Вопрос № 860622 - Английский язык

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Nanotechnology
1. Nanotechnology is the study of the controlling of matter on an atomic and molecular scale. Generally nanotechnology deals with structures of the size 100 nanometers or smaller in at least one dimension, and involves developing materials or devices within that size. Nanotechnology is very diverse, ranging from extensions of conventional device physics to completely new approaches based upon molecular self-assembly, from developing new materials with dimensions on the nanoscale to investigating whether we can directly control matter on the atomic scale.
2. Molecular nanotechnology describes engineered nanosystems operating on the molecular scale. Molecular nanotechnology is especially associated with the molecular assembler, a machine that can produce a desired structure or device atom-by-atom using the principles of mechanosynthesis.  
3. In general it is very difficult to assemble devices on the atomic scale, as all one has to position atoms are other atoms of comparable size and stickiness. Another view, put forth by Carlo Montemagno, is that future nanosystems will be hybrids of silicon technology and biological molecular machines. Yet another view, put forward by the late Richard Smalley, is that mechanosynthesis is impossible due to the difficulties in mechanically manipulating individual molecules.
4. There has been much debate on the future implications of nanotechnology. Nanotechnology has the potential to create many new materials and devices with a vast range of applications, such as in medicine, electronics and energy production.
On the other hand, nanotechnology raises many of the same issues as with any introduction of new technology, including concerns about the toxicity and environmental impact of nanomaterials, and their potential effects on global economics, as well as speculation about various doomsday scenarios.
(Encyclopedia Wikipedia)
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What problem do scientists dealing with molecular nanotechnology face?

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Nanotechnology
1. Nanotechnology is the study of the controlling of matter on an atomic and molecular scale. Generally nanotechnology deals with structures of the size 100 nanometers or smaller in at least one dimension, and involves developing materials or devices within that size. Nanotechnology is very diverse, ranging from extensions of conventional device physics to completely new approaches based upon molecular self-assembly, from developing new materials with dimensions on the nanoscale to investigating whether we can directly control matter on the atomic scale.
2. Molecular nanotechnology describes engineered nanosystems operating on the molecular scale. Molecular nanotechnology is especially associated with the molecular assembler, a machine that can produce a desired structure or device atom-by-atom using the principles of mechanosynthesis.  
3. In general it is very difficult to assemble devices on the atomic scale, as all one has to position atoms are other atoms of comparable size and stickiness. Another view, put forth by Carlo Montemagno, is that future nanosystems will be hybrids of silicon technology and biological molecular machines. Yet another view, put forward by the late Richard Smalley, is that mechanosynthesis is impossible due to the difficulties in mechanically manipulating individual molecules.
4. There has been much debate on the future implications of nanotechnology. Nanotechnology has the potential to create many new materials and devices with a vast range of applications, such as in medicine, electronics and energy production.
On the other hand, nanotechnology raises many of the same issues as with any introduction of new technology, including concerns about the toxicity and environmental impact of nanomaterials, and their potential effects on global economics, as well as speculation about various doomsday scenarios.
(Encyclopedia Wikipedia)
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Renewable energy
1. Renewable energy is energy generated from natural resources. In its various forms, it derives directly from the sun, wind, rain, tides, and geothermal heat. Renewable energy is derived from natural processes that are replenished constantly. Each of these sources has unique characteristics which influence how and where they are used.
2. The majority of renewable energy technologies are powered by the sun. The Earth-Atmosphere system is in equilibrium so that heat radiation into space is equal to incoming solar radiation, the resulting level of energy within the Earth-Atmosphere system can roughly be described as the Earth's "climate."
3. The hydrosphere absorbs a major fraction of the incoming radiation. Most radiation is absorbed at low latitudes around the equator, but this energy is dissipated around the globe in the form of winds and ocean currents. Wave motion may play a role in the process of transferring mechanical energy between the atmosphere and the ocean through wind stress. Solar energy is also responsible for the distribution of precipitation which is tapped by hydroelectric projects, and for the growth of plants used to create biofuels.
