Unfortunately, nuclear power isn't a good answer to our need to get loose from our Middle East oil dependency. For all its chrome-plated promise, nuclear power has fallen flat on its face and the worst is yet to come. Nucleafpower plants are now facing a challenge that their designers never anticipated, though they should have-what to do with the power plants after their useful lives are over. Nuclear power plants last 30 years or less. After 30 years, a reactor's pressure vessel becomes brittle and subject to breakage, simply as a result of constant bombardment by nuclear particles. In addition, after 30 years or so, the radioactivity in pipes and valves has accumulated to a point where maintenance workers are receiving unacceptable doses of radioactivity, so more maintenance crews must come in (to reduce the time any one worker spends getting zapped), which makes maintenance expensive. Old nuclear plants cannot simply be abandoned, or demolished with a wrecking ball. They are full of radioactivity, all of which must be kept away from living things. Much of the radioactivity decays away within 50 years, but three million years must pass before a nuclear plant becomes no more radioactive than the original uranium that initially fueled it.
Q:Which of the following can be best inferred from the passage?
Educational planning should aim at meeting the educational needs of the entire population of all agegroups. While the traditional structure of education as a three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in their words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means such more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programs for older learners of different categories and introducing extension services in the conventional colleges and schools. Also these institutions should learn to cooperate with the numerous community organizations such as libraries, museums, municipal recreational programs, health services etc.
The secret of writing good English is not just memorizing the rules of grammar; actually, it lies in developing the habit of unambiguous thinking and precise expression. Matthew Arnold commented, "Have something to say and say it as clearly as possible." Many of the students in Pakistan have no particular style because they have nothing to say. If any unclear idea they have, they express it vaguely. Perspicuity or lucidity is the prime requisite of an impressive writing style. In order to attain lucidity, we should avoid dangling of ideas, vagueness of expression, redundancy of arguments, and use of bombast words.
Q:Which of the following statements is trueabout the main problem of a common student?
Anthropologists who study orangutans,distant cousins of the human race find in the animals behaviour hints of how our earliest ancestors may have lived.It has long been accepted that primates originally dwelt in the treetops and only migrated to the ground as forests began to dwindle.While to a certain extent,all primates excepts humans spend at least some time dwelling in trees,the orangutan hardly ever ventures to the forest floor.Adult orangutans can grow as heavy as 330 pounds and live for decades,requiring copious amounts of fruit simply to stay alive.Thus,they become very jealous of the territory where they find their food.Compounding this territoriality are the breeding habits of orangutans since females can only breed every few years and,like humans give birth not to litters but single offspring.Consequently,orangutans are solitary,territorial animals who have difficulty foraging in any part of the forest where they were not raised Orangutans take from poachers by customs agents undergo incredible hardship on their return to the wild.Incorrectly relocating a male orangutan is especially problematic,often ending in the animal's death at the hands of a rival who sees not only his territory but also the females of his loosely knit community under threat from an outsider.while humans like chimpanzees are more gregarious and resourceful than orangutans the latter provide anthropologists with useful information about the behaviour of pre hominid primates and how apelike behaviour influenced out ancestors search for the food and family beneath the forest's canopy.i.The primary purpose of this passage is to: