Gender Gaps in Math and Science Education

Heather Davis


James Madison University


Abstract


An argument is made for direct and tangible interventions to treat the symptoms of gender gaps in math and science education (as opposed to widespread and theoretical changes to science as a whole). Symptoms addressed include belief in stereotypes, lack of science self-confidence, and dissatisfaction with the way science education is presented. Treatments are discussed in the form of studies that have successfully or unsuccessfully addressed these issues. The goal is to use the results of such studies to develop effective interventions that will hopefully narrow the gender gaps with time.


Introduction


In much of the feminist literature concerning science education of girls, authors acknowledge that gender differences persist but these authors seem to be divided into two general camps. The first camp’s focus is getting girls more involved with and comfortable in the existing science community because, “attitudes developed in the early years [are] vital” (Whitelegg, 1992). This camp focuses on interventions such as role modeling, mentoring, out-of-class science experiences, and other endeavors designed to increase science self-efficacy and success.


The second camp says that this is not the proper solution because it still considers masculine levels of achievement as the benchmark for success and portrays women as passive and insecure acceptors of roles (Phipps, 2007). Instead, this camp insists that the entire structure, language, and epistemologies of science need to be evaluated and changed. Few actual interventions are proposed as a means of implementing this solution.


Discussion


To better understand these two camps one might consider an analogy. Much like the treatment of a person with a cold, the treatment of the problems apparent in the science education of girls can be treated in two ways.


When treating a cold, a doctor might try to find the cure for the common cold by obliterating the cold. Alhough this would be the more preferable, immediate, and complete method of treatment, this method has lacked success, evident by the lack of such a cure. This method would be analogous to the second camp of feminists who hope to drastically change the entire scientific culture to be more inclusive to women. Although this overall cure to the problems that women in science face would be preferable, it is also highly unlikely.


The other method of treatment for a cold would be to treat each symptom of the persons who are sick so that they can be more comfortable until their body naturally eliminates the problem. This method would be analogous to that of the first camp, which intends to make efforts that gradually close the gender gap by treating each of the symptoms of the problem. Although this solution is gradual and imperfect, it is more achievable because it uses small improvements that allow girls to cope with and overcome inequalities until they no longer exist. This is a much more feasible goal than hoping to find some broad and hypothetical cure for the common gender gap.


Because a gradual treatment of symptoms approach seems to be a more practical solution to the problem of gender gaps in education, it is necessary to understand what, precisely, these symptoms are. Although symptoms of the gender gap vary widely from individual to individual, an investigation of recent literature can establish what problems the patient is facing. With this knowledge, a method of treatment could be developed for elimination of each symptom.


One way to begin the process of treating these symptoms of the gender gap is to look at other countries that are not plagued by such symptoms. Countries such as New Zealand, Iceland, Finland, Albania, and Thailand have overcome the gender gap in math achievement (Langen, Bosker, & Dekkers, 2006). One step, then, would be to look deeply into the science education practices of other countries and try to implement any successful strategies found. Another way to begin the process of treating the symptoms of the gender gap would be to look at symptoms and develop a plan of treatment by looking at recent literature to find out which types of treatment have succeeded and failed in the past. This article will focus on three specific symptoms: belief in stereotypes, lack of science self-confidence, and dissatisfaction with the presentation of science.


Gender stereotypes are presented to citizens of modern society in a variety of situations each day and vary from the obvious to the very subtle. As one of the most prominent symptoms related to the gender gaps in science and math belief, stereotypes should be investigated. The “ditzy, can’t do anything right sitcom mom” is an obvious stereotype that is easily recognizable. However, the fact that cleaning products and minivans are marketed towards women is more subtle. No matter how obvious or subtle the presentation of gender stereotypes, there is potential for such stereotypes to significantly affect the development of ideas of gender. These stereotypes can be presented and reinforced by parents or classmates but are difficult to erase once established. Stereotypes can additionally have negative impacts on girls’ education when an administration reduces academic requirement in response to stereotypes.


