Media reports tend to echo a general distrust of science. The media has indicated a lack of information on biotechnology, particularly on the economic benefits, effect on the ecosystem and the regulatory process. What information is available has to be sought out from sources such as universities, government or producer organizations. Suggested methods of communication to reach the media include a published directory of sources, projects and contacts, a 1-800 number and the provision of press releases. The education sector can also be considered to be neutral or undecided on the topic.
Many educators lack an understanding of science and agriculture.
Human and environmental health issues tend to dominate classroom discussions. Educational support materials could include workbooks, video and audio tapes, computer simulation games, speakers, and field trips. Teaching resources should be curriculum approved, independently produced, age-specific, teacher friendly, fun for students and applicable to a number of subject areas. Consumers are concerned that the long term effects of the technology are unknown and could parallel disasters such as thalidomide and breast implants. Specific fears which must be addressed through the effective communication of scientific evidence include the risk of cancer, birth defects, disease, allergic reactions or toxins in the food supply.