing the mathematics goals of the course. We share data showing that prospective teachers learned mathematics while also learning about their world and reframing their view of mathematics as a tool to make sense of the world.

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