Saturday, March 14, 2020

NeanderthalHomo Sapiens Hybrid essays

NeanderthalHomo Sapiens Hybrid essays Implications of Neanderthal-Homo Sapiens Hybrid from the Abrigo do Lagar Velho (Portugal) In a recent excavation at Abrigo do Lagar Velho in Portugal, Duarte et al (1999) unearthed what was later to be recognized as early human skeletal remains which pointed to interbreeding between Neanderthal and Modern Humans during the mid - upper Palaeolithic transition. The morphology of the remains, belonging to a child of approximately 3-4 years old, indicates a Neanderthal typology in post-cranial features, and more modern cranial features. The find has been cited as evidence of hybridization between the two traditionally separate human lines, and offers an explanation to the question of Neanderthal extinction. (Trinkaus 1999) Anthropologists are now offered a line of evidence pointing to the contemopranity of Moderns and Neanderthals in parts of Europe and assumptions can be made about their contact: "The discoverers...are making a ground-breaking claim, that the skeleton shows traces of both Neanderthal and modern human ancestry, evidence that modern humans did not simply extinguish the Neanderthals, as many researchers had come to think. Instead the two kinds of human were so alike that in Portugal, at least, they intermingled...for thousands of years." (Kunzig, 1999) By examining the theories of human evolution, and looking at the cultural evolution of tool technology as well as the biological transitions and differences between the two types of humans, we can see that this hybridization just might be the answer. Perhaps this find will be able to tell us what exactly did happen to the Neanderthals. Firstly, it is useful to have an overview of the different theories of human evolution, or I should say the two most widely accepted views as accepted by palaeo-anthropologists in the field. For some years now it has been the contention that the origins of modern humans stem from either a continuous evolution from archaic to modern human...

Wednesday, February 26, 2020

Impact of In Home Counseling on at Risk Youth Essay

Impact of In Home Counseling on at Risk Youth - Essay Example By this occurring, children become very withdrawn in the classroom even though they do attempt express their emotional pain to their teacher. From there, it has been concluded from research in home counseling for at risk youths help them not to have more emotional and social issues than those who come from a two-parent home. When children do not have the attention that they need at home, they show aggression in the classroom, which indicates in home counseling works. Human subjects will be utilized for data collection. Data will be collected by observing two controlled groups, one group will be of at risk youth that are receiving in home counseling and the other group has not received home counseling. Both groups attend the same school and classes. Their reaction to the counseling will be measured by questionnaires regarding perception of school and life while attending counseling. At the end of the period, they will fill out another questionnaire to measure any improvements or declines in their behavior and perception. The sample size for the current study will be 100 students; procedures will include but are not limited to distribution of fliers to obtain participants. The population has been selected due to the varying races and the percentage of males and females that are at risk. The questionnaire will include gender, race and questions that determine the perception of life, school and academic achievement by those individuals. Furthermore, the counseling session will obtain details of both groups that the questionnaire missed about their in-depth perception on life and academics. Review of the Findings In these findings, despite more home are not familiar with in home counseling, over ninety percent would want to use it to help better their children. If children have socially supportive arrangements as the attributes of socially legitimate roles which provide for the meeting dependency needs without loss of esteem, they are less likely to show aggression while suppressing destructive behavior. From there, socially supportive environments were presented as pattern interpersonal relationships mediated through shared values and sentiments as well as facilitate the performance of social roles through which needs are met. In summation, social support has been defined as an intervening factor tied directly to the coping process (Pearson, 1986). Social support can also serve as a salve to pains encountered along the way. It gives people the confidence to making a positive change and testing their limits when they know they have a community of support they can call upon. Social support refers to social interactions that are perceived by the recipient to facilitate coping and assist in responding to stress. Social support is thought to reduce the total amount of stress a person experience as well as to help one cope better when stressed (House, & Landis, 2003). It is apparent that for children, the lack of positive adult support and communication from parents, teachers, pastors, or coaches leads to increased behavior issues in the classroom, which can consist of them being destructive. Additionally, if the outlook of adults were more positive, adolescents will be more comfortable seeking support without fear of ridicule or rejection. Furthermore, the result of more positive adult su

Monday, February 10, 2020

Buddism Versus Christianity Essay Example | Topics and Well Written Essays - 750 words

