UNIVERSIDAD NACIONAL DE QUILMES

INGLÉS LECTOCOMPRENSIÓN
CUATRIMESTRAL

TRABAJO PRÁCTICO Nº1

CONTENIDOS

• Anticipación de contenidos.
• Identificación de fuente, tipo de audiencia y propósito del texto.
• Determinación de hipótesis general e ideas específicas.
• Definición de conceptos.
• Selección de palabras clave.
• Identificación de vocabulario académico.
• Reconocimiento de cognados y falsos cognados.
• Formación de palabras.
• Revisión de tiempos verbales.

GUÍA DE ACTIVIDADES

PARTE 1
Pre-lectura

1. Observar rápidamente los textos a continuación y determinar la fuente de

donde han sido extraídos, sus posibles audiencias y propósito. Justificar.
2. ¿Con qué carreras de la universidad podrían estar relacionados?
3. Hacer una lista de las palabras que permiten relacionar los textos con las
distintas áreas disciplinares.

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Long considered the quintessential molecular biology textbook, for decades Lewin's
GENES has provided the most modern presentation to this transformative and dynamic
science. Now in its twelfth edition, this classic text continues to lead with new information
and cutting-edge developments, covering gene structure, sequencing, organization, and
expression. Leading scientists provide revisions and updates in their respective areas of study
offering readers current research and relevant information on the rapidly changing subjects in
molecular biology. No other text offers a broader understanding of this exciting and vital
science or does so with higher quality art and illustrations. Lewin's GENES XII continues to
be the clear choice for molecular biology and genetics.

Each new print copy includes Navigate 2 Advantage Access that unlocks a comprehensive
and interactive eBook with engaging animations, student practice activities and assessments,
a full suite of instructor resources, and learning analytics reporting tools.
With Navigate 2, technology and content combine to expand the reach of your classroom.
Whether you teach an online, hybrid, or traditional classroom-based course, Navigate 2
delivers unbeatable value. Experience Navigate 2 today at www.jblnavigate.com/2

Utopia for Realists: Why Making the World a Better Place Isn't a
Fantasy and How We Can Do It
by Rutger Bregman, Elizabeth Manton (Translator).

A history of utopian thinking and a pragmatic manifesto for today, suffused with
facts, success stories, and lively anecdotes, and advocating for a universal basic
income, a 15-hour workweek, and open borders

Two-thirds of Americans report that they would take two extra weeks of vacation above two
extra weeks of salary, and half of all business professionals report that their jobs offer no
"meaning or significance." And after working all day at jobs we hate, we buy things we don't
need. In UTOPIA FOR REALISTS, Dutch historian and journalist Rutger Bregman reminds us

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it needn't be this way. A manifesto full of intentionality and pragmatism, Bregman's book
centers on three central utopic ideas: a 15-hour workweek, a "universal basic income", no
strings attached, and open borders throughout the globe. Though the claims might seem
fanciful at first, UTOPIA FOR REALISTS provides numerous examples of successful
experiments with "free money", such as Mincome in 1970s Canada, and experiments in giving
homeless people a financial foundation. The theory among detractors is that free money will
make people be lazy and work less. But in fact, employment is necessary for virtually everyone's
happiness.
As for the workweek, global studies show again and again that a shorter workweek contributes
to lower stress, lower environmental impact, fewer work mistakes or accidents, lower gender
inequality, and lower wealth inequality. Although the ideas here may sound impossible to
some, Bregman argues that change begins with an idea--and we must be at the ready when we
can no longer sustain our hyperproduction and consumption. In UTOPIA FOR REALISTS,
Bregman shows us the most unrealistic economic system is the one we're already living in.

Improving Tourism and Hospitality Services First Edition by Eric Laws

Consumer satisfaction is a key issue for all those involved in tourism and hospitality
services. Through a multitude of case studies, this book explores the challenges of
managing tourism and hospitality businesses in order to produce maximum customer
satisfaction. It outlines the various frameworks available for the study of tourist
satisfaction, before examining service delivery systems and definitions of quality. It then
discusses the role that marketing can play in tourism and hospitality services, and the
ways in which hospitality and tourism services can be improved. The book contains
examples of customer dissatisfaction, and examples of organizations that have
succeeded in providing profitable services with high levels of customer loyalty.

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 Reflexionemos…

Cuando leemos un párrafo hay palabras que se consideran esenciales para entender el
tema del texto. Se llaman PALABRAS CLAVE o KEY WORDS. Aquí vemos un ejemplo:

According to Marx, there was one social element that would determine where one fit in
the social class hierarchy: that of who controls the means of production, meaning who
owned the resources necessary to produce what people needed to survive.

