Aboriginal Issues In Canadian Public Education †English Essay

Aboriginal Issues In Canadian Public Education – English Essay Free Online Research Papers Aboriginal Issues In Canadian Public Education English Essay In Canada, most of us are hardly surprised when we hear how disadvantaged our First Nations peoples are in terms of educational attainment, employment circumstances, health care and other social factors. Today the high school graduation rate amongst Aboriginal youth is about half of what it is amongst other Canadian youths, 40% compared to 70%. Incidences of drug and alcohol abuse, gang involvement and suicide amongst Aboriginal 15-24 year olds are all much higher than they are amongst non-Aboriginal youth. Although there have been substantial improvements that have been implemented through many promising recent initiatives, First Nations youth are still highly over-represented in all of these negative indicators. This paper will focus on some of those problems and what has been, and is being done to ameliorate them. Perhaps the most recent and profound example of how the Canadian government intends to alleviate problems with Aboriginal housing, education and health care was the one proposed by Prime Minister Paul Martin on November 23rd at the First minister’s conference held in Kelowna. It was then that the Prime Minister and his liberal government promised to spend over $4 billion dollars over the next four years to improve Aboriginal housing, health care and education. This amount includes $2 billion in compensation for former First Nations students who suffered physical and sexual abuse when they were forced into residential schools. Over 80,000 former students of the once mandatory system, which was meant to â€Å"Christianize† native children, can apply to get $2560 for each year that they were forced to attend a residential school. These schools were first opened in the late 1800’s and were run as partnerships between various religious organizations and the Canadian government. These partnership agreements ended in 1969 but many residential schools continued to operate under the management of the federal government; the last federally funded residential school closed in 1996 in Saskatchewan. In 1950, over 40% of the instructors at residential schools had no professional training whatsoever and in 1995, Arthur Henry Plint former supervisor of the Alberta Indian residential school 1948-1953 and 1963-1968 plead guilty to 16 counts of indecent assault and was sentenced to 11 years in prison. The curriculum in these schools was nothing like what other Canadian children were learning at the time. Class time consisted of one hour of religious training and 2 hours of instruction in reading, writing and mathematics; non-native schools had 5 hours of instruction in these and other subjects like science and foreign languages. In fact, the majority of the residential school curriculum was devoted to â€Å"civilization training† through which students were taught farming, cooking, sewing and cleaning. Cultural assimilation was the primary mandate of these schools but the effect of taking native children were away from their culture, language and elders was only to sever the intergenerational ties that held Aboriginal families and communities together. The abolishment of the residential school system and the reparations that have been made have and will undoubtedly improve the lives of Aboriginal peoples in Canada but there are still many more hurdles to overcome. One example is the high incidence of gang involvement amongst First Nations youth in rural parts of Alberta and Saskatchewan. In Hobbema, a rural community south of Edmonton, police officers have a caseload that is 3.5 times the national average, which is due in large part to the sizable amount of crime perpetrated by Aboriginal youths affiliated with gangs. According to Mel Buffalo, a spokesperson for the Samson Cree Nation, â€Å"This has gone beyond our control and we need help†. Aboriginal leaders in Hobbema are hoping that a cadet program aimed at youths aged 10-18 years will be the answer. In Saskatchewan, gang affiliation amongst Aboriginal youth dropped significantly after RCMP Corporal Rick Sanderson established a cadet program there. Sanderson attributed much of the program’s success to its leadership programs and mandatory regimens of community service. By providing opportunities for high risk youth to see the negative consequences of their behavior from a position of authority instead of inferiority they begin to empathize with their community leaders. This in turn motivates them to work together with their elders to solve these problems. The community service they perform teaches them different approaches aimed at alleviating problems associated with Aboriginal gangs. Unfortunately, the number of Aboriginal youths involved with cadets in Saskatchewan has dropped from 1,200 to 200 due to a lack of funding. However, Aboriginal leaders from all over Canada, including those Hobbema, have noticed Sanderson’s success and they are calling for his expertise. Buffalo is hopeful that establishing a cadet program in Hobbema could eventually lead to an Aboriginal police force. It is precisely this type involvement and pride in their community that Aboriginal youth will need if they are to resist the temptation of gang affiliation. Aboriginal youth in Hobbema and all over Canada are looking for acceptance from somewhere, and if they’re not getting it from their families or their community they’ll get it somewhere else. Another problem faced by Aboriginal students has been the lack of culturally sensitive curricula and the absence of teachers trained to work with Aboriginal learners and communities. In September of 1974, the education department at UBC-Vancouver responded to this dilemma by creating the Native Indian Teacher Education program (NITEP). This program is only open to qualified education students of Aboriginal ancestry who wish to build upon and strengthen their cultural heritage and identity. The curriculum