4. While most renewable energy projects and production is large-scale, renewable technologies are also suited to small off-grid applications, sometimes in rural and remote areas, where energy is often crucial in human development. Some renewable energy technologies are criticized for being intermittent or unsightly, yet the renewable energy market continues to grow. Climate change concerns, coupled with high oil prices, peak oil, and increasing government support, are driving increasing renewable energy legislation, incentives and commercialization.  
(Encyclopedia Wikipedia)
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General objectives of teaching
1. The classification of the general objectives of teaching in terms of school subject matter is not sufficient to explain the ultimate ends of education. These include, essentially, the promotion of a well-integrated person capable of taking a responsible, active role in society. With such a purpose in mind, one may achieve more insight by choosing a psychological analysis of the objectives into the attainment of intellectual abilities and social insights (cognition), the learning of practical active skills (psychomotor learning), and the development of emotions, attitudes, and values (affective learning).
2. Cognitive growth begins at the level of the infant school, with the acquisition of early language and numerical capabilities, and continues increasingly to dominate education to the secondary and higher levels. But the learner is more than an enlarging reservoir of information. With this acquisition goes a growing power to generalize, abstract, infer, interpret, explain, apply, and create. Cognitive training produces a thinker–observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator.
3. The permeation of emotional learning throughout the whole educative process is not always obvious, in part because very often it is brought about incidentally. Teachers may be self-conscious and self-critical about the deliberate inculcation of emotional responses, which will provide the energy and a mainspring of social life.  
4. The acquisition and application of values and attitudes are most marked by the time of adolescence and dominate the general life of the young individual. Theoretical, aesthetic, social, economic, political, hedonistic, and religious values pervade the school curriculum. Literature, art, the humanities, and religious teaching are all directly involved, and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values.
(Encyclopedia Britannica)
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Cognitive theories
1. Cognitive theories are appropriate to the school situation, for they are concerned with knowing and thinking. They assume that perceiving and doing, shown in manipulation and play, precede the capacity to symbolize, which in turn prepares for comprehensive understanding. Although the sequence of motor-perceptual experience followed by symbolic representation has been advocated for a long time, Jean Piaget offered the first penetrating account of this kind of intellectual growth. His views have exercised great influence on educators.
2. Cognitive theories of learning also assume that the complete act of thought follows a fairly common sequence, as follows: arousal of intellectual interest; preliminary exploration of the problem; formulation of ideas, explanations, or hypotheses; selection of appropriate ideas; and verification of their suitability.
3. Teaching based on cognitive theories of learning recognizes, first, the growth in quality of intellectual activity and capitalizes on this knowledge by organizing instruction to anticipate the next stage in development but does not await it; otherwise there would be no instruction; i.e., instruction should pace development but not outstrip it. Second, it seeks to tune the learning situation to the sequences of the complete act of thought and to arrange, simplify, and organize the subject matter accordingly. Some educators emphasize strongly the arousal phase; in many modern science curricula there is, thus, the idea of inquiry training, which tries to arouse in the child a spontaneous rather than a directed interest. Other educators are concerned more with the middle intellectual phases of the thinking sequence — especially the playing with hypotheses or hunches and the working with organizing ideas and concepts.
4. Once started, the motivation of cognitive learning depends less on notions of reinforcement and more on standards of intellectual achievement generated by the learner himself. Accordingly, the learner may begin to have aspirations and to set himself future standards that are influenced by his past performances and those of his fellows.
(Encyclopedia Britannica)
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Gifted education
1. Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.
2. Appropriateness of forms of gifted education is the most hotly debated aspect among educators. Some people believe that gifted education resources lack availability and flexibility. They feel that in the alternate methods of gifted education, the gifted students "miss out" on having a "normal" childhood, at least insofar as "normal childhood" is defined as attending school in a mixed-ability classroom. Others believe that gifted education allows gifted students to interact with peers that are on their level, be adequately challenged, and leaves them better equipped to take on the challenges of life.
3. While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which prescribe either "compensatory" weaknesses or "matching" advancement in these areas. A person with significant academic talents often finds it difficult to fit in with schoolmates. These pressures often wane during adulthood, but they can leave a significant negative impact on emotional development.
4. Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students. "Playing down" is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.
(Encyclopedia Wikipedia)
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