Seguramente varias de las palabras elegidas que permitieron la relación de los

textos con las disciplinas son parecidas al español. Técnicamente se llaman
COGNADOS: palabras cuya forma y significado son similares en dos lenguas.
También, comúnmente las denominamos Palabras Transparentes. En los textos
abordados, por ejemplo, encontramos:

Tourism: turismo
Services: servicios
Fantasy: fantasía
Ideas: ideas
Genes: genes
Molecular biology: biología molecular

Actividad. Ahora, intenten rastrear palabras clave en estos párrafos:

Food engineers, also known as agricultural and food scientists, combine engineering
concepts with microbiology, chemistry and other sciences to create the best ways to
make processed foods tasty, healthy and safe. They're responsible for every step of
food production, from production to distribution. It's also their job to figure out the safest
and most environmentally friendly ways of processing, packaging, preserving and
storing foods for distribution.

Management is another example of a human resource. As organizations became more

complex with the onset of the Industrial Revolution, employees were required to
oversee and manage the masses of workers engaged in the production process.
Management is a resource that is used to facilitate efficient and effective production or
operations of a business so that it can accomplish its goals. Rather than being directly
involved in production or services, managers coordinate, monitor and direct employees
engaged in the production or service. Examples of management include a direct
supervisor all the way up to the president of a large multinational company.

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 Seguimos con las palabras…

Muchas de las palabras que encontramos en los textos tienen una raíz u origen común. Al
grupo de vocablos que comparten un origen común se llama familia de palabras. La
conformación de estos grupos se da a partir de la combinación posible de diferentes sílabas
delante o detrás de la palabra base (raíz), es decir, dependen de la adición de prefijos o
sufijos. Veamos algunos ejemplos de los textos analizados:

Identificar prefijo Interpretación del término Uso/Significado del prefijo

Impossible

Disatisfaction

Hyperproduction

Unrealistic

Identificar sufijo Interpretación del término Uso/Significado del sufijo

Molecular

Utopic
Basic
Instructor
Consumer
Presentation
Organization
Development
Employment
Traditional
Universal
Realist
Journalist
Successful
Fanciful
Hospitality
Loyalty
Profitable
Available
Numerous

Homeless

Tourism

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 Por lo tanto…

En todo texto podemos rastrear PALABRAS CLAVE, ya sean palabras transparentes o

términos de origen anglosajón que funcionan como pistas para acceder a la
comprensión del tema. La búsqueda y selección de palabras clave junto a los
cognados y la familia de palabras constituyen estrategias para el abordaje de la
lectura en una lengua extranjera.

Al tratar de determinar el propósito de un texto podemos apelar a su

tipología textual.

Tipos de texto1:

Existen básicamente cinco tipos de texto: descriptivo, narrativo, expositivo, argumentativo

e instructivo.

1. Descriptive texts basically deal with factual phenomena, e.g. objects and people.
Therefore you find many verbs of 'non-change' (e.g. to be, to stand, lie, sit etc.) and
adverbs of place. Technical description tends to be neutral, exact and impersonal,
while impressionistic description also gives expressions to the writer's feelings or moods.

2. Narrative texts types deal mainly with changes in time, i.e. with actions and events.
Typical text type markers are verbs that denote 'change' as well as expressions of time
(time-sequence signals)); but adverbs of place are not excluded. Narration is to be found
in short stories, novels, biographies, anecdotes, diaries, news, stories and reports.

3. Expository texts tend to be explanatory: they explain objects and ideas in their
interrelations. Typical verbs for the identification and explanation of objects and ideas
are: to refer to, be defined, be called, consists of, contain etc. If a relation to previously
mentioned facts and ideas is to be established, words like namely, incidentally, for
example, in other words, etc. are used. A similarity to preceding phenomena can be
expressed by similarly, also, too; additional information can be indicated by words like in
addition, above all, on top of it all, etc. Typical of this text type are the expository essay,
the definition, the summary and the interpretative piece.

4. Argumentative texts deal with problems and controversial ideas. Reasons for or against
some topic are put forward. The ultimate aim is always to win the reader/audience round
to the author's side. There is a dominantly dialectical text structure, and words like but, by
contrast, however, yet, still, in any case, so, etc. are linguistic signals of a contrastive text
structure. But the basis of any argumentative text form has to be provided by expository

1
http://englischlehrer.de/texts/texttypes.php Retrieved June, 2015.
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 passages, by the explanation of facts, concepts, developments or processes. While
COMMENT tends to be subjective in character, scientific argument seeks to be objective.