prepares aspiring First Nations educators by incorporating Aboriginal culture and knowledge with traditional pedagogical training. Enrollment and convocation figures were not available but the program has been successful enough to be recognized by the BC business community. BC Tel currently awards up to $3250 annually for qualified First Nations students enrolled in the NITEP. Alberta Learning, the ministry of education in Alberta, has also made efforts to improve public education for First Nations, Inuit and Mà ©tis learners. In 2003, Alberta Learning, spent $1,750,000 on various programs aimed at providing â€Å"High quality learning opportunities that are responsive, flexible, accessible, and affordable to the learner†. These included offering grade 10, 11 and 12 language courses in Blackfoot and Cree at various high schools across Alberta and the development of grade 10, 11, and 12 curricula in Aboriginal studies (aboriginal social studies). Alberta Learning also made $3,393,000 available for more aboriginal teachers’ salaries, school improvement projects aimed at improving attendance and test scores at aboriginal schools and an Aboriginal teacher education program similar to the one currently offered at UBC. Total expenditures aimed at improving pre and post secondary education for Aboriginal students in Alberta were over $5.6 milli on in 2003. In their paper titled â€Å"Parent Marginalization, Marginalized Parents: Creating a Place for Parents on the School Landscape† Bill Murphy and Debbie Pushor have addressed another problem common to parents of Aboriginal students in Canada. According to the authors, the main reason aboriginal parents are often marginalized and labeled as â€Å"difficult when they are advocates for their children or as apathetic by teachers and administrators when they do not become involved† is because public schools do not â€Å"culturally fit† with their experiences at home and in their communities. And, what makes things worse is that educators seldom ask why aboriginal parents rarely attend school oriented meetings like parent teacher interviews nor do these teachers question what they themselves could do differently to invite aboriginal participation. In â€Å"Parent Marginalization†¦Ã¢â‚¬  Bill Murphy uses an example from his experience as a teacher in Fort Laird, a Dene Community in the Northwest Territories, to show how teachers can get more involved with Aboriginal parents. As part of his job there he was required to visit the homes of each one of his students before the school year began. Murphy spent eight years in Fort Laird and in that time he learned to cherish those home visits because they provided an opportunity for him to â€Å"establish communication with the home and to access [each] parent’s knowledge about their child†. By building these relationships and partnerships with Aboriginal parents he â€Å"facilitated the acknowledgement of parent voice and parent knowledge, which produced extraordinary experiences and significant improvements in his students’ performance†. Murphy’s approach in Fort Laird sounds like it would only be applicable in a small community where everyone knows everyone else but he continued this practice of making home visits in other school communities that were far less rural and geographically larger. He admits that most of the parents he visited in urban areas were initially confused by his presence on their doorsteps but by the third or fourth visit they too were realizing the power of a close home-school relationship. By combining his professional expertise with their unique knowledge of Aboriginal home life and culture Murphy and his students’ parents were able to â€Å"live out an agenda of relationships that worked in reciprocally beneficial ways†. Career and life planning for Aboriginal youth is another feature of First Nations peoples’ education that needs modification. According to Rod McCormick and Norman Amundson, career counseling with First Nations people doesn’t work because â€Å"it is based on a world view that is not shared by most aboriginals† and that â€Å"†¦to be effective, a counselor needs to understand the belief system and worldview of a culture before applying theories and techniques for healing†. They argue that Euro-American counseling approaches do not work with most Aboriginal youth because they are implicitly ethnocentric and do not address the fact that for most Aboriginal youths, â€Å"personal change occurs in the framework of the family and the community†. The career-life planning model proposed by McCormick and Amundson includes five components, each of which plays an integral role in defining career and life roles for Aboriginals. The components include: core beliefs of connectedness, sharing of gifts, roles and responsibilities, balance and values. Connectedness refers to the traditional Aboriginal belief that the Creator intended all inanimate and animate objects in the universe to be equal and related to one another, like members of a large extended family. As such, when a person seeks any form of help, other members of the family are usually involved. This approach lies in sharp contrast to the traditional western method of counseling, which tends to stress the role of the individual. More effective Aboriginal youth counseling must be applied in the context of the Aboriginal community and family. First Nations people generally believe that â€Å"the Creator bestows unique gifts amongst every person and expects that those gifts will be used to their fullest potential so that the family and community are as strong as they can be†. In essence, these gifts can be thought of as callings or vocations which form â€Å"the underlying basis for aptitudes and skill development†. Values and meaning are often overlooked amongst non-Aboriginals when they consider career choices but they are very important to Aboriginals because they form â€Å"collective sources of meaning†. McCormick and Amundson contend that the process of â€Å"forcible assimilation of Aboriginal people [has made it difficult for