Stereotypes are engrained so early; parents may try to minimize the effects of stereotypes by employing their own treatments. For example, a recent study found that although mothers talk to female babies more, sex differences exist in the type of talk presented to female babies in relation to that presented to male babies. Mothers were shown to engage in more science learning and literacy related talk with male babies than female babies (Tenenbaum, Snow, Roach, & Kurland, 2005). These early experiences of science talk may affect the developmental course of babies depending on the gendered experiences they were exposed to by their parents early in life. Parents may begin to break down stereotypes by being conscious of and adjusting the amount of science talk they give their female babies as a means of developing an early interest in science. Other studies have implicated early interest in science as a key factor in pursuing a science, math, or technology related career (Packard and Nguyen, 2003). In this way, parent interventions are a first step toward increasing girls’ confidence and satisfaction with science by preventing belief in stereotypes.


Stereotypes are also compounded by the expectations of parents later in life. For parents, stereotypes are so engrained that they may consciously or unconsciously hold different expectations for their children depending on gender. The influence of mothers’ support was not found to be significant in a study concerning factors affecting pursuit of a technology-related career. However, the support of the father was found to be a key factor in this choice (Adya & Kaiser, 2005).

Level of parent education also related to the expectations of girls in science. A 2006 study showed that parental education level was a predictor of science grades and activities of girls. The authors speculated that this might be due to “differential expectations” of more educated parents who expect boys to take science courses but allow girls more freedom to choose whether or not to take science courses (Simpkins, Davis-Kean, & Eccles, 2006).


Parents are not the only individuals that sway girls’ beliefs in stereotypes. As girls get older, beliefs of their classmates are held in greater esteem than those of parents. During adolescence, gender stereotypes also become more pronounced socially. Girls not only have to deal with their own fears of science but also fears of rejection by peers if they do pursue science. This fear of social retaliation is related to belief in the stereotype of poor performance of girls in math and science. A study by Kessels (2005) reported that a sample of 8 th and 9 th grade children perceived students who liked physics as more masculine whereas students who liked music were perceived as more feminine. Boys were also reported to dislike students who went against sanctioned prototypes (e.g., girls who liked physics). The study also found that girls who liked physics felt unpopular with the boys. In a time when girls are dealing with the trials of puberty and social changes of moving to high school, such social repercussions could be significant in a girl’s decision to pursue science classes.


Although parents and classmates can both influence girls’ beliefs in stereotypes, once stereotypes have been established they are difficult to erase. A recent study showed that girls who were more likely to endorse the stereotype of girls being bad at math and science also evaluated themselves more negatively than girls who did not endorse the stereotype. In the same study, researchers found that girls who held the stereotype were more resistant to change either negativ self-evaluations or desires to pursue a science career (Selimbegovic & Chatard, 2007). Believing in stereotypes is clearly a counterproductive characteristic when it comes to increasing girls’ success in science because it makes them more resistant to change.


Unfortunately, stereotypes can have negative effects on the quality of girls’ education when administrators decide to lower science requirements in response to low performance. Often, school systems present students with two paths of science requirements, and if a student has had previous negative experience with science (as girls often do) they will choose the path with the lowest science requirements. Because girls are often subjected to stereotypes and other negative experiences they might be inclined to choose the path of least resistance. Studies show, however, that girls are becoming even with boys in the number of science classes taken, possibly due to college aspirations (Simpkins et al., 2006). Although it may seem counterintuitive, raising the standards that girls are expected to meet might actually lessen their beliefs in stereotypes if they see themselves succeeding.


A second symptom of the gender gap problems in science education is that girls lack science self-confidence, which translates to a loss of interest in science after junior high. One might think that this lack of confidence would come from lower achievement in the fields in question. This, however, is not the case as studies have shown that boys consistently produce higher ratings of science self-efficacy and self-concept even when their achievement scores are lower than or comparable to those of the girls. This low science self-confidence may, as girls grow older, translate into lack of interest in the sciences, which leads girls to drop out of science classes as soon as they are allowed.


One study demonstrated the tendency of girls to underestimate their abilities, signifying low self-confidence in relation to a science lab activity. Both boys’ and girls’ confidence levels increased as a result of a science lab activity. The respective levels of absolute level of confidence, however, were significantly lower for girls than for boys, both before and after the lab activity (Klahr, Triona, & Willaims, 2006). The most interesting part of this study was that while the girls and boys did not differ significantly in the amount of effort shown in the lab, the girls did not gain the same amount of confidence from a relatively similar amount of effort. This demonstrated that surmounting the initial lower confidence level of girls in relation to boys is not a matter of trying to increase the effort put forth by girls, rather that the solution must come by increasing the overall initial confidence level.