5. In instructive texts the writer tells the reader/audience what to do. The instructive text
type is based on the action-demanding sentence. Commercial and political propaganda,
directions, regulations, rules etc. are typical examples because they aim at influecing
behaviour.

Lectura Intensiva.
A partir de la lectura de los tres textos anteriores, responder:

1. ¿Por qué es GENES considerado un clásico?

2. ¿Qué rasgos nuevos aporta su decimosegunda edición?
3. ¿De qué manera el libro electrónico ayuda a la tarea docente?

4. ¿En qué consiste la contradicción que plantea el autor acerca de la realidad de los
norteamericanos?
5. ¿Qué aspectos utópicos desarrolla en su libro?
6. ¿Cuáles son las ventajas de una semana laboral reducida?

7. ¿Cuál es el rol de la satisfacción del cliente en el turismo y la hospitalidad?

8. ¿Cuál es el recorrido temático del libro?
9. ¿Qué tipos de ejemplos se encuentran en el texto?

Post-Lectura

¿Cuál de los tres libros le interesaría consultar? ¿Por qué?

¿Qué tipo de bibliografía en inglés sugeriría/preferiría para trabajar en las clases?
¿Qué otros textos (escritos, orales, visuales) propone como insumos para las clases?

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PARTE 2

1. Leer los siguientes títulos, elegir uno y escribir tres anticipaciones de contenido.

a) Dead on Arrival
b) Europe happy gambling with politics
c) Buying or selling? that´s the question.

a) ……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
b) ……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
c) ……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

2. Mirar rápidamente el texto 1 debajo y completar el siguiente cuadro:

Texto 1 Texto 2

TÍTULO

FUENTE

AUDIENCIA

AUTOR

PROPÓSITO

3. Leer el primer y el último párrafo del texto 1 y escribir una hipótesis general.

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4. Leer el texto completo. Considerar las palabras clave en cada párrafo. Estas se
constituyen en los subtemas de cada uno.

5. Realizar una lista de subtemas o ideas específicas y elegir la más general. Ésta será el
tema central/principal.
6. Elegir dos conceptos que considere importantes dentro del texto y definirlos
utilizando sus propias palabras.

TEXT O 1:

Concepto Definición

7. Explicar utilizando sus propias palabras y teniendo en cuenta el contextos, lo que el

autor intenta decir en la siguiente oración:

Seeing photos that depict risky behavior seems to decrease activity

in the regions that put the brakes on, perhaps weakening teens’ “be
careful” filter…

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 8. ¿Qué funciones verbales puede reconocer en las siguientes oraciones extraídas del
texto?

a- Researchers scanned teens’ brains while they used social media

b- Teens react differently to information when they believe it has been endorsed
by many or few of their peers
c- Teens are looking at likes by people who are important to them.
d- The researchers have seen activity across a wide variety of regions in the brain
e- This research will provide data related to teenagers´ behavior in the social
network.

9. Vocabulario académico: ¿Qué palabras considera que pueden ser sistemáticas

dentro de un texto académico, (por ejemplo: researchers)? ¿Qué palabras pueden
ser consideradas académicas si piensa acerca de la Carrera que está cursando en la
universidad? Realizar una lista de palabras.

10. Luego de este análisis, escribir la idea principal del texto.

TEXTO 1
Social Media ‘Likes’ Impact Teens’ Brains and Behavior2
The same brain circuits that are activated by eating chocolate and winning money
are activated when teenagers see large numbers of “likes” on their own photos or
the photos of peers in a social network, according to findings from a new study in
which researchers scanned teens’ brains while they used social media.
The study is published in Psychological Science, a journal of the Association for
Psychological Science.

The 32 teenagers, ages 13-18, were told they were participating in a small social
network similar to the popular photo-sharing app, Instagram. In an experiment
at UCLA’s Ahmanson–Lovelace Brain Mapping Center, the researchers showed
2
https://www.psychologicalscience.org/news/releases/social-media-likes-impact-teens-brains-and-
behavior.html#.WM8HiNI1_cc Retrieved February 2017

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them 148 photographs on a computer screen for 12 minutes, including 40 photos
that each teenager submitted, and analyzed their brain activity using functional
magnetic resonance imaging, or fMRI. Each photo also displayed the number of
likes it had supposedly received from other teenage participants — in reality, the
number of likes was assigned by the researchers. (At the end of the procedure, the
participants were told that the researchers decided on the number of likes a photo
received.)

