...World War I took place between 1914 and 1918. Although the conflict began in Europe, it ultimately involved countries as far away as the United States and Japan. At the time, the English-speaking world knew it as the “Great War”—the term “World War I” was applied decades later. Historians still actively disagree over the fundamental causes of the war. The period leading up to the war was a complex tangle of diplomacy and political maneuvering—many countries debated over strategies and alliances until nearly the last minute—and the first few weeks of the conflict were similarly chaotic and confusing. We will be taking a look at the U.S.A. and how they were involved with, effected and helped pave the war front heir standpoint. Some early accounts of World War I treat its start as a chain of almost coincidental events: a mix of unfortunate lapses in judgment on the part of political and military leaders, combined with a tangled web of alliances and defense treaties that triggered declarations of war between countries that really had little reason to be at war with each other. Although these factors were crucial, a number of other important factors were involved. The United States entered World War I due to economic, political, and social contributes. Economically, the United States “entered” the war by the increase of exports to Great Britain and France. Trade quadrupled from 1914 to 1917. According to statistics, from 1914 to 1917, exports to Great Britain rose by about $1.5...
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...Abbreviated version of this report is published as "Trends in Computer Science Research" Apirak Hoonlor, Boleslaw K. Szymanski and M. Zaki, Communications of the ACM, 56(10), Oct. 2013, pp.74-83 An Evolution of Computer Science Research∗ Apirak Hoonlor, Boleslaw K. Szymanski, Mohammed J. Zaki, and James Thompson Abstract Over the past two decades, Computer Science (CS) has continued to grow as a research field. There are several studies that examine trends and emerging topics in CS research or the impact of papers on the field. In contrast, in this article, we take a closer look at the entire CS research in the past two decades by analyzing the data on publications in the ACM Digital Library and IEEE Xplore, and the grants awarded by the National Science Foundation (NSF). We identify trends, bursty topics, and interesting inter-relationships between NSF awards and CS publications, finding, for example, that if an uncommonly high frequency of a specific topic is observed in publications, the funding for this topic is usually increased. We also analyze CS researchers and communities, finding that only a small fraction of authors attribute their work to the same research area for a long period of time, reflecting for instance the emphasis on novelty (use of new keywords) and typical academic research teams (with core faculty and more rapid turnover of students and postdocs). Finally, our work highlights the dynamic research landscape in CS, with its focus constantly ...
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...There’s No Room: A look at public schools’ design for science and evolution Nicole McCormick PHI103: Informal Logic (GSK1216H) Instructor Micheal Pelt May 21, 2012 The 1987 Supreme Court ruling on the case of Edward v Aguillard, struck down a Louisiana Law requiring “balanced treatment” between “creation science” and evolution. The Supreme Court found “creation science” to be unconstitutional, a statute that forbade teaching evolution unless “creation science” was also taught. Edward v Aguillard made it clear you cannot teach creation science alongside evolution (Brown, Feb2012). This argument of if evolution should be taught in public schools has waged on for decades, and as long as some continue to believe in intelligent design while others in evolution, it is a battle that will no doubt continue on, with unnatural selections for some. Intelligent design is primarily a religious belief and not a scientific tenet, which forms the basis for why it should not be taught in public school science courses. This essay will discuss how evolution in public school science classrooms serves best with the national science curriculum, and how theories of creationism and intelligent design (ID), try as they may, have no place in public science classrooms. Research will begin with data that includes the said appropriateness of evolution, and how the study of evolution in school is in line with the teachings of biological science. Next, what will be considered are the creationist and...
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...ISU Controversial Issues in World Religions Evolution vs. Creation In society, there are many diverse issues that raise intense controversy. One that is particularly interesting is the ongoing conflict between the world of science and some segments of religious society. This essay will refer to the debate between evolution and creationism which has ranged through the course of human history, but intensified as the science and evolving proofs of evolution are generated. Evolution has proved that Creationist beliefs and their denial defy logic, science and reality. One of the most common questions that humanity tends to ask itself is where we came from and how we came to be. It is inherent to every human being to ask himself about their origin and purpose of their existence. Humanity’s first attempt to answer these questions was religion (Christianity, Judaism, Islamic); however science has introduced an alternative to religion’s so called answer, evolution. The current argument began with an English naturalist by the name of Charles Darwin. Darwin was the first to propose the theory of evolution, which states that mankind, through genetic mutation and natural selection, evolved from a common ancestor over a prolonged period based on natural selection processes. This theory directly defied religious beliefs at the time; more specifically those of the Catholic church which believes in creationism, or in a more general sense intelligent design. Creationism...
