The 2016International Association of Science Parks and Areas of Innovation (IASP) worldconference is hosted by ?->(Show Answer!)

1. The 2016International Association of Science Parks and Areas of Innovation (IASP) worldconference is hosted by

Answer: (Russia- September 19-22)

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MCQ-> Read the passage and answer the questions that follow: Passage II Humans are pretty inventive creatures. That might be cause for optimism about the future of global change. We've found solutions to lots of problems in the past. And with a much larger and better-educated population than the world has ever seen — the supply of good ideas can only increase. So innovation will figure out a way to sustainable futures. But what is innovation? The media and companies routinely equate innovation with shiny new gadgets. In the same spirit, politicians charged with managing economies frequently talk as if all innovation is good. The history of almost any technology, however — from farming to applied nuclear physics — reveals a mixture of good and bad. The study of the concept of innovation, and of whether it can be steered, is a relatively recent academic effort. There are three ways that scholars have thought about innovation. The first was basically linear: science begets invention that begets innovation. Physics, for instance, gives us lasers, which give us —eventually — compact discs. Result: Growth! Prosperity! Rising living standards for all! From this perspective, it's assumed that science is the basis for long-term growth, and that innovation largely involves commercialisation of scientific discoveries. There is a role for the state, but only in funding the research. The rest can be left to the private sector. By the 1970s, economists interested in technology and some policy-makers were talking about something more complicated: national systems of innovation competing with each other. Such "systems" included measures to promote transfer of technology out of the lab, especially by building links between centres of discovery and technologists and entrepreneurs. The key failing of these two approaches is that they treat less desirable outcomes of innovation as externalities and are blind to the possibility that they may call for radically different technological priorities. The environmental effects of energy and materials-intensive industries may turn, out to be more destructive than we can handle. Radical system change is a third way to think about innovation. Technological trajectories aren't pre-ordained: Some paths arc chosen at the expense of others. And that's harder because it needs more than incremental change. The near future is about transformation. The more complex historical and social understanding of innovation now emerging leads to a richer concept of infrastructure, as part of a system with social and technical elements interwoven.An emphasis on the new, the experimental, the innovative - and on promoting social and technical solutions to global problems must overcome the sheer inertia of the systems we have already built - and are often still extending. Aiming for transformation leads to another take on creative destruction. It isn't enough to promote innovation as creation, the existing system has to be destabilized as well. System shifts of the radical kind envisaged will call for creation of a new infrastructure. But that won't do the job unless the old systems are deliberately removed on roughly the same time-scale. Achieving that will call for a lot more thought about how to if not destroy the old systems, at least set about dismantling them. From the passage we can conclude that the author believes
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MCQ-> A difficult readjustment in the scientist's conception of duty is imperatively necessary. As Lord Adrain said in his address to the British Association, unless we are ready to give up some of our old loyalties, we may be forced into a fight which might end the human race. This matter of loyalty is the crux. Hitherto, in the East and in the West alike, most scientists, like most other people, have felt that loyalty to their own state is paramount. They have no longer a right to feel this. Loyalty to the human race must take its place. Everyone in the West will at once admit this as regards Soviet scientists. We are shocked that Kapitza who was Rutherford's favourite pupil, was willing when the Soviet government refused him permission to return to Cambridge, to place his scientific skill at the disposal of those who wished to spread communism by means of H-bombs. We do not so readily apprehend a similar failure of duty on our own side. I do not wish to be thought to suggest treachery, since that is only a transference of loyalty to another national state. I am suggesting a very different thing; that scientists the world over should join in enlightening mankind as to the perils of a great war and in devising methods for its prevention. I urge with all the emphasis at my disposal that this is the duty of scientists in East and West alike. It is a difficult duty, and one likely to entail penalties for those who perform it. But, after all, it is the labours of scientists which have caused the danger and on this account, if on no other, scientists must do everything in their power to save mankind from the madness which they have made possible. Science from the dawn of History, and probably longer, has been intimately associated with war. I imagine that when our ancestors descended from the trees they were victorious over the arboreal conservatives because flints were sharper than coconuts. To come to more recent times, Archimedes was respected for his scientific defense of Syracuse against the Romans; Leonardo obtained employment under the Duke of Milan because of his skill in fortification, though he did mention in a postscript that he could also paint a bit. Galileo similarly derived an income from the Grant Duke of Tuscany because of his skill in calculating the trajectories of projectiles. In the French Revolution, those scientists who were not guillotined devoted themselves to making new explosives. There is therefore no