“When the teens saw their own photos with a large number of likes, we saw activity
across a wide variety of regions in the brain,” said lead author Lauren Sherman, a
researcher in the brain mapping center and the UCLA branch of the Children’s
Digital Media Center, Los Angeles. A region that was especially active is a part of
the striatum called the nucleus accumbens, which is part of the brain’s reward
circuitry, she said. This reward circuitry is thought to be particularly sensitive during
adolescence. When the teenagers saw their photos with a large number of likes,
the researchers also observed activation in regions that are known as the social
brain and regions linked to visual attention.

In deciding whether to click that they liked a photo, the teenagers were highly
influenced by the number of likes the photo had. “We showed the exact same
photo with a lot of likes to half of the teens and to the other half with just a few
likes,” Sherman said. “When they saw a photo with more likes, they were
significantly more likely to like it themselves. Teens react differently to information
when they believe it has been endorsed by many or few of their peers, even if
these peers are strangers.”

In the teenagers’ real lives, the influence of their friends is likely to be even more
dramatic, said Mirella Dapretto, professor of psychiatry and biobehavioral sciences
at UCLA’s Semel Institute of Neuroscience and Human Behavior. “In the study, this
was a group of virtual strangers to them, and yet they were still responding to peer
influence; their willingness to conform manifested itself both at the brain level and
in what they chose to like,” said Dapretto, a senior author of the study. “We should
expect the effect would be magnified in real life, when teens are looking at likes by
people who are important to them.”

The teenagers in the study viewed “neutral” photos — which included pictures of
food and of friends — and “risky” photos — including of cigarettes, alcohol and
teenagers wearing provocative clothing. “For all three types of photographs —
neutral, risky and even their own — the teens were more likely to click like if more
people had liked them than if fewer people liked them,” said Patricia Greenfield, a
UCLA distinguished professor of psychology, director of UCLA’s Children’s Digital
Media Center, Los Angeles, and the study’s other senior author. “The conformity
effect, which was particularly large for their own pictures, shows the importance of
peer-approval.”

When teenagers looked at risky photos compared with neutral photos, they had
less activation in areas associated with cognitive control and response inhibition,
11
including the brain’s dorsal anterior cingulate cortex, bilateral prefrontal cortices
and lateral parietal cortices. These brain regions are involved in decision-making
and can inhibit us from engaging in certain activities, or give us the green light to
go ahead, Dapretto said. Seeing photos that depict risky behavior seems to
decrease activity in the regions that put the brakes on, perhaps weakening teens’
“be careful” filter, she said.

Now, on your own!

11. Analyse text 2:

• Anticipate content
• Complete the chart (act. 2)
• General hypothesis
• Key words
• Topic and subtopics
• Definition of concepts (underlined)
• Explain the sentence within the text (in bold type)
• Verbal functions
• List of academic vocabulary
• Text type
• Main idea

TEXT 2
Agricultural Biotechnology for Africa. African Scientists and Farmers
Must Feed Their Own People3
Jesse Machuka

Few would disagree that the many claims and counterclaims concerning what
biotechnology can or cannot do to solve Africa's food insecurity problem have
mainly been made by non-Africans. It is no wonder that Florence Wambugu's
(1999) excellent article titled “Why Africa needs agricultural biotech” is now widely
cited by those who support the view that developing countries, particularly in
SubSaharan Africa (SSA), stand to gain the most from modern biotechnology
applications. The article explained in a nutshell some of the potential benefits
Africa stands to gain by embracing biotechnology. Although opinions differ
regarding the role biotechnology can play in African development, all (hopefully!)
must agree about the urgency to eradicate the perpetual cycle of hunger,
3
Biotechnology Research Unit. International Institute of Tropical Agriculture c/o L.W. Lambourn & Company. Croydon
CR9 3EE, United Kingdom

12
malnutrition, and death in a world of plenty. It is an acknowledged fact that Africa is
endowed with tremendous natural (including genetic) and human wealth that has
yet to be harnessed to the benefit of its people. Sadly, some of this reservoir of
resources have been disintegrating and the trend is bound to accelerate unless
urgent measures are taken to stop and reverse this drift. Since farming is the most
important source of income and sustenance for about three quarters of the
population of SSA, there is no doubt that agricultural biotechnology (agbiotech) can
make very substantial contributions toward increasing food production by rural
resource-poor farmers, while preserving declining resources such as forests, soil,
water, and arable land (Bunders and Broerse, 1991). However, application of
modern biotechnology tools is not likely to significantly reduce the contributions
that conventional disciplines such as soil science, breeding, plant health
management, agronomy, agricultural economics, and social sciences make to
enhance crop production.