A second study investigating the unreasonably low science self-confidence of girls, even when their achievement scores were higher, produced particularly startling results. Although the girls in the sample for this study had higher science grades, they still only maintained equal self-confidence with the boys. Despite their higher grades, girls reported higher levels of science-related anxiety and physiological stress but lower levels of mastery experiences (Britner & Pajares, 2006). This is disturbing because it shows that even when they are performing at the same or higher levels than their male peers, girls are still less confident in their abilities. This suggests some underlying problem with the perception of the subject as a whole.


Often, these low levels of science self-confidence seem to translate, as girls get older, to a lack of interest in the sciences altogether. Not only do girls begin to shy away from science but they also begin to drop out of science classes as they progress through school (Stake, 2006). In addition, they also tend to lose interest in science outside of the classroom. A recent study focusing on submissions of questions to a science website showed that although girls contributed many of the questions in the sample, the number of questions asked by girls decreased significantly when they entered high school (Tsabari, Sethi, Bry, & Yarden, 2006). This demonstrated that not only does their fear of doing badly affect girls’ choice of classes but also decreases their overall interest in science, even outside of the classroom.


A final main symptom expressed by recent literature is girls’ dissatisfaction with science and the way it is presented to them. One reason cited for this dissatisfaction is a lack of relation of science topics to the real world. Often girls are also at a disadvantage on standardized tests of science that do not put equal emphasis on the science topics at which they excel. Solutions to this dissatisfaction with the way science is presented may lie in alternative forms of education.


Girls’ dissatisfaction with the way in which science is presented was also shown in a 2002 study in which girls expressed their thoughts on this subject to teachers. The study showed that girls want connections to science but have a hard time relating what they do in science classes to the world around them. According to Buck (2002), teachers interpreted girls’ requests by trying to help them understand the applications of science education. Solutions included use of current events, more projects and games, and relation of topics to daily lives. This, together with the previously mentioned studies, suggested that girls are drawn to natural and biological sciences because they can be related to the real world. Therefore, the solution to decrease the levels of dissatisfaction of girls in other areas of science may be to make an effort to relate concepts of other sciences to real life.


Girls have been shown to have very specific interests within the field of science (such as biology), yet these are the subjects that students are tested on least often (Kahle, 2004). This trend of girls’ interests pointing toward natural and biological sciences was also supported by the previously discussed study addressing questions to a science website (Tsabari et al., 2006); girls ask more questions relating to the natural sciences. The results of such studies make it questionable whether girls are actually performing worse on standardized science tests because they have lower ability levels or if gender differences only reflect a bias in question selection toward the hard sciences.


Because girls are dissatisfied with the way science is presented, alternative educational methods might be helpful in changing this perspective. For example, some studies have suggested a monoeducational system (rather than coeducational) as a treatment that may benefit girls as well as boys due to different learning styles and interests (Haussler & Hoffmann, 2002), thereby increasing satisfaction with the way science is presented to students. Others have tried supplemental programs, all-girl programs on weekends or after school with the goal of increasing satisfaction with the way science is presented to girls. A 2006 study implemented such a program and found that it increased students’ confidence and ability but not interest in a science career (Reid & Roberts, ). Still others have suggested an online learning environment to stimulate scientific discovery regardless of gender (Tsabari et al., 2006). All three of these treatments target the dissatisfaction of girls with the way science is presented and may have additional benefits of reducing girls’ beliefs in stereotypes because their education is tailored to their strengths.


Summary


The education of girls in science is a very important topic as it relates to future equality of the next generation of women. Therefore, it is understandable why feminist critics of science are so interested in correcting the flaws of the system. It is evident that direct and tangible changes need to be made. Although there are serious problems with the structure, language, and epistemologies of science, a complete overhaul of science is nearly impossible to implement. The more feasible approach is to discover the most prevalent symptoms of the problem of the gender gap in science education (e.g., belief in stereotypes, lack of science self-confidence, dissatisfaction with the way science is presented) and address these with treatments. Perhaps, with enough widespread treatments the gender gap will become negligible or a mere memory.