departure from tradition in the present day scientists manufacture of A-bombs and H-bomb. All that is new is the extent of their destructive skill.I do not think that men of science can cease to regard the disinterested pursuit of knowledge as their primary duty. It is true that new knowledge and new skills are sometimes harmful in their effects, but scientists cannot profitably take account of this fact since the effects are impossible to foresee. We cannot blame Columbus because the discovery of the Western Hemisphere spread throughout the Eastern Hemisphere an appallingly devastating plague. Nor can we blame James Watt for the Dust Bowl although if there had been no steam engines and no railways the West would not have been so carelessly or so quickly cultivated To see that knowledge is wisely used in primarily the duty of statesmen, not of science; but it is part of the duty of men of science to see that important knowledge is widely disseminated and is not falsified in the interests of this or that propaganda.Scientific knowledge has its dangers; but so has every great thing. And over and beyond the dangers with which it threatens the present, it opens up, as nothing else can, the vision of a possible happy world, a world without poverty, without war, with little illness. And what is perhaps more than all, when science has mastered the forces which mould human character, it will be able to produce populations in which few suffer from destructive fierceness and in which the great majority regard other people, not as competitors, to be feared, but as helpers in a common task. Science has only recently begun to apply itself to human beings except in their purely physical aspect. Such science as exists in psychology and anthropology has hardly begun to affect political behaviour or private ethics. The minds of men remain attuned to a world that is fast disappearing. The changes in our physical environment require, if they are to bring well being, correlative changes in our beliefs and habits. If we cannot effect these changes, we shall suffer the fate of the dinosaurs, who could not live on dry land.I think it is the duty of science. I do not say of every individual man of science, to study the means by which we can adapt ourselves to the new world. There are certain things that the world quite obviously needs; tentativeness, as opposed to dogmatism in our beliefs: an expectation of co-operation, rather than competition, in social relations, a lessening of envy and collective hatred These are things which education could produce without much difficulty. They are not things adequately sought in the education of the present day.It is progress in the human sciences that we must look to undo the evils which have resulted from a knowledge of the physical world hastily and superficially acquired by populations unconscious of the changes in themselves that the new knowledge has made imperative. The road to a happier world than any known in the past lies open before us if atavistic destructive passion can be kept in leash while the necessary adaptations are made. Fears are inevitable in our time, but hopes are equally rational and far more likely to bear good fruit. We must learn to think rather less of the dangers to be avoided than of the good that will be within our grasp if we believe in it and let it dominate our thoughts. Science, whatever unpleasant consequences it may have by the way, is in its very nature a liberator, a liberator of bondage to physical nature and, in time to come a liberator from the weight of destructive passion. We are on the threshold of utter disaster or unprecedented glorious achievement. No previous age has been fraught with problems so momentous and it is to science that we must look for happy issue.The duty of science, according to the author is :-
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MCQ-> Read passage carefully. Answer the questions by selecting the most appropriate option (with reference to the passage). PASSAGE 4While majoring in computer science isn't a requirement to participate in the Second Machine Age, what skills do liberal arts graduates specifically possess to contribute to this brave new world? Another major oversight in the debate has been the failure to appreciate that a good liberal arts education teaches many skills that are not only valuable to the general world of business, but are in fact vital to innovating the next wave of breakthrough tech-driven products and services. Many defenses of the value of a liberal arts education have been launched, of course, with the emphasis being on the acquisition of fundamental thinking and communication skills, such as critical thinking, logical argumentation, and good communication skills. One aspect of liberal arts education that has been strangely neglected in the discussion is the fact that the humanities and social sciences are devoted to the study of human nature and the nature of our communities and larger societies. Students who pursue degrees in the liberal arts disciplines tend to be particularly motivated to investigate what makes us human: how we behave and why we behave as we do. They're driven to explore how our families and our public institutions-such as our schools and legal systems-operate, and could operate better, and how governments and economies work, or as is so often the case, are plagued by dysfunction. These students learn a great deal from their particular courses of study and apply that knowledge to today's issues, the leading problems to be tackled, and various approaches for analyzing and addressing those problems. The greatest opportunities for innovation in the emerging era are in applying evolving technological capabilities to finding better ways to solve human problems like social dysfunction and political corruption; finding ways to better educate children; helping people live healthier and happier lives by altering harmful behaviors; improving our working conditions; discovering better ways to tackle poverty; Improving healthcare and making it more affordable; making our governments more accountable, from the local level up to that of global affairs; and finding optimal ways to incorporate