Buddism Versus Christianity - Essay Example It is a monotheistic group of practices and beliefs founded on the Old Testament and the teachings of Jesus as embodied in the New Testament, highlighting the role of Jesus as the Savior. In Christianity, it is believed that Christ Jesus came to the world to die for the sins of mankind. This salvation is free to anyone who believes in Jesus and accepting all that He did on the cross. God’s Holiness, forgiveness of sin, propitiatory atonement, and the free gift of salvation that came through faith in Christ Jesus are the fundamental ideas that are involved in Christ’s saving role, are all foreign to Buddhism. In Buddhist religion on the other hand, Karma and Karma doctrines are the cornerstones. Buddhism is a religion that believes in fate. Karma is defined as an important metaphysical perception that is concerned with action and its consequences. This law explains the problem of suffering, the predestination of some religions, the mystery of the fate and the clear inequ ality of all mankind. Karma essentially explains that one’s past genetic inheritance, the previous experiences, plus the current choice and experience explain where and what one is today. According to Christianity, suffering is a reality that is comprehensible and it is because of sin and the fallen nature of man. Christians believe that suffering is not a mystery and most of these suffering are due to the mankind’s own injustices to one another. Christianity argues that instead of blaming the past, present and trusting the future for some mysterious Karma, God has wonderful plans for each and every person and knew us even before we were born. Buddhists do not accept the theory of transmigration of a permanent soul, whether it emanated from a heavenly essence or created by God. Buddhists believe in loving kindness (maitre or metta in pali) and compassion (karuna) to all the living creatures including animals. Buddhists strictly forbids killing an animal or eating meat for any reason and they recommend vegetarian. Buddhism teaches that if a person behaves badly, they can be reborn as animals. They do not believe in the idea of sin or the origin of sin. People are taught that everyone is fundamentally good and if they try more, they might make it to nirvana. Christians on the other hand, believe that sin exist in the world and is in human nature. They believe that the sin nature is due to the man’s rebellion towards God by being disobedient and this has been passed on through generations. Christians believe that the only way is through the salvation of Jesus Christ. Buddhism was founded by Gautama Buddha. Buddhism sees no problem in following more than one path. It is a dharmic religion and is usually practiced alongside other religions. They believe that the first central figure is Buddha. They do not believe in the supreme God. They believe in deities that are enlightened. They are striving to stop the process of rebirth and believe that t he soul is expected to lose all form, conscience and self in order to achieve Nirvana. Its branches are Theravada, Mahayana and Vajrayana. Geographical distribution and predominance of Buddhists are Began in North eastern India. It is also very popular in Sri Lanka, many parts of East Asia and South East Asia. Christianity is an Abrahamic religion and views all non-Abrahamic religions as paganism. Christianity was founded by The Lord Jesus Christ It