Technology and Learning (ACOT project by Apple) - Case study

The link below gives an insight on the role that ACOT played in intergrating technology into classroom learning.

http://www.nsba.org/sbot/toolkit/tiol.html

Just an opinion by another blogger on the use of technology on learning

Improving learning: Use technology to improve 'test' scores


Of the ten things I once believed (beliefs I now consider misleading or false), #2 is 'If you want to improve what people learn in a demonstrable way, use technology to improve test scores.' For decades, skeptics about the value of each new technology have challenged its proponents to show that the use of that technology causes gains in test scores. Accepting the terms of that question, the proponents of distance learning have boasted that their students score just as well on tests as students in comparable courses on campus: 'no significant difference'. And I remember feeling great when seeing Kulik's meta-analysis of research on computer-aided learning showing that, typically, students using computers learned about 1/3 faster than students who did not use computers. At first, no one questioned the terms of the question itself: Does technology X (e.g., facilities on a campus) cause better learning than technology Y (e.g. some distance learning infrastructure)? Do you see the fallacy? Well, consider this version of that same question about the learning impact of a more familiar technology: paper, "Let's measure educational achievement by two sets of courses. One set of courses will use paper. The other group of courses will have no paper. Will the paper-aided learners score higher on exams, on the average, than the paperless learners? How much higher?" Silly questions. Although paper has valuable uses for learning, sheets of paper don't cause anyone to learn. (Try taping a sheet of paper on your head, and see how much you learn if you wear it there all day.) 'Tell us whether the paper is used for textbooks,' you might insist. Even then, you'd probably hesitate about predicting gains in test scores; you'd want to know how good the textbook was, and whether students actually read it or not. And you'd also have a right to ask how the paperless group was studying. Well, paper is a technology. A textbook, campus, a computer, and the Web are all technologies, too. None of them 'cause' learning. Technology is just a tool. Its value for learning lies in what teachers and students do, thanks to their use of that technology: their teaching/learning activities. How much learning results from making a technology available? That depends on the activity and on the circumstances. I used to talk about two ways that teaching/learning activities could be enhanced by using the right technology:


"Help a popular teaching/learning activity occur better, more frequently, or with less effort (.g., using PowerPoint to improve the legibility of a faculty member's notes on the board)" and/or


Make a hitherto little-used activity so much easier or richer that the instructor or student changes the course activities themselves. For example, in the 1980s, distant learners rarely communicated with each other. Today, thanks to email, discussion boards, and chat rooms, discussion among distant learners is common, and research suggests that such discussion improves learning outcomes.


Which activities are most likely to improve outcomes? In 1986 Chickering and Gamson answered that question by describing 'seven principles of good practice.' A decade later, Chickering and I wrote a widely-read article in 1996 summarizing how each of those seven principles could be implemented with technology. In recent years, I've greatly expanded those seven sets of suggestions. (Notice that all this still accepts the basic terms of the original question: 'When trying to demonstrably improve the value of what students learn, the goal should be to improve performance on traditional tests of learning outcomes. That's the only practical, politically feasible way to show that computer use can improve what students learn.' Well, what do you think of my old belief?


Have you seen any such gains in test scores resulting from the use of digital technologies such as computers, clickers, portfolios or the web itself? evidence of a lack of such gains? or even lower test scores when digital technologies are used in certain ways in courses?


In your program, has any such evidence ever played a role in budgeting for technology or planning teaching improvement?


Are there other ways in which technology use has improved what students learn in your program? If so, suppose someone challenged you to provide evidence that the student learning had improved and you couldn't cite improvements in test scores. What evidence would you gather instead?

China to Invest $175 Billion in Environmental Protection Over Five Years

China has announced plans to invest $175 billion (1.4 trillion yuan) in environmental protection between 2006 and 2010, according to official news sources in China.


The money—equal to more than 1.5 percent of China’s annual gross domestic product (GDP)—will be used to control water pollution, improve air quality in China’s cities, increase solid waste disposal and reduce soil erosion in rural areas, according to the National Development and Reform Commission (NDRC).


China has created an economic miracle fueled by rapid industrial growth and international trade—two decades of nearly double-digit economic growth—but at an environmental cost so high that it has led to internal riots, international protests, and the arrest of Chinese environmentalists. Air pollution has fouled China’s air, chemical spills have poisoned rivers that supply drinking water to millions of people, raw sewage has given rise to near-epidemics of waterborne diseases, and soil contamination ruins millions of tons of grain each year.