intelligent, nimble machines into our work lives so that we are empowered to do more of the work that we do best, and to let the machines do the rest. Workers with a solid liberal arts education have a strong foundation to build on in pursuing these goals. One of the most immediate needs in technology innovation is to invest products and services with more human qualities. with more sensitivity to human needs and desires. Companies and entrepreneurs that want to succeed today and in the future must learn to consider in all aspects of their product and service creation how they can make use of the new technologies to make them more humane. Still, many other liberal arts disciplines also have much to provide the world of technological innovation. The study of psychology, for example, can help people build products that are more attuned to our emotions and ways of thinking. Experience in Anthropology can additionally help companies understand cultural and individual behavioural factors that should be considered in developing products and in marketing them. As technology allows for more machine intelligence and our lives become increasingly populated by the Internet of things and as the gathering of data about our lives and analysis of it allows for more discoveries about our behaviour, consideration of how new products and services can be crafted for the optimal enhancement of our lives and the nature of our communities, workplaces and governments will be of vital importance. Those products and services developed with the keeneSt sense of how they' can serve our human needs and complement our human talents will have a distinct competitive advantage. Much of the criticism of the liberal arts is based on the false assumption that liberal arts students lack rigor in comparison to those participating in the STEM disciplines and that they are 'soft' and unscientific whereas those who study STEM fields learn the scientific method. In fact the liberal arts teach many methods of rigorous inquiry and analysis, such as close observation and interviewing in ways that hard science adherents don't always appreciate. Many fields have long incorporated the scientific method and other types of data driven scientific inquiry and problem solving. Sociologists have developed sophisticated mathematical models of societal networks. Historians gather voluminous data on centuries-old household expenses, marriage and divorce rates, and the world trade, and use data to conduct statistical analyses, identifying trends and contributing factors to the phenomena they are studying. Linguists have developed high-tech models of the evolution of language, and they've made crucial contributions to the development of one of the technologies behind the rapid advance of automation- natural language processing, whereby computers are able to communicate with the, accuracy and personality of Siri and Alexa. It's also important to debunk the fallacy that liberal arts students who don't study these quantitative analytical methods have no 'hard' or relevant skills. This gets us back to the arguments about the fundamental ways of thinking, inquiring, problem solving and communicating that a liberal arts education teaches.What is the central theme of the passage?
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MCQ-> Read the following passage carefully and answer the questions given below. Certain words in the passage have been printed in bold to help you locate them when answering some of the questions.Can the last fifteen years be called the most successful decade and a half in Indian history and will the next fifteen be equally successful ? Consider a culture where independent thinking is not encouraged. Or take the example of traditional family run business with vast resistance to change or a whole nation who believes that breakthrough ideas can be generated abroad but never at home. Partly responsible is socialization from early years we are taught not to question our elders but at workplaces this creates a hurdle for new thinking. Being unable to change radically gives rise to a culture where even the smallest change is heralded as a breakthrough. Indian corporate leaders have done well standing up to global giants as their companies have grown in size and market share. To be successful in international markets they need to be distinct-distinct products, processes, technologies, business models and organizations.The bottom line will be Innovation. Creativity workshops are organized to channel people to think differently. There are fantastic ideas being generated all the time but no industry breakthrough. Simply because of gravity-a regressive force exerted by a mindset. Thinking has therefore to happen at three levels: idea, frame and paradigm. From a narrow focus on either product or process innovation organizations need to look at innovating the whole ecosystem of the organization. Many a time waiting for a hundred percent solution before going to the market the organization forgets that it could end up waiting forever. Moreover sometimes organizations are too focused on today to see tomorrow. Since management mandates are short-term, sowing the seed for a revenue stream today and leaving its been ts to be reaped by a successor doesn't appeal to today's business leader. This is a serious hurdle to innovation. Establishing a function called innovation management or training employees through creativity workshops will have few benefits unless each frontline employee is empowered to share his innovative ideas with the management. What happens to this system when the person driving the change leaves the organization ? The approach to innovation hence needs to be system driven rather than people driven. In thirty years India can be the largest world economy save China and the US. However as companies grow there exists a resemblance in their products, services, promotions, processes and pricing and so on. There remains only one escape from this trap. The main idea of the passage is :
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MCQ->Statements : Some gardens are parks. Some parks are areas. Conclusions : I. Atleast some areas are parks. II. No garden is an area....