Understanding Evolution Resources

Lately, there has been a large push by the federal government to incorporate more STEM (science, technology, engineering, and mathematics) in the classroom. The latest incarnation of this initiative is the Next Generation Science Standards. Many states have already adopted these standards and teachers everywhere are reworking their curriculum to make sure all students are proficient at all standards set forth. One of the life science standards that must be integrated into courses (along with various Physical Science, Earth and Space Science, and Engineering standards) is HS-LS4 Biological Evolution: Unity and Diversity. There are many resources right here at About.com Evolution that can be used to enhance, reinforce, or apply these standards. These are just a few suggestions for how these standards can be taught. HS-LS4 Biological Evolution: Unity and Diversity Students who demonstrate understanding can: HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. The first standard that falls under the umbrella of evolution starts off right away with the evidence that backs up evolution. It specifically says multiple lines of evidence. The clarification statement for this standard gives examples like similar DNA sequences, anatomical structures, and embryonic development. Obviously, there is a lot more that can be included that fall into the category of evidence for evolution, like the fossil record and the Endosymbiont Theory. The inclusion of the phrase common ancestry would also include information about the origin of life on Earth and could possibly even encompass how life has changed over Geological Time. With the big push for hands-on learning, it will be important to use activities and labs to increase the understanding of these topics. Lab write-ups would also cover the communicate directive of this standard. There are also Disciplinary Core Ideas that are listed under each standard. For this particular standard, these ideas include LS4.A: Evidence of Common Ancestry and Diversity. It does, again, put an emphasis on DNA or molecular similarities of all living things. HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. This standard looks like a lot at first, but after reading through the expectations outlined in it, it is actually quite simple. This is the standard that will be met after explaining natural selection. An emphasis outlined in the framework is on adaptations and especially those in behaviors, morphology, and physiology that help individuals, and ultimately the entire species, survive. It is important to point out there are assessment limitations listed in the standard that other mechanisms of evolution like genetic drift, gene flow through migration, and co-evolution are not covered by assessments for this particular standard. Even though all of the above may affect the natural selection and push it in one direction or another, it is not to be assessed at this level for this standard. The Disciplinary Core Ideas listed that pertain to this standard include LS4.B: Natural Selection and LS4.C: Adaptation. In fact, most of the remaining standards listed under this big idea of Biological Evolution also pertain mostly to natural selection and adaptations. Those standards follow: HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (Emphasis for this standard includes using data to show how changes in the environment contribute to a change in gene frequency and thus leads to adaptation. HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. The final standard listed under HS-LS4 Biological Evolution: Unity and Diversity deals with the application of knowledge to an engineering problem. HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. The emphasis for this final standard should be on designing solutions for a proposed problem related to threatened or endangered species or to genetic variation of organisms for multiple species. This standard may take many forms, such as a long-term project that pulls together knowledge from several of these, and other Next Generation Science Standards. One possible type of project that may be adapted to fit this requirement is an Evolution Think-Tac-Toe. Of course, having students choose a topic that interests them and develop a project around that is perhaps the best way to go about meeting this standard.

Definition and Examples of Modality in Grammar

In grammar and semantics, modality refers to linguistic devices that indicate the degree to which an observation is possible, probable, likely, certain, permitted, or prohibited. In English, these notions are commonly (though not exclusively) expressed by modal auxiliaries, such as can, might, should, and will. They are sometimes combined with not. Martin J. Endley suggests that the simplest way to explain  modality  is  to say that it has to do with the stance the speaker adopts toward some situation expressed in an utterance...[M]odality reflects the speakers attitude toward the situation being described (Linguistic Perspectives on English Grammar, 2010). Deborah Cameron illustrates with an example: [Modality] is what makes the difference between a factual assertion like  unicorns never existed, and a more guarded view, such as  it seems unlikely that unicorns could ever have existed—or a bolder claim like  the existence of unicorns must always have been a myth.  Modality, then, is a resource  speakers  and writers use when they are staking claims to knowledge: it allows them to formulate different kinds of claims (e.g., assertions, opinions, hypotheses, speculations) and indicate how committed they are to those claims. (The Teachers Guide to Grammar, Oxford University Press, 2007) Indicating Modality Grammatically Just as tense indicates a time aspect of a verb, words that are used to show modality indicate the mood of the sentence—that is, how factual or assertive the statement is—and it can be done in any number of ways, including with adjectives. Martin J. Endley in Linguistic Perspectives on English Grammar  explains: Thus, a situation might be described as  possible, probable, necessary, or  certain. The  noun  counterparts of these adjectives also express modality so that a situation can be described as a  possibility, a  probability, a  necessity, or a  certainty. Moreover, it is possible to use ordinary  lexical verbs  to convey modality....And think  about the difference between saying that you  know  something and saying that you  believe  something. Such differences are essentially a matter of modality. Finally, English also contains certain semi-fixed lexical phrases (e.g.,  rumor has it) that are, basically, modal expressions.  (IAP, 2010) Other terms that express modality are marginal modals, such as need, ought to, dare, or used to. In Depth: Types of Modality The range of possibilities expressed when using modality is a broad spectrum, ranging from not very likely to very likely; to express these different levels, modality comes with named gradations, as explained by authors  Gà ¼nter Radden and Renà © Dirven, in Cognitive English Grammar:   Modality is concerned with the speakers assessment of, or attitude towards, the potentiality of a state of affairs. Modality, therefore, relates to different worlds. Assessments of potentiality, as in You must be right, relate to the world of knowledge and reasoning. This type of modality is known as epistemic modality. Modal attitudes apply to the world of things and social interaction. This type of modality is known as root modality. Root modality comprises three subtypes: deontic modality, intrinsic modality and disposition modality. Deontic modality is concerned with the speakers directive attitude towards an action to be carried out, as in the obligation You must go now. Intrinsic modality is concerned with potentialities arising from intrinsic qualities of a thing or circumstances, as in The meeting can be canceled, i.e. it is possible for the meeting to be canceled. Disposition modality is concerned with a things or a persons intrinsic potential of being actualised; in particu lar abilities. Thus, when you have the ability to play the guitar you will potentially do so....Modal verbs have a special status among modal expressions: they ground a situation in potential reality. (John Benjamins, 2007)