Technorati Profile


The new investments are intended to repair some of the environmental damage already done, and to help prevent future problems.

China plans to build sewage-treatment plants in 10 river valleys to dispose of waste water from urban areas, reduce the amount of sulphur dioxide and dust in 113 major Chinese cities, and set up 31 dangerous-waste disposal centers to treat domestic garbage. China also plans to build facilities to ensure nuclear safety and to prevent nuclear radiation, according to the NDRC.


These investments are expected to pay economic as well as environmental dividends. According to official estimates, China’s environmental protection industry will generate yearly revenues of $110 billion (880 billion yuan) by the end of 2010, with an estimated annual growth rate of 15 percent thereafter.

Examples of How Industries does Strike a Balance with the Environment

Business park seeks industry/ecology balance



By Dai Yan (China Daily)


A rare blend of commerce and conservation, the Qingdao Tonghe Ecological Industrial Park is set to blur the boundaries between economic imperatives and environmental responsibility. Located in the eastern province of Shandong, the park seeks to combine apparently contradictory concerns.


On one hand it is looking to develop an integrated transport system and a number of conventional commercial concerns, whilst on the other it is committed to the pursuing a far greener agenda - including several ecological projects, an environmental protection industry, eco-tourism and a range of energy-efficient accommodation.


Wang Fujun, director of the Tonghe Park's Management Committee, which oversees the park, cheerfully acknowledges these apparent contradictions: "This eco-industrial park is a mixture of eco-industry and eco-nature. It has been designed to promote the co-importance of industry, commerce and the need to live a sustainable lifestyle."


Currently covering an area of 4.26 sq km, with a planned expansion to 20 sq km, the development of an integrated transport system is at the very heart of the project. This initiative will see the strengths of the areas existing road network - including the Qingdao-Yinchuan highway, the Gaomi-Pingdu highway, and the Pingdu-Dongyin road link - seamlessly integrated with the facilities of the planned Pingdu-Beijing rail link.






Business and botany: Chinese and Korean delegates meet to mark the success of Qingdao's "green" industrial development.


Upon its completion, this program will boost the area's speed of access to China's major international sea and air terminals, including Beijing, Shanghai, Tianjin, and Shandong. It will also greatly reduce the transit time to a number of vital domestic markets, notably the cities of Qingdao, Yantai, Jinan and Dongying.


This improved infrastructure will be one of the key prerequisites for developing the parks' industrial and commercial base. It is hoped that the fiscal input of the park's business community will have a huge economic knock-on effect to the well-being of the adjacent city of Qingdao. When completed, the park will form a vital link in the development of a commercial belt along the nearby Zehe River.


The park's proximity to the river and other areas of natural beauty has prompted the park's management to take a strict ecologically-aware overview of its development. This has seen the adoption of a number of green policies, including tough guidelines on recycling and sustainable development. These initiatives have been designed to permit the harmonious co-existence of the area's natural ecosystem alongside its emerging commercial landscape.


One of the benefits of maintaining an environmental balance in the park is the scope it leaves open for building the area's leisure and tourism industry. By fully utilizing the appeal of the natural environment through promoting lesser-known aspects of the landscape in the park, its management hopes to firmly establish the area on the local tourist trail.


The area currently features 1,000 acres of woodland, a golf course and a series of "eco-villas", environmentally-friendly short-stay apartments. It is hoped to boost its tourist appeal through a raft of new initiatives, including an eco-hotel, an aerobics leisure centre and a sightseeing bridge straddling the Zehe.


For those looking for longer-term accommodation in the area, a series of environmentally-friendly residential areas are also a firm part of the proposition. These will offer comfortable living conditions for a substantial number of businessmen and office workers, complete with all the requisite services and with the added bonus of a beautiful setting.


The park will be constructed in line with sound environmental guidelines, highlighting the importance of recycling and maintaining an ecological/industrial balance.


This will see it adopt an emerging focus on a number of cutting-edge industries, including energy-saving, environmental protection, new energy sources, innovative materials, computing and information technologies, automotive electronics, finished automobile production, investment casting, biotechnology development, as well as marine and fine chemical production.


