110年 - 110輔仁大學_碩士班招生考試_跨文化研究所翻譯學中英組︰英文測驗#100276

科目：研究所、轉學考(插大)、學士後-英文 | 年份：110年 | 選擇題數：0 | 申論題數：12

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所屬科目：研究所、轉學考(插大)、學士後-英文

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Article 1:
A few weeks ago, I participated in a webinar with K-12 students, parents and teachers about how
online learning is going. The students, in particular, had some good things to say about their
virtual experience: They liked that teachers were focusing more on everyone's mental health and
wellbeing, and less on grades. They liked that the standardized tests for the year had been
cancelled.
The gift of a crisis is that it reveals to us what really matters. And this particular crisis has revealed
what matters in education, and what doesn't. At a time when we are trying to do the best we can
with Iimited resources, the things that aren't critical have fallen away out of necessity. If the test
was really important, we'd be holding on to it.
This pandemic may be unprecedented in its nature and scale. But the problems it has exposed are
not. Here are the things we have learned are actually the most important.
First of all, children cannot learn without access to adequate food. For many students, school was
previously their only source of breakfast and lunch, and school districts around the country set up
food pickups for families who need it during remote learning. Access to technology, we have
learned, is also critical. Millions of children don't have reliable access to the internet on a
computer or tablet that can be used for schoolwork. Without these basic needs met, learning
cannot take place--and that was true before the pandemic.
A focus on social and emotional wellbeing, previously considered a nice add-on to the school day,
is now understood to be critical. When children are scared and gricving, when their lives are in a
state of upheaval, it's very difficult for them to learn what a simile is, or how to add fractions. And
if the adults are not doing well socially and emotionally, the children cannot do well either.
All of us can benefit from strengthening our skills to express what we are feeling and manage our
emotions in a healthy way. Effective social and emotional learning in the classroom, though,
cannot occur in a vacuum. It has to apply an equity lens to ensure the wellbeing of all
children--particularly Black, Latinx, Indigenous, low-income, and other historically marginalized
students, many of whom have suffered disproportionately during the pandemic.
We learned that educating our children requires a collective effort. Parents, teachers, school and
district administrators, community members, and local politicians and business owners have had
to depend on each other and work together. When we allowed and forgave mistakes, participated
in collective brainstorming, and pooled our resources, we could work as a team to create a tapestry
of support for them.
As it turns out, many of the things that educators and community members have spent years
advocating for are not just "nice to have."' They are essential to the health and wellbeing of all of
us, especially our children. We learned that we cannot pay lip service to centering equity and
anti-racism, because when a crisis hits, we are left with gaping holes that privilege some and
disadvantage others.
Above all, 2020 has taught us the wisdom in the African proverb that it takes a village to raise a
child, and in the Chinese proverb that a child's life is like a piece of paper on which every person
leaves a mark. We've realized just how much we need cach other. That's what truly matters.
(Condensed from an article by Kamilah Drummond-Forrester. EdSurge. Jan. 6, 2021)

Article 2:
The COVID-19 pandemic has exacerbated food insecurity and disrupted food systems and food
supply chains in developed and developing countries alike. In the United States, millions of
Americans struggle to put food on the table. Around the world, according to the United
Nations, over 270 million are hungry, and this is expected to continue to increase.
As a brand new year begins, I can't help but think what must be done to mitigate these worrying
trend?
First and foremost, there should be continued monitoring of the food insecurity statistics. Real
time data to know where food insecurity is highest, and interventions are needed the most should
continue to be collected by agencies like United States Department of Agriculture Food and
Nutrition Service, Feeding America, United Nations World Food Program.
Moreover, collecting real time data and using data intelligence to tackle food insecurity can be
extended to cover the entire agricultural food chain-from production, distribution, processing,
supply and consumption.
As an example, Johns Hopkins Center for a Livable Future has real time mapping platform that
shows production, distribution, processing and consumption within Maryland's food system via
its Maryland Food System Map Project. Around the world, the United Nations World Food
Program continues to track and monitor hunger and food insecurity through its real
timc HungerMap.
In the end, this kind of real time collected data should be used to identify gaps. In addition,
insights obtained should be used to inform decision makers in country govemments, nonprofit
institutions, food banks and other people responsible for designing programs and policies to
address food insecurity in 2021 and beyond. In the long-term, data obtained from real time
mapping of food insccurity can be used to distribute food more equitably and reliably.
Accompanying data and on the ground reality should be the continuation of actions that have
proven to be critical in 2020 in efTorts to address hunger. Throughout 2020, Feeding America and
many foodbanks and food pantries have stepped up to the challenge of feeding everyday people.
It is important that they are restocked and the people working there enumerated well. Restocking
foodbanks can be achieved through govemnment funding and donations by businesses and
individuals who are in a position to do so.
Among the strategies that proved important in 2020 were home and community gardens. These
gardens flourished for the best part of the year across many states, with many people venturing
into planting their own gardens. In 2021 and beyond, citizens who want to garden come spring
should be encouraged and supported with resources and knowiedge about how to successfully
grow the crops they choose to.
Luckily, many states have Land-Grant Universities such as the University of Illinois at Urbana
Champaign and Purdue University that can assist through the Cooperative Extension Service. As
such, Universities should find ways to unpack uscful and guiding knowledge in formats that can
casily be used by citizens as they look to start gardening.
Consistently, throughout the pandemic, many citizens relied on local food solutions and their local
farmers and producers to meet their food needs. Moving on in 2021, everyday people should
continue to think locally whenever possible.
Of course, thinking locally when it comes to meeting food insecurity may not always be possible,
cspecially with food deserts in many under-resourced areas and with usually higher prices at
farmers markets.
Finally, there is room for more innovative solutions such as food dispensing ATM machines, food
finding and food redistribution apps, and as such, we should continue to look for solutions from
food security experts and everyday people that are facing food insecurity challenge
and highlight those that are making an impact.
Tackling food insecurity will continue to need all of us to step up. Every action, every strategy
counts.
(Condensed from an article by Esther Ngumbi. IPS. Jan. 13. 2021)

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