them] to connect with their traditional family, community and cultural values†. Aboriginal youth counselors must develop career decision making models that include these Aboriginal values. For most Aboriginal youth, it is only through an examination of these values that they can truthfully examine their strengths and limitations in ways that are respectful of themselves, their family and their community. Most First Nations people believe in attaining balance between their mental, physical, spiritual and emotional selves. When balanced, they believe that individuals are healthy, capable and able to make good decisions. McCormick and Amundson recognize that â€Å"mainstream counseling often tends to focus on thinking, feeling, or behavior and tends to leave out the physical and spiritual†. Balance is an important consideration for Aboriginal youth counselors for the reasons listed above and because First Nations elders say that â€Å"living life in an unbalanced way leads to illness†. McCormick and Amundson’s First Nations career-life planning model requires that information on the key components of connectedness, balance, roles, gifts and values be collected and integrated with more traditional counseling methods. Applying this method will ensure that the counseling is consistent with the worldview of Aboriginal youths. Lastly, I would like to consider how and why Aboriginal culture should be integrated into the public school curriculum. Making the public school curriculum comprehensible to Aboriginal learners is crucial if we are to improve school success and dropout rates amongst Aboriginal youth. Earlier, I discussed how UBC-Vancouver and Alberta Learning have been making efforts to bridge the cultural gap between Aboriginal students and non-Aboriginal teachers and administrators. Now I would like to address how the current teaching population feels about integrating Aboriginal culture into their classrooms. In her paper â€Å"Teacher’s Perceptions of the Integration of Aboriginal Culture into the High School Curriculum† Yatta Kanu interviewed two Aboriginal liaison workers to find out what the main incompatibilities between schools and Aboriginal culture are. The three main discrepancies that she discovered were: â€Å"(a) incompatibility between schools’ rigid approach to dealing with time and Aboriginal peoples more flexible view of time; (b) incompatibility between schools large classes and Aboriginal teaching methods such as the talking circle; and (c) incompatibility between the regimentation of the classroom experience and Aboriginal people’s cultural value of noninterference in childrearing (noninterference means refraining from directly criticizing an individual or attempting to control the behavior of others through direct intervention)†. Through her research, Kanu was able to make ten recommendations for guiding the successful integration of Aboriginal culture into the high school curriculum. They include providing opportunities for all teachers, non-Aboriginal and Aboriginal alike, to learn about Aboriginal culture, issues and perspectives. With this in mind, UBC should consider removing the restriction from its NITEP program that stipulates that all NITEP students must have Aboriginal ancestry. Kanu also recommended that â€Å"schools must allocate part of their budgets to providing and sustaining financial support for educational resource persons such as Aboriginal liaison workers†. Progress in this area has been made; in 2001 there were approximately 500 Aboriginal workers employed by the government. However, improvements to the system are still needed since most of those workers still do not have accurate job descriptions. Providing more Aboriginal education opportunities for current and aspiring teachers and hiring more Aboriginal liaison workers will likely reduce some of the incompatibilities mentioned above, viz. the incompatibility between schools large classes and Aboriginal teaching methods such as the talking circle; and the incompatibility between the regimentation of the classroom experience and Aboriginal people’s cultural value of noninterference in childrearing. Kanu addresses the other incompatibility, i.e. the one between schools’ rigid approach to dealing with time and Aboriginal peoples more flexible view of time, in her recommendation that â€Å"Schools need to consider changes to certain existing school structures such as timetabling and course scheduling†. In this paper, I have attempted to address some of the more salient problems in Aboriginal education in Canada and to provide some insights that others have had in how to deal with them. Most of us would agree that the restorative processes currently underway and those that are being proposed are fraught with enormous challenges, but these challenges are not insurmountable if we as educators, administrators and parents work together to facilitate them. References: 1. Monchuck, J. â€Å"We Need Help†, The Canadian Press, August 26, 2005 A3 2. Murphy, B., Pushor, D. â€Å"Parent Marginalization, Marginalized Parents: Creating a Place for Parents on the School Landscape† Alberta Journal of Educational Research Vol. 50 (2004) Issue 3, 221-233 3. McCormick, R, Amundson, N., â€Å"A Career-Life Planning Model for First Nations People† Journal of Employment Counseling Vol. 34 (1997), Issue 4, 171-177 4. Yatta, K. â€Å"Teachers’ Perceptions of the Integration of Aboriginal Culture into the High School Curriculum† Alberta Journal of Educational Research Vol. 51 (2005), Issue 1, 50-65 5. CTV.ca News Staff, â€Å"PM, First Nations Leaders hold Historic Summit† CTV November 24, 2005, Retrieved December 5, 2005 from 6. Alberta Learning (2003) â€Å"First Nations, Mà ©tis and Inuit Education Policy Framework: A Progress Report† Retrieved December 5, 2005 from 7. UBC (2005) â€Å"Welcome to the Native Indian Teacher Education Program† Retrieved on December 5, 2005 from 8. Mostly Salish Consulting Company (2001) â€Å"The Current Position of Aboriginal Support Workers in the BC Education System† Retrieved on December 5, 2005 from