Thursday, January 30, 2020

Special Education Laew and Litigation Essay Example for Free

Special Education Laew and Litigation Essay * Special education teachers must know legal liabilities and rights pertaining to student, parent, and teachers. Special education teachers recognize that special education practice is heavily regulated and are able to define relevant laws and policies that related to specific special education. (APTS 8, 9; INTASC 1; CEC 1, 9) Assessment Tool Selected * Essay Specific Performance/Task(s) Articulate relevant educational laws and ethics pertaining to student, parent, and teacher rights and responsibilities. (APTS 8. 13) Explain state and federal laws, rules, and regulations as they pertain to special education. (APTS 9. 2) Identify legal responsibilities of teachers (special and general) in accordance with special education laws, rules, and regulations. (APTS 9. 2) Define relevant laws and policies that relate to specific special education situations. (CEC 1. 2) Analyze influential historical events and human issues in special education from various points of view. (CEC 1. 3) Apply ethical/professional standards, follow legal parameters, and keep within limits of practice in the design and implementation of instruction, decision-making, and collaborative interactions with students, families, colleagues, and agencies. (CEC 9. 1) Relevancy of Task to Teacher Candidate * In the special education classroom setting, teachers must comply with laws and rights pertaining to the field of special education. Assessment: Student Prompts/Teacher Directions * Discovering the Relationship Between the Law and Your School (Benchmark Assessment) Use the GCU eLibrary to research information beyond what is provided in the course materials to explore the law and its application to special education issues covered in this course. Explore state departments of education Web sites to investigate the laws of your state and other states as well as their application to special education issues covered in this course. Schedule an appointment with an attorney well-versed in school law or with a special education director to learn about the following issues: a) How has the legal system evolved, as it applies to special education, over the past 20 years, and how has that affected the legal framework for special education today? b) How does the legal framework differ for special needs students and regular students in private and public schools? c) Who monitors the implementation and evaluation of IEPs in private and public schools? d) In the legal expert’s opinion, are there any elements of special education law that need refinement? Explain. Write an essay of 1,750-2,000 words in which you compare and contrast the findings of your research and the information obtained in the interview. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center. Scoring Tool/Guide (Rubric) Discovering the Relationship Between the Law and Your School Criteria| 1: Unsatisfactory| 2: Less Than Satisfactory| 3: Satisfactory| 4: Good| 5: Excellent| * Required Content * 85% * * CEC: 9, 10| Central purpose or argument is not clearly identified. Analysis is vague or notevident. Reader is confused or may be misinformed. | Information supports a central purpose or argument at times. Analysis is basic or general. Reader gains few insights. | All required content is discussed. Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains insights. | All required content is discussed and examples are provided to support or exemplify main ideas. | All required content is thoroughly discussed and examples are provided to support and exemplify main ideas. | Comments| Organization and Format (10%)| Essay Structure, Paragraph Development, and Transitions| Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. | There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader. | APA Format and Style Requirements| APA format and style are not evident. | Title page is present, but is missing APA elements. In-text citations, where necessary, are used but they are formatted inaccurately and not referenced. | All key elements of an APA title page are present. An abstract is present and formatted correctly. In-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style. | Plan elements are theoretically supported with accurate citations and references. | A broad understanding of APA format and style is evident in the use of level headings and lists, for example. | Comments| Mechanics, Language Use, and Audience Awareness (5%)| Mechanics of Writing (includes spelling, punctuation, grammar)| Surface errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but are not overly distracting to the reader. | Prose is largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written American English. | Language Use and Audience Awareness (includes sentence construction, word choice, etc. )| Student uses noncollegiate, conversational tone, inappropriate word choice and/or sentence construction, and lack of variety in language use. Student appears to be unaware of audience. Use of primer prose indicates student either does not apply figures of speech or uses them inappropriately. | Language lacks clarity or includes the use of some conversational tone. Language choice (register) can be distracting or inconsistent with sentence structure. Some lack of control in using figures of speech appropriately is noted. | Language is clear and audience-appropriate. Sentences display varied structure with minor errors. Use of collegiate language is appropriate for the most part. | Uses a variety of sentence structures and collegiate-level vocabulary. Uses figures of speech and idioms to communicate clearly. | Language is precise and sentences display consistently strong, varied structure. Approach to use of language is unique, creative, and appropriate to purpose, discipline, and scope of topic. | Comments| * * * Â © 2012. Grand Canyon University. All Rights Reserved.

Wednesday, January 22, 2020

Pope Pius XIIs Neutrality Essay -- Catholic Church, Holocaust, Hitler

Is it possible for a Pope to be infallible? When one looks at events, such as the Holocaust, the answer of this question becomes twofold. Were Pope Pius XII’s actions an attempt to save the Catholic Church from persecutions or were they a lack of understanding of Hitler’s ethnic cleansing? Nearly six million Jews were slaughtered during the Holocaust, and when the world became aware of the mass murders that were taking place in Europe, World War II became a moral obligation rather than a fight for power. The Allied powers, Nazi resistance group, and even some Catholic groups invaded Germany to not only save Jews, but also to force the Nazis out of power in Germany. Surprisingly, the Vatican did not assist these resistance groups. Pope Pius XII neglected to help Jewish Holocaust victims and cowardly ignored the moral issue in order to remain neutral, avoid conflict in the war, and avoid the persecution of more Catholics. Since Pope Pius XI was in power, the Church was pro-neutrality. In 1930, Pope Pius XI appointed Cardinal Eugenio Pacelli, later Pope Pius XII, as Secretary of State of the Holy See. Pacelli assisted Pius XI in writing encyclicals, dealing with diplomatic matters, and handling international affairs (Sanchez 16). In fact, Pius XI even selected Cardinal Pacelli to agree to the Reich Concordat of 1933 — an agreement signed by Cardinal Pacelli and Herr Franz von Papen, the Vice-Chancellor of the German Reich — on his behalf. This agreement allowed the Pope to impose laws on the German clergy and ensure the freedom of German Catholic dioceses, schools, religious Orders, congregations and parishes (Concordat). The German Reich agreed to these terms so long as the papacy encouraged the demolition of the Cathol... his Christmas Message of 1942. In an address to the College of Cardinals in June 1943, Pius XII repeated what he told the Italian ambassador in 1940: â€Å"We would like to utter words of fire against such actions (German atrocities) and the only thing restraining up from speaking is the fear of making the plight of the victims even worse† (Phayer 54). His concern was Nazi retaliation against Catholics in the occupied countries. The silence of the Pope was deafening. If Pope Pius XII had readily shared his knowledge regarding the deportations of Jews and death camps with the rest of the world immediately upon learning this information, it is extremely possible that many lives would have been saved. This silent reaction of the papacy began the controversy of the moral obligations of Pope Pius XII and the omissions of any reactions to the atrocities taking place.