In villages, constraints to crop production include pests, diseases, weeds,

environmental degradation, soil nutrient depletion, low fertilizer inputs, inadequate
food processing amenities, poor roads to markets, and general lack of information
to make science-based decisions that underlie farming methodologies and
systems. For some of these constraints, biotechnology is the most promising
recourse to alleviate them. For example, an insect known as Marucapodborer is
the major constraint restricting increased grain legume production in Africa, often
causing up to 100% crop failure during severe attacks on important crops such as
cowpea. Many decades of conventional breeding efforts have failed to control this
pest. However, recent research in U.S. universities and at the International Institute
of Tropical Agriculture based in Ibadan, Nigeria, shows that this pest can be
controlled by applying biotechnology tools. This is just one of the myriad problems
facing food production systems in Africa for which biotechnology can provide at
least some solutions. Although biotechnology has potential downsides, the major
“concerns” in Africa are not so much about justifying its role in agricultural
production—the “why” question. It is conceivable that the millions of dollars being
wasted each year by antibiotech activists elsewhere could go a long way to help
build badly needed capacity for agbiotech research in Africa! The key issues
revolve around questions of where, when, how, and who will do biotechnology for
Africa's benefit? If we are thinking of ultimate answers, then there is probably only
one answer: biotechnology for Africa should mostly be done in Africa and mostly by
Africans themselves, now. And yes, this is being realistic, and it can be done, if
there is consensus and goodwill.

Despite many years of agricultural and other “development” aid and promises by
different agencies related to increased food security and poverty eradication, those
of us who live in Africa do not have confidence that things are getting any better.
Because of this history, some are either pessimistic or skeptical, but the majority
remain cautious and optimistic, that modern biotechnology opens new
opportunities to address constraints that have led to declining harvests in farmers'
fields in the midst of an expanding population. Richard Manning (2000) makes a
good point when he suggests that one way to feed the increasing world population
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is to help “third world scientists to feed their own people, while ensuring sensitivity
to culture and environment that we missed in the first green revolution”. The
pertinent question is, how does the international community of public and private
institutions and donors, governments, scientists, and other actors help African
scientists (and farmers!) to feed their own people? It is crucial that scientific
information reaches farmers in the rural areas who have space to practice farming
and that other actors such as agricultural scientists and extensionists interact with
farmers to attain acceptance and use of new technologies for sustainable food
production and development. In this regard, we must have it in mind that life
science technologies that offer hope to farmers, such as agbiotech, belong to the
farmer. We must also ensure that the technology not only reaches farmers but that
they understand it and are empowered to use it. Furthermore, our starting point is
not the “ignorant peasant” but the practices, techniques, experience, and
knowledge of the African farmer built over the centuries (Duprez and DeLeener,
1988).

A good example of how biotechnology can reach rural farmers involves a special
program by the Biotechnology Development Co-operation of the Netherlands
Government, the Kenyan Ministry of Research, Science and Technology, and the
small-scale farming system stakeholders. The program structure is designed to
ensure that biotechnology reaches the small farmer (end-user) through a bottom-
up approach steered by the Kenya Agricultural Biotechnology Platform. The
composition of farmers includes male and female farmers, oxen owners, different
age groups from different subvillages, etc. Projects under the Kenya Agricultural
Biotechnology Platform funding bring together collaborators who include scientists
from research institutions such as universities, national agricultural research
centers, and farmers. A Farming Systems Research Program ensures that farmers
participate in the research as partners with scientists, extensionists, and other
actors and enables scientists also to utilize indigenous knowledge in research and
development. This prevents “cut and paste” approaches that may be foreign
market-driven and which tend to provide short-term, quick-fix solutions to unique
problems faced by small-scale farmers in Africa who have developed their own
unique crops, cropping, and farming systems that cannot be changed without their
full and careful involvement. Since 1992, Farmers Research Groups and Farmers
Extension Groups, established along the lines of Farming Systems Research
Programs, have been in existence in the Lake Zone of Tanzania for purposes of
farmer participatory research. This experience shows that such participatory
methods increase farmers' inputs in the decision-making process as well as in the
dissemination of research products through their involvement in field trials, farmers'
and “on-station” field days, PRA surveys, and farmer-to-farmer diffusion of
information through Village Extension Workers rather than institutional extension.