Barriers to Effective Communication Paper

Barriers to Effective Communication Paper Tametrius Walker Mrs. Alsup CJA 363 February 2, 2011 In this paper I will be discussing the process of communication and its components, discuss the difference between listening and hearing in communication, talk about the formal and informal channels of communication, talk about the different barriers to effective communication, and lastly discuss the strategies that may be implemented to overcome communication barriers. Communication is very crucial in the criminal justice system; it is the key element for success. From a rookie all the way up to a chief, every police officer must be able to speak, listen, and understand without excuses. There is no room for poor communication in the criminal justice system, because it is a waste of time and a waste of everyone’s energy. An author named A. Richard in 1928 gave the best definition of communication he said, â€Å"Communication takes place when one mind acts upon its environment and that another mind is influenced. In that other mind an experience occurs just like the experience in the first mind, and is caused by that experience† [(Wallace, 2009)]. Communication is not an isolated event, it is a process. It is five steps that the communication process contains and it is transmitting an idea, sending the idea through a medium, receiving the message, understanding the idea, and providing feedback to the message sender. The communication process becomes flawed, when failure occurs during any of the five steps, and the information that is at hand will not flow in a smooth and accurate manner. The first step to communication is transmitting an idea. This step is the information of several thoughts and the desire to express the ideas. Sending the idea through a medium, which is the second step means that the message needs to be sent once it is formed. Transmitting an idea can be done in writing, orally, or by action. Each method is interpreted in a different way, no matter what medium is used to send a message. The critical part of communication is receiving the message. This is the reverse of message transmission. In order for the message to be effective, it must be received and acted on. An important part of communication understands the idea. What is the point of transmitting the idea in the first place, if nobody can comprehend the message? The sender should always take into consideration the person or people that are receiving the information before the message is even sent, putting themselves into receiver’s shoes so that that the essence of the idea is communicated. Providing feedback for the message sender is the last step in the communication process. The communication loop comes to an end, when this step occurs. At this point the recipient let the sender know if the information that was received was understood or needs clarification. Exchanging information that involves at least two people is the primary reason for communication. The communication process is the essence of our lives and how we get everything we do across to the rest of the world that is why it is so important. There are two steps when it comes to communication. Step one is hearing and step two is listening. Both of these words are different. In order for the communication process to be successful you have to hear first and then listen. Hearing is when a person ear picks up sound waves and then sends it to the brain. Listening which is the active process is the second part of communication. You need to be an active participant in other words. The active listener not only evaluates the message before they respond, they also think as the speakers relay the message. The thought speed of listeners is a lot faster than the speaking speed of listeners, which will result in lagging and may lead to day dreaming. A listener must concentrate on the message so that they may become an active listener to be successful in communication to overcome this. The traditional communication method in an organization most of the time is formal and informal. In formal communication this channel follows the chain of command, which is typified by detectives, formal orders, and written memorandums. These forms provide order and security. The use of excessive and exclusive communications has certain disadvantages. Strict adherence to formal channels can be personal and time consuming, this is one disadvantage. Memorandums must go through the chain of command, then forwarded to the right personnel in order to be drafted carefully. It will also require written records and a lot of people do not like putting their information on paper because it will restrict the flow of the written information, this is another drawback of formal channels. Formal communications also have advantages, however. Formal communication makes it easy for officers because the new information that are about crimes that need to be given to all officers, can make the situation critical, then formal communication is very clear and less confusing regarding the contents. Informal channels which is departmental gossip. This is used between detectives and patrol officers. Using informal channels can save time when time is critical. Instead of going through the entire process, informal channel allows an officer to take the short cut and pass the information on quickly and responsibly. It is also used so different departments can share information. For instance, if a robbery crime resulted in a homicide. This situation allows both departments to team up and solve the crime. When it comes to barriers to effective communication, there are four different types; they are emotional barriers, physical barriers, semantic barriers, and ineffective listening. An emotional barrier means that everyone takes a situation in their own way. Emotional barriers happens in the sender or receiver of a message, majority of the time an individual will let their experiences get in the way while transmitting or receiving information. Examples include fear, anger, and hostility. A physical barrier is anything that allows the free flow of information difficult. A semantic barrier is studying the meaning and development of words. For instance, officers interpret juvenile delinquent in different ways such as youth acting out, hard core, or under age youth. It can result in bad communication having the inability to understand one another. Ineffective listening which is the last barrier is failure to receive or hear another individual message. There are many strategies that may be implemented to overcome communication barriers. When it comes down to emotional problems peer support system will help because this allows officers to work with one another to solve roblems. When addressing physical barriers, not allowing anything to slow down the flow of information will overcome communication barriers. If semantic barriers are guarded against it will help officers to agree on the meaning of terms, which will help them to effectively communicate. Lastly, I think the best way to overcome communication barriers is to help people improve their listening skills. It will help the criminal justice department if officers will use these strategies because it will overcome all their barriers to communicate. As you have read communication is very important. In every aspect of the criminal justice system, it is the key element for success. Not only will it better ourselves as officers, with these skills of communications, but we can also strive for better goals which will not only help the department, but also the judicial system and our communities. We can overcome barriers and encourage others that are striving to do the same, As long as we push forward and follow these strategies. Reference Harvey Wallace J. D. , C. R. (2009). Oral and written communication

