【正文】 s preeminent intellectual talent might be drawn to the sorts of problems to which the university is charged with solving, while parochial social problem go unsolved. While this is not reason enough not to establish a global university, it nevertheless is a concern that university administrators and participant nations must be aware of in allocating resources and intellectual talent. To sum up, given the increasingly global nature or the world39。s rainforests can set into motion a chain of animal extinction that threatens the delicate balance upon which all animalsincluding humansdepend. Also consider that a financial crisisor a political crisis or natural disaster in one country can spell trouble for foreign panies, many of which are now multinational in that they rely on the labor forces, equipment, and raw materials of other nations. Environmental, economic, and political problems such as these all carry grave social consequencesincreased crime, unemployment, insurrection, hunger, and so forth. Solving these problems requires global cooperationwhich a global university can facilitate. Notwithstanding the foregoing reasons why a global university would help solve many of our most pressing social problems, the establishment of such a university poses certain problems of its own, which must be addressed in order that the university can achieve its objectives. First, participant nations would need to overe a myriad of administrative and political impediments. All nations would need to agree on which problems demand the university39。s most persistent social problems. I agree that it would serve the interests of all nations to establish a global university for the purpose of solving the world39。 accordingly, by assisting large cities a government is actually helping to create a global culture as well to subsidize the traditions of other nations39。s distinct cultural traditionsits folk art, crafts, traditional songs, customs and ceremoniesburgeon instead in small towns and rural regions. Admittedly, our cities do serve as our centers for high art。s claim is actually threefold: (1) ensuring the survival of large cities and, in turn, that of cultural traditions, is a proper function of government。 and legitimately so, since immediate disclosure would have served no useful purpose and might even have resulted in mass hysteria. (Behavior exhibiting overwhelming or unmanageable fear or emotional excess) Having recognized that withholding information from the public is often necessary to serve the interests of that public, legitimate political leadership nevertheless requires forthrightness with the citizenry as to the leader39。 thus I think this view is realistic. Another reason why I essentially agree with the speaker is that fully disclosing to the public certain types of information would threaten public safety and perhaps even national security. For example, if the President were to disclose the government39。s subjective state of mind, impressions, or reflections of an event or experience. Indeed, to the extent that personal interpretation adds dimension and richness to the record, written documentation is actually more important than video. Finally, a video record is of no use in documenting statistical or other quantitative information. Returning to the riot example mentioned earlier, imagine relying on a video to document the financial loss to store owners, the number of police and firefighters involved, and so forth. Complete and accurate video documentation of such information would require video cameras at every street corner and in every aisle of every store. In sum, the speaker39。s children in mind. Secondly, an official, federally sanctioned curriculum would facilitate the dissemination of propaganda and other dogma which because of its biased and onesided nature undermines the very purpose of true education: to enlighten. I can easily foresee the banning of certain text books, programs, and websites which provide information and perspectives that the government might wish to suppressas some sort of threat to its authority and power. Although this scenario might seem farfetched, these sorts of concerns are being raised already at the state level. Thirdly, the inflexible nature of a uniform national curriculum would preclude the inclusion of programs, courses, and materials that are primarily of regional or local significance. For example, California requires children at certain grade levels to learn about the history of particular ethnic groups who make up the state39。s economy, trades and work habits, life styles, extent of travel and mobility, and so forth. Linguists are needed to interpret hieroglyphics and extrapolate from found fragments of writings. And an astronomer can help explain the layout of an ancient city as well as the design, structure and position of monuments, tombs, and templessince ancients often looked to the stars for guidance in building cities and structures. An even more striking example of how expertise in diverse fields is needed to advance knowledge involves the area of astronomy and space exploration. Significant advancements in our knowledge of the solar system and the universe require increasingly keen tools for observation and measurement. Telescope technology and the measurement of celestial distances, masses, volumes, and so forth, are the domain of astrophysicists. These advances also require increasingly sophisticated means of exploration. Manned and unmanned exploratory probes are designed by mechanical, electrical, and puter engineers. And to build and enable these technologies requires the acumen and savvy of business leaders, managers, and politicians. Even diplomats might play a roleinsofar as major space projects require international cooperative efforts among the world39。 rationale for