Tuesday, January 14, 2020

Week 2 APA Paper

The Industrial Revolution would usher in a new era type and publication, particular with Lord Stanhope†s invention of the all cast-iron printing press, doubling the usable paper size and drastically reducing the use of normal labor. In 1810 the halftone process was developed, allowing for the first photo to be printed on a range of full tones. This in turn introduced a wave of sensationalist tabloids and the launch of a new craze: celebrities.Tabloids like the New York Daily News and the New York Daily Mission prohibited photo spreads [sometimes real, sometimes manipulation] of stars like Rudolph Valentino with eminence success. One reason that it was so successful was that it reduced the manpower it took to run the press and all though movie stars sure loved those new presses. These days, our lives are much easier than before, from new inventions such as cell phones and ‘pods. But to answer this question I have to go to the books.As technology advanced and mass productio n flourished, cities in Europe and the United States grew rapidly as people sought employment in factories. Political power shifted from the aristocracy, to the capitalist manufactories, merchants, and the working class. The capitalist replaced the landowner as the most powerful force in the western world. Investing in machines for mass manufacturing became the basic for change and industry. As this supply and demand became the force behind the output. It was a time for optimism and wealth, but not without it's social cost.Long thirteen-hour days, unsanitary and filthy living conditions, women and children among the workforce, overproduction, economic depression, and the loss of Jobs due to new improvement in technology took their tolls. Critics of this new industrial age declared that civilization was shifting from humanist values to a preoccupation with material goods. But with all this new technology, public education, literacy flourished nd the need for reading material became m ore important and widely available.Mass production of goods brought with it an overpowering need for mass communications. The nature of visual information was profoundly changed. A greater range of typographic sizes for broadsides and letterforms exploded. The nineteenth century was a prolific period for type face design and brought about such new classifications as egyption and sanserif, as well as outrageously decorative and novelty type faces.