Managing Decision Making Essay Example | Topics and Well Written Essays - 500 words - 1

Managing Decision Making - Essay Example David Olsen is one person who had a visionary style of decision making through which he was able to accommodate the views of other workers with a friendly perspective and this contributed to him being liked by many employees. This style enhances transformational leadership (Mintz and DeRouen, 2010, p.47). This is as opposed to Sally Olsen who had a different perspective and a style for decision making which aimed at preserving the company regardless of the facts of the issues that other people could have. Her style of decision making may cause many people to avoid their participation in an organisation’s projects (Speier, Vessey and Valacich, 2003, p.63). Bella Murphy, Ben Simmonds and Archer Wilson are kind of managers that are using a motivator style of decision making; this is indicated by the way they respond to the different things they encounter in the organisation by ensuring that they listen carefully to the people who surround them and having their view and perspectives considered (Verma, 2009, p.37). Through their action, they are able to establish their decisions in a way that ensures that they include the perspectives of others as opposed to Gregory Jones, Madeline Roberts and Charles Morriss who remained resistant to change and never make any consultation. The decision making styles of the three prevented fast progression of the company in attainment of a reliable system of managing funds. Bella uses catalyst style as she motivated the site manager to give their views about â€Å"Trackit† and encouraged them to learn to use it. Ben Simmonds is a person that has indicate a flexible decision making style since he wa s able to decide on ways to assist different people that needed him. This style enables a leader in a management in an organisation to be productive in his or her delivery of services for he has many ways of responding to issues (Coscarelli, 2007, p. 23). In order to enhance participation

Critical summary Essay Example | Topics and Well Written Essays - 250 words - 6

Critical summary - Essay Example This trend towards political despotism led to the fall of the Ming Dynasty. The Ming dynasty had an all-powerful emperor with no real role for their regional aristocracy. The dynasty experienced administrative paralysis due to debilitating court factionalism and decline in imperial leadership. If a regional branch of government is not taken seriously, problems like peasant rebellion and invasion are likely to occur. This leads to the fall of any government. Constant invasion by the rebel army led by Li zicheng made emperor Weizong hang himself signifying the end of the Ming Dynasty. This section examines the management problems of dynasties. It, therefore, connects to other parts of the chapter that addresses the rise and fall of other Chinese dynasties. Generally governments that their despotism continues unabated usually oppress their subjects. Governments, therefore, need to be considerate of their subjects, they need to serve them equally to gain their trust and support for them to rule for a long period of time. The governments, therefore, needs to identify the possible fundamental reasons for failures to ensure that they  take a direction  that best suits their subjects to enhance their