Since Farmers Research Groups represent different geographic zones and hence
different agro-ecological and farming systems, linkage mechanisms that bring
together their experiences need to be established to allow horizontal and vertical
dissemination of technologies as well as collaboration in the SSA region.
Obviously, this is not the only way that research results from the laboratory reach
14
farmers' fields, but it illustrates the fact that applied agbiotech research can
similarly be targeted and tied to meet specific needs of rural farmers, both in the
short- and long-term, in the face of scant resources. With African farmers and
scientists working together to set the research agenda, there is hope that the
research will focus on uniquely African (“orphan”) crops such as millet and
sorghum that are very important in marginal, famine-prone regions such as the
Sahel and Horn of Africa. Root and tuber crops such as yam, sweet potato, and
cassava may also begin to receive the attention they deserve.

Although Africa lags far behind other regions when it comes to public information
and awareness of biotechnology issues, excellent work is being done by
organizations such as the Nairobi-based African Biotechnology Stakeholders
Forum and South African-based AfricaBIO to educate the general public in
biotechnology. Opportunities abound for scientists in Africa to get involved in these
efforts that are urgently needed if Africans are going to decide for themselves what
biotechnology can do for them rather than let others decide for them, especially
anti-genetically modified organism activists! There is also urgency to educate
policy makers in African governments and the private sector concerning the need
to support and invest in biotechnology Research and Development (R&D). At the
same time, the international donor community needs to begin to trust Africans and
allow them to manage their research agenda for themselves. They can take the
cue from very successful initiatives undertaken by the Rockefeller Foundation in
Africa. There are enough African scientists around to make a difference on farmers
fields if resources are properly channeled for agricultural R&D. African scientists
and science managers in government and other institutions as well as farmers, on
the other hand, need to be efficient and faithful in the way they manage research
programs and funds if they are going to be trusted with money by national and
international donors. The current success in tissue culture-aided production and
multiplication of disease-free planting materials for cassava, yam, banana,
plantain, citrus, and flowers in countries such as Kenya and Ghana is attracting
private sector companies who are seeing the potential to invest in successful new
biotechnologies.

On November 8–11, 2000, the Strategic Alliance for Biotechnology Research in

African Development (SABRAD) held a workshop in Accra, Ghana, that brought
together more than 150 participants from southern, East, Central, and West Africa
as well as partners from the U.S. 1890 Land Grant Universities, U.S. Department
of Agriculture, Food and Agricultural Organization of the United Nations, United
Nations Environment Program, International Agricultural Research Centers, other
non-governmental organizations, private companies, and journalists. International
Agricultural Research Centers were represented by the Mexican-based
International Maize and Wheat Improvement Centre and International Institute of
Tropical Agriculture. The theme of this first SABRAD Workshop was “Enabling
Biotechnology for African Agriculture.” Increasing education and awareness and
formulation of regulatory (policy) frameworks that would allow access to modern
biotechnology for R&D were identified as key priorities for enabling biotechnology

15
for African development that targets resource-poor rural farmers. The one thing
that was unique at the Accra meeting was that Africans themselves were at the
center of discussions to work out plans for enabling biotechnology to take root in
their respective countries. The action plans agreed upon will be implemented
through networking between regions. The ultimate socio-economic impact is food
self-sufficiency and improved living conditions of resource-poor farmers who were
identified as the target recipients for products generated from biotechnology
applications.

We live in a world that has become an increasingly interdependent “global village”

due to advances in information and transportation technology. In this global village,
millions have plenty of food to throw away, while millions of others die daily
because they have nothing to eat. It is not always true that those with surplus food
do not care about those who die in near and far away places! In Africa itself, there
are many that have plenty of food, acquired either genuinely or by stealing public
wealth, and who still watch their hungry neighbors die helplessly. Although Africans
are thankful for development and relief aid, they are uncomfortable about their
condition of continuous dependence on handouts that come in many forms,
including food and expatriate foreign aid, with no permanent solutions apparently in
sight. The SABRAD initiative is one step in the right direction that deserves support
from all those who want to help African scientists and farmers to feed their own
people.

Tarea de Integración

Seleccionar un texto en inglés similar a los trabajados en esta guía relacionado con su
campo de estudio. Resolver las siguientes consignas:

Determinar fuente, posible audiencia y propósito del texto.

Explicitar motivo de selección del texto.
Sintetizar en español el tema principal y las ideas principales.
Hacer una lista de palabras/frases clave.
Seleccionar ejemplos de prefijos y sufijos.

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