These industries, together with the automotive spare parts industry and a series of eco-tourism initiatives, will form a close industrial chain. In light of this, any project seeking approval for development in the park needs to meet a strict range of criteria, particularly with regards to environmental protection.


The park's planners have specified the development of an effective intelligent traffic management system, connecting all the highways, railways and airports. A green belt zone will also be included on each side of the main roads running through the park, in a bid to maintain an afforestation rate in excess of 40 percent.


At present, this park is seeking to attract investments from home and abroad. Many investors from a number of different countries and regions, including Korea, Japan, Hong Kong, Germany, Russia, America and India, have already completed inspection tours of its facilities. So far, more than 50 businesses have signed up for premises in the park, including companies in the electronics, environmental protection, engineering, software and chemical industries.


http://www.chinadaily.com.cn/cndy/2009-08/26/content_8616032.htm

Examples of How Industries does Strike a Balance with the Environment

Bohai Bay gets green light for 'blue' economy



The environmentally-friendly Changdao islands are a true paradise for birds as well as a haven for many other wildlife and marine species. Yuan Keting


The authorities of Changdao, an island county set at the juncture of Bohai Bay and the Yellow Sea, have announced a major commitment to establishing a "blue marine economy" in the area.


The move follows the development of a similar initiative to build a larger "blue" economic zone in Shandong, the county's home province. President Hu Jintao gave his blessing to the project during his inspection tour of the area in April.


Jiang Qingchun, Party secretary of the county committee, said: "We will spare no efforts to play a leading role in establishing a blue economic zone around the Shandong Peninsula. We will devise our own development blueprint and transform Changdao into an environmentally-friendly and highly civilized county."


During 2008 the county won a string of honors, establishing it among China's first tranche of sophisticated, contemporary regions with sustainable economies and a developed tourism base.


Jiang said: "Changdao's advantages all stem from the sea. Capitalizing on maritime resources and accelerating the speed of developing an eco-fishing program, together with a number of environmentally friendly industries and an eco-tourism base are our best options for sustained growth."



The authorities' ambitious goals include the construction of a national eco-fishing model area with 1 million mu (66,666.7 hectares) of underwater forests and fish farms of more than 1 million mu (66,666.7 hectares) in size and the formation of a national ocean energy base intended to generate 1 million kilowatts in wind power. They also plan to develop an internationally known holiday resort projected to attract 1 million high-end tourists annually.




Eco-aquaculture farm


Sun Yubin, director of the county's Oceanic and Fishery Bureau (OFB), said developing aquaculture farms will put Changdao on a sustainable growth track and create a highly-efficient modern fishing industry.


The man-made underwater 'seaweed' is expected to provide a superior environment for ocean organisms and thus create conditions for multi-layered cultivation methods. This will see kelp kept in the upper layer, fish and shellfish in the middle layer and valuable seafood items, including abalone and sea cucumber, nurtured on the deepest level.


Statistics from OFB show Changdao's submarine forest and ecological fish farms currently extend to 400,000 mu (26,667 hectares) and 600,000 mu (40,000 hectares). Seafood output value enjoyed a 29 percent year-on-year increase during 2008.


Another 600,000 mu (40,000 hectares) of undersea forests and 400,000 mu (26,667 hectare) of eco-fish farms are expected to be built within the next five years. The fishing base will then cater for such ocean species as abalone, sea cucumber, sea urchin, scallop and kelp.


Li Naisheng, deputy director of the Department of Science and Technology of Shandong province and a director of the National Oceanographic Center in Qingdao (NOCQ) said: " Changdao's large-scale eco-aquaculture is now at an internationally advanced level and will set an example for other coastal areas looking at developing an aquatic industry."


Green corridor


As the islands' undersea forests are expanding, onshore forests are also on the increase on the 32 islands of Changdao, which, scattered from the north to the south, form a green corridor on the sea.


With forest coverage of 58 percent, the county boasts 48,000 mu (3,200 hectares) of forests, more than 700 sq m in per capita forested area.


To preserve the quality of the environment, the authorities have now invested 120 million yuan in building sewage and refuse disposal facilities. Currently, 30 percent of the county's potentially renewable resources are actually recycled.