My Service Learning Experiences Essay -- Personal Reflection

What connections do you make between your service-learning experiences and some of the themes addressed in class (justice, love, rights, responsibility, relationships, etc.)? There were several connections made between my service learning experiences and themes addressed in class. Some of the connections were about human dignity, solidarity, subsidiarity and equity. My service learning took place in a nursing home and the applicability of human dignity became abundantly clear. Teachings of solidarity and equity were directly exemplified. Social ties hold people together and are able to support the people who don’t have the power to help themselves. Subsidiarity is also a relevant issue; decisions for helping the elderly is best when done on the lowest level—the people who directly work with the elderly and know what troubles faces them. What impact do you think your service has had? My job was mainly assisting activity coordinators. As an extra set of hands, intermediate tasks were taken care of much quicker. The impact it had was chiefly that the residents were able to enjoy the activities and had to spend less time waiting for assistance. Many residents seemed generally appreciative simply by having a new face helping them out. What was the most unsettling experience you had while serving? Interacting with people who are unable to manage the activities of daily living in their own home hadn’t been an everyday experience for me. Understanding their needs could be adequately done in a classroom, but actually experiencing firsthand their situation gives a much more explicit and real understanding. The aspect of my experience that I found most unsettling was the meagerness of understanding when learning i... ...r enforce those teaching in class. Class lessons are very good in giving you a lot of information and putting it into context. Experiencing and trying to apply those teachings in real life is what really makes it stick. The combination of class and service learning provided a solid foundation on which to be a morally responsible leader. During class, all sorts of ideas are brought up and discussed as a group and critically analyzing from different perspectives and relating it to other ideas. This enables the students rectify their own beliefs and morals in constructive ways. From these developments, we begin to see how it fits in the world and try to apply ourselves and gain wisdom. Gaining knowledge, experience and wisdom, it becomes our understanding to find good in any aspect of our lives and work towards advancing that good in a way that benefits all.

Natural Science Study Guide

Time Determining the age of the earth: Identify the methods used for determining the age of the earth, what each method reveals, and when It Is appropriate to use each of them. Including: Principles of uniformity, Horizontally, Superimposition and Cross cutting relationships Erosion, Deposits and unconformity Radiometric dating, Carbon 14 Dating & use of the Geomagnetic Timescale Fossils: Define and differentiate between Paleontology and Archaeology Define fossils and identify/describe the different types that are commonly found.Explain the processes elated to the forming of various types of fossils (e. G. Molds & casts, how Petrified fossils are formed) Geological Time Scale: Eons: Identify the Eons and their associated major events. Eras: Identify the eras and their associated major events. Periods: Identify the various periods, their relationships to each other and the Eras, and their associated major events. Key will be to identify what does/doesn't belong in each time period. Ex ample 1: â€Å"What type of Organism would you NOT expect to see during the Devotion period?A) insects, B) plants growing on land, C) Jailers fishes, D) Mammals. Example 2: During which Era did the Dinosaurs dominate the land? A) Cenozoic, B) Mesozoic, C) Paleozoic, D) Permian. (Note, why, if included would Jurassic NOT be the correct answer? Think about it†¦ ) Video: How the Earth was Made What evidence did the â€Å"Burgess Shale† reveal? What effect did rolling Oxygen levels have on life In the oceans and on land? How were the coal deposits formed? When did the largest extinction of life ( >90%) occur and what do researchers think caused it?What emerged as the dominant species after this mass extinction? What is the relationship between diamonds and volcanoes? What do researchers believe killed off the dinosaurs? (hint, it's NOT the same thing that caused the largest extinction! ). What evidence is there to support this hypothesis? What is the â€Å"Tombstone Layer? † What group emerged as the dominant species after the dinosaurs went extinct? Why? What do Glaciers have to do with rock formations in Central Park? From: What Darwin Never Knew Video his start at being a naturalist? How did he develop his idea of â€Å"Decent with modification? What was the evidence that he used? What was Darning's view of â€Å"natural selection† and how it worked? What evidence did the â€Å"pocket mouse† of Arizona provide when the researchers started examining its genome? What did the â€Å"Human Genome† project reveal about our species relative to others, such as chickens, flies, corn, mice and monkeys? What is revealed through the process of embryonic development that supports the theory that we all have a common ancestor? What are Body Plan, switch and boss genes? What do they do? What evidence do we have of their roles and how they work?How did the researchers investigate them and what did their research reveal? What are the br oader implications of these findings? Evolution & Natural Selection: Chapter 21 Define and differentiate between Evolution and Natural Selection. What is natural selection and what role does it play in Evolution? Explain what is meant by â€Å"Survival of the fittest† (hint, it doesn't necessarily mean being the â€Å"strongest† or most athletic). Identify, and explain the various sources of genetic variability and the roles they play in evolution. What are â€Å"acquired† traits?How are they acquired and what effect do they have on evolution? What has to happen for advantages genes to be passed on to the next generation? What is the science of Epigenetic revealing about the interaction between the environment and our inherited genes (as well as what we pass on)? Natural Selection: Describe the role of â€Å"selecting agents† in natural selection and evolution. Be prepared to provide or identify examples of traits that can be (or have been) selected †Å"For† or â€Å"Against. † **What does the Hardy-Weinberg model represent and how is it used?For the Null Hypothesis of this model to be correct (I. E. No changes is occurring), a number of conditions MUST be met. Identify the conditions, explain what it would take to violate these conditions, and provide evidence and or examples f what happens in the â€Å"real world. † Does the â€Å"real world† fit this model? Why or why not? What are the implications of the Hardy-Weinberg model for Evolution? What evidence do we have that Evolution occurs in small steps. Explain not only the evidence, but how each example provides support for, or ties into the theory of Evolution.