Monday, January 6, 2020

Victor Frankenstein Monster Essay - 1248 Words

The most memorable gothic novels of the Victorian era are impressive due to their appealing characters and eerie plotlines. The memorable Gothic story of Frankenstein, by Mary Shelley, greatly emphasizes the incredible creation of Victor Frankenstein’s monster, which greatly distinguishes her publication from others of its generation due to the monster’s unique characteristics and expressions of personality. The monster is known to cause destruction within the lives of Victor and his family, but these actions seem to have a justified cause. Within Shelly’s exceptional novel, the horrific monster is intentionally displayed as the victim with a troubled past in order for readers to sympathize with the circumstances of the monster’s creation,†¦show more content†¦Therefore, Shelley purposely portrays the monster in the story as being placed in an unfortunate and involuntary circumstance after his creation in order to cause feelings of sympathy toward s him, and to further portray him as a victim of unjust treatment in the story. In addition to the intentional utilization of an unfortunate circumstance in order to evoke compassion towards the monster, another prominent aspect of the creature that further displays him as a victim is the creature’s narration of a poignant story explaining a situation in which he was undeservingly isolated and discriminated despite having innocent intentions towards those involved. â€Å"Who can describe their horror and consternation on beholding me? Agatha fainted, and Safie, unable to attend to her friend, rushed out of the cottage...But my heart sank within me as with bitter sickness, and I refrained...when, overcome by pain and anguish, I quitted the cottage, and in the general tumult escaped unperceived to my hovel† (Shelley 118). The monster intentionally narrates his encounter with the natives in the cottage with an abundant use of self-victimization and reference to the good intentions he meant to portray in an attempt to cause Victor Frankenstein, as well as the reader, to sympathize with his past. He does this also in hopes for Frankenstein to justify his immoral actions towards his beloved brother,Show MoreRelatedVictor Frankenstein Monster Essay1409 Words   |  6 Pages In Frankenstein, by Mary Shelley, Victor Frankenstein creates a creature, stronger and better than humans in every way except his looks. After Frankenstein abandons him, the Creature meets the De Lacey’s, a nice little family that indirectly teach him how to read and write. In truth, the Creature only becomes a monster after the hatred that Felix, one of the De Lacey’s, shows him. Before, he had done nothing wrong, but afterwards, all he did was fall down a slippery slope. When the Creature firstRead MoreVictor and the Monster are Reciprocals in Frankenstein Essay522 Words   |  3 Pagesthe novel Frankenstein. One of these themes is that the monster and Victor are reciprocals. They were always and always will be linked. They are related in many different ways. In the following paragraphs I have mentioned four of them. One of these ways is that they are both isolated from society. The monster is isolated because of his physical features. Because he is ugly he is a social outcast. Victor isolates himself twice in the novel, when he is creating his two monsters. The firstRead MoreThemes Of Alienation In Frankenstein1294 Words   |  6 PagesThrough Frankenstein by Mary Shelley as well as Skim by Mariko Tamaki and Jillian Tamaki, themes of alienation are projected throughout both texts. Frankenstein in comparison to Skim is one that must look over the different mediums used to portray ideas , furthermore, it is important to focus on the themes of exclusion and alienation present within both texts. In this essay, I will discuss themes of alienation throughout the two texts Skim, as well as Frankenstein with the consideration of: PetscheRead MoreFrankenstein by Mary Shelley1093 Words   |  4 PagesShelleys tale Frankenstein. On the other hand, J. Michael Bishops, essay Enemies of Promise   on the other hand promotes and boast sciences achievements. However, Mary Shelley presents her point of view subtly yet very dramatically, which is much more effective than that of J. Michael Bishop. The dramatic story Shelley creates becomes a part of the reader, therefore holding the readers attention. Shelleys essay is less concrete therefore wont bore the reader. Shelleys essay is also more effectiveRead MoreThe Monster Is Responsible For The Death Of Many People911 Words   |  4 PagesFrankenstein Essay A monster is responsible for the death of many people. Who is more sinful? the monster himself, or the creator of the monster? Although the monster is the sinful murderer, the creator has evaded his responsibilities of containing the monster he has created. Thus, making the creator the more sinful advocate. In the book â€Å"Frankenstein†, written by Mary Shelley, Victor Frankenstein, a young, curious man filled with aspirations to create a living monster has accomplished the unthinkableRead MoreAnalysis Of Mary Shelley s Frankenstein 1343 Words   |  6 PagesThe following essay is a book review of Frankenstein, which summarizes and evaluates the story. 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In this essay, I will endeavour to discussRead MoreHarold Blooms Analusis of Frankenstein Essay693 Words   |  3 PagesMary Shelleys Frankenstein to find true meaning. Throughout his essay, he gives answers to the lingering question of who the real monster is. He also paints a clear picture of a major theme in the novel, the Romantic mythology of the self. Through reading his essay, it opens up new light to Mary Shelleys novel. It gives new meaning to the monster and his creator. Basically Harold Bloom begins his essay by explaining how Frankenstein to most of us is the name of the monster rather than hisRead MorePortrayal Of Women In Frankenstein1096 Words   |  5 PagesMary Shelley s Frankenstein is one of the most iconic classic works of fiction from the nineteenth century. Frankenstein tells the tale of Victor Frankenstein’s creation of a living monster. Contrary to popular belief, the monster was not given a name by Frankenstein and is only referred to as â€Å"the monster† throughout the story. While it may seem like a simple, classic horror story on the surface, when analyzed more closely, Frankenstein reveals not only many mythological and religious referencesRead MoreFrankenstein as a Gothic Novel Essay1332 Words   |  6 PagesTragic wanderers, ominous atmosphere, symbolism, and themes: these are elements of a Gothic novel. Though Mary Shelleys Frankenstein, written in the early 19th century, certainly contains many components of a Gothic novel, can it be correctly grouped under that genre? A definition of a Gothic novel; according to Tracy, is a description of a fallen world. We experience this fallen world though the aspects of a novel: plot, setting, characterization, and theme (De Vore, Domenic, Kwan and Reidy)