The Transition of Women Free Essays

The Changing World of Women As a daughter living in a strict environment and living in a traditional ways, things get a little rough. My father is center of the household, so basically everything he says goes. In the western world it†s usually the other way around, it†s usually both the parents that have a say in things. We will write a custom essay sample on The Transition of Women or any similar topic only for you Order Now In my society(Muslim society) my mother has a say in nothing unless my father asks. My mother is an excellent mother but she mustn†t say anything or it would be considered not being a good wife. As I get older I am always dreading the day I am asked to be married. I know times have changed but I have a major dilemma. Am I going to marry or continue my education? The problem is I like working with medicine and I want to further my education by going to college. But that requires a minimum of six years university attendance and if I want more degrees that another five years. Most of my medical friends that are females married and had children while they were studying in college. I don†t want that to be me. I want to actually finish something I start. My father isn†t exactly helping me with the situation. He hates the fact that I want to work. In his case, women are not supposed to work unnecessarily if their husbands can provide for them(or their fathers can provide for them if their not married), but in a place like Saudi Arabia where men and women don†t mix at work, working just enhances the mind and makes one wiser to the ways of the world. In my mothers opinion, women become better companions to their husbands who should be more understanding and supportive. I feel that instead of being selfish, we can work out ways that help us be! good mothers, wives and also continue with our needs of life. If education is one such need, then there are ways to acquire it without causing disturbance. I think my father needs to catch up with the rest of the Muslim world instead of staying in the traditional ways. He said when I finish or if I finish my medical school he would refuse permission to let me work in a hospital. I guess some things will never change. The only person this dilemma is affecting is me. No one else has to go through my challenge of being a women over coming these obstacles but me. Hopefully their will be other women that follow in my foot steps and make a difference for all women or at least try. Women have come a long way but they are coming up in the world and no one can stop us. How to cite The Transition of Women, Papers

Adopters of Green Supply Chain Management †MyAssignmenthelp.com

Question: Discuss about the Adopters of Green Supply Chain Management. Answer: Introduction: Consciousness in regard to environment has increased in the past few decades. This is especially to counter the problems which have affected the environment such as global warming, decline in non-replenishable resources and toxic substance usage. This has made governments to release campaigns to enlighten people. Quite a small number of organizations have however responded by adopting the ecological principles in their operations, such as using environmentally friendly materials, reducing usage of oil and using recycled papers as means of packaging (Nikbakhsh, 2015). Emergence of environmental management in the sector of supply chain (GSCM) has made its appearance in the recent years to take care of all the steps involved in the manufacturing sector right from the first stage to the last stage and from product design to recycling. Green Supply Chain Management has also been applied in other economic sectors such as government and education sector apart from manufacturing (Nikbakhsh, 2015). Green Supply Chain Management has emerged as a new innovation to help organizations in coming up with a win-to-win strategy that realizes market share as well as profits by reducing their risks and impacts on the environment while promoting their ecological efficiency (Nikbakhsh, 2015). Firms implementing the program achieve efficiency by securing a competitive advantage as well as improving the organizational performance. This is in consideration to the increasing competition in current global market. GSCM has been used by many organizations as a strategic weapon to gain competitiveness while promoting the firms financial and environmental performance. This has been achieved through value addition to the business and minimizing the costs in all parts of production system (Nikbakhsh, 2015). Internally, the firms which adopt GSCM program are likely to witness a number of benefits when put into comparison with other firms which have not embraced the program. These benefits are and not limited to (Zhu Sarkis, 2014). The program is aimed at reducing the waste by effectively ensuring that resources are managed. This reduces production cost, promote recycling and also the reuse of raw material. Production of hazardous substances is reduced hence preventing a firm from fines which are extended due to violation of environmental regulations (Zhu Sarkis, 2014). The program changes customers perception towards its products hence attracting new customers for the firm. This gives the firm a competitive edge over its competitors in the market (Zhu Sarkis, 2014). Adapting to GSCM program reduces the risk of a firm being prosecuted by the environment organizations of unethical operations and anti-environmental practices. This may lead to a firm being banned or heavily fined (Zhu Sarkis, 2014). References Nikbakhsh, E. (2015). Green supply chain management. InSupply chain and logistics in national, international and governmental environment(pp. 195-220). Physica-Verlag HD. Zhu, Q., Sarkis, J. (2014). Relationships between operational practices and performance among early adopters of green supply chain management practices in Chinese manufacturing enterprises.Journal of operations management,22(3), 265-289.