Wild Bill Hickok Essay - 3459 Words

Wild Bill Hickok James Butler Hickok was born in Troy Grove, Illinois, on May 27, 1837. He is better known as Wild Bill Hickok. Wild Bill was most famous for his lethal gun skills, but he was also known for his professional gambling, being a town marshal and even trying his hand at show business. As a boy in rural Illinois, James became recognized as an outstanding marksman with the pistol. His parents, Abner and Eunice Hickok, were very religious people. They would make James wear a stiff, uncomfortable suit to church on Sundays. This caused a huge fight every week at the Hickok home. James was not close with his parents. His father believed him to be a dreamer with unreachable dreams. Nevertheless, James did his†¦show more content†¦Wild Bill had recruited a man they called Six-Toed Pete. Six-Toed Pete was not known for any gun slinging, but he was known for setting his face on fire. One night Pete had been drinking quite a bit when he decided to light a cigarette. Because of the amount of alcohol on his breath he caught his face on fire. Anyway, Pete was one of the more obvious members of a large group of drunks in the town that was perfect for Will Bills plan. Wild Bill offered Pete four dollars for less than a half days work to deliver a message. Pete could not believe what Wild Bill was telling him and questioned his sanity. This about blows the whole deal and about lost Pete his life. Wild Bill finally settled down and told Pete what he wanted him to do. Wild Bill told Pete that some of his old friends were hard working cowhands from Pecos. They have just finished a cattle drive and were resting, but lonely, over at Rock Creek Station. Wild Bill said that he would like to do a little favor for his old buddies, but he didn’t want to reveal himself for fear that they would feel obligated to him and he didn’t want them to spend their hard-earned money on some return gift which he likely had no need for. Pete was to tell the gang that on Saturday night there would be a wagonload of â€Å"soiled doves† waiting for them at the Daisy Pearl Inn. This was just on this side of his jurisdiction. While Pete was off telling theShow MoreRelatedJames Butler Hickok And The Civil War1756 Words   |  8 PagesJames Butler Hickok was born on May 27, 1837, in a small, clean, agricultural community called Troy Grove, Illinois which is located in the mid-northern part of the state. James Hickok was better known as â€Å"Wild Bill,† a name he got the name while fighting in the Civil War. Wild Bill’s early career consisted of many jobs. At the age of 17, Bill was a towpath driver on the Illinois and Michigan Canal; he also worked on a stage coach to keep bandits from robbing the stage and passengers. When he wasRead MoreThe Adventures of Huckleberry Finn by Mark Twain and Little Big Man by Jack Crabb910 Words   |  4 PagesHuckleberry Finn because he is not perfect, rather he is flawed and he is human. 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