After an on-site inspection tour, more than 10 experts from a number of research institutes, including the NOCQ, concluded that Changdao has achieved zero emissions for sulfur dioxide and carbon dioxide.


Its environmental protection facilities can now absorb the 170,000-tons of carbon dioxide emitted annually by local industrial sector, as well as some 350,000-tons carbon dioxide produced by other sectors.


To ensure that Changdao is on the way towards achieving eco-friendly industrial development, the county government has also planned for various specialist areas, including a precious marine resource conservation zone, a fishing zone, an eco-tourism zone, a dedicated bird preservation zone and a series of forest parks. Within these specialist areas, the authorities will conduct strict screening procedures before approving any new investment projects. They will also require existing industrial facilities in these areas to reduce pollution. Already a number of particularly heavy polluters in these areas have been shut down or relocated.


New energy base


Jiang said: "Though small in land area, Changdao has huge potential for wind power development thanks to its vast seawater area and its advantageous position directly in the wind path of the Bohai Bay."


Endorsing Jiang's assertion, Fan Xianen, deputy director of the county's Economic and Trade Bureau said 82 wind power generators have already been installed on four of Changdao's islands -South Changshan, North Changshan, Xiaoheishan and Tuoji, with a combined generating capacity of 62,300 kw a year, accounting for 54 percent of the province's current total capacity of electricity derived from wind power generators.


The 82 generators are projected to produce 13,000 kwh of electricity this year, generating 100 million yuan in sales revenues.


Changdao has around 2,400 sq km of sea areas that can be used to generate wind power, creating ideal conditions for building an ocean-based wind power plant.


The development of a 1 million kw ocean wind power plant has been backed by several industry experts and is now listed on the province's middle and long-term development plans for the renewable energy sector.


Four large utility companies - Sanrong Group, Datang Corporation, Huaneng Group and Guodian Corporation- have now all signed contracts with local authorities to jointly develop the 1.1 billion yuan project.


The first commercial ocean wind project, with an intended 48,000 kw power capacity is scheduled to begin construction in the second half of the year. It is expected to come on-line in 2010. The power plant is then projected to generate 2.8 billion kWh in electricity and 3 billion yuan in annual sales.

Essay Topics for next week

Group 1:  Can the needs of industry and the environment ever be balanced?
Group 2:  In what ways can the use of modern technology improve learning?
Group 3:  Access the alternatives to prison in dealing with offenders
Group 4:  Is history the study of progress
Group 5:  'Science will always appeal more to males.' Discuss
Group 6:  Does everyone have the right to be a parent?

This is 2003 GP past year questions.

Guidelines to help your thoughts in coming up with ideas for the essay:
Group 1:  This question refers to the accomplishment of a balance between industry and the environment.  Good answers will focus on the realistic views with green issues contained within mutual working, appreciate green policies, eco-friendly campaigns, eco-tourism and contamination laws.  Also focus on pressure from shareholders, taxed and pressure groups.    

Group 2:  Define technology and learning, highlight the range of devices in aiding understanding.  The main examples included computer technology, TV, video, camcorders, satellite images, infra-red photography, tape recorders, video conferencing, interactive white-boards, LCD projectors, CD Roms.   Suggest that technology promoted learning through interest, enquiry, fun and challenge.  Illustrate your examples by including usage of technology in school, the workplace and society at large.  Caution:  Do not focus your essay too much on the advantages of the Internet and the wonders of computers.

Group 3:  Illustrate on probation, tagging, community service, fines and capital punishment.  Focus on the appreciatoin of the gravity of the crime with a sense of realism about the crime being related to the punishment.  Include morals, impact on society, cost, mental state, empahty, law and order, background and social influences.

Group 4:  The answer requires the definition of history to set it in context. You have to balance your answers with the benefits that history has been able to deliver against the perils and incidents along the way.

Group 5:  DO NOT STEREOTYPE on traditional socialisation and lack of educational opportunity for females.  Focus on the historical/religious context, thus explaining this imbalance, and also producing evidence that the picture was changing, albeit slowly. 

Group 6:  This essay requires a definition, in terms of the role played in producing and raising children, either through natural biological parenting or the range of other alternatives.  Consider morals and ethics with illustrations including same sex couples, couples with genetic deficiencies, institutionalized couples, couples with disabilities and the issue of age - young and old.