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... ! Priscilla Wong! Anth 300/Tues-Thurs/9:00! ! Why Students Should Learn Evolution ! Brian J. Alters Sandra M. Alters! ! ! THEME: The authors think that evolution is a unifying theory in the biological and other sciences that explains the context and framework to understand. The authors advocate why students should learn about it.! ! ! ! l.! ! ll.! ! ! ! ! ! ! ! ! ! ! ! ! ! lll. ! ! Introduction ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! A. Many parents of students have created issues for science professors to ! question whether or not to teach evolution in the classroom. !! B. Without evolution there would be a disappearance of all the facts that are put together as a whole, it is the fundamental framework of a unifying ! theory.! C. Evolution helps discover all the mysteries throughout our history and ! explains relationships between these species.! D. There are many questions as to why we study biology such as how !! organisms work, how we breathe, how fish swim, or how leopard frogs ! produce thousands of eggs at one time, but evolution truly explains the ! background of how these things occur. ! E. Evolution is such an inducing subject because it broadens the categories ! of applied sciences, philosophy, psychology, literature, and the arts. ! Why is evolution a unifying theory?! ! ! ! ! ! ! A. When evolution takes place, when a population of species change they ! end up favoring their survival...
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...viewpoint to the theory of evolution within the American public school systems. If scientific creationists believe that God's message is the defining element for the content, aims, and conditions of educational practice, then the argument can be made that creationism belongs in the classroom. On the contrary are those who assert creationism is not science and further suggests that "creation science" is a misnomer and oppose religion into public educational programs. They maintain the position that public educational programs should be made separate from concerns of the church. Fundamentalist Christians differ from liberal Christians with respect to the basic theories to how life began. Liberal Christians mold their lives around the theory of evolution; forging their spiritual doctrine around their lifestyle, where as fundamentalist Christians remain faith based; life created by God and their lifestyle strictly follows biblical doctrine. Those who side with the theory of Darwin and claim that creationism is really anti-science are in direct conflict with adamant creationists; and somewhere among these groups are a third group, scientific creationists, who use scientific terminology to prove that only life can come from other life. During the 1960’s the United States began an initiative to catch up with newer science teaching standards which ultimately reintroduced the theory of evolution as well as breathed life into the creation science movement. In a landmark...
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...1 3 (Theodosius Dobzhansky, 1973) • “Nothing in biology makes sense except in the light of evolution.” Understanding Biology… 2 What is biological evolution? 1 V ¨© ¡¦¥¥I % $B ¥¨¥2¥¦ ( %©6¥) £0¦ ©) ¥¦ %! ©"2 8@W@ VW V 0I $ "U §¥&8©SR V V¨ $ $ ¦ £ W H $ H ) ¦ ¤ T ) ¨ 6 $ 2 ¨ ¦ F ©) £§¦ ©) $¥¦ "! ¦"QP ¥© ¡#I H ¦G&4 !¥) ¥@E!¥" $B #! )#A @95) #¦ &8¦ ¥ ' ( ¢7 ) 'D C ¡ $ $ 1 ¡ ¦ $ ¨ 4 2 © ' #¦"2#©6&5)##) #230("0"!"¥) "' &§$"©¦ %! #"¢ 1 ' ¡ ' ! ( ¡ ¤ $ !! ¦ ¥ ¥©¥©§¥£ ¢ ¨ ¡ ¦ £ ¨ ¦ ¤ ¡ April 28, 2007 Oxnard, CA Human Evolution and the Nature of Science Evolution & NOS • As the common thread in biology, the topic of evolution can help students make sense of diverse biological concepts. 4 Common Misconception about Human Evolution – Man evolved from apes or chimps… chimps… – No, Chimpanzees and humans had a common and less specialized ancestor – Common Chimp = Pan troglodytes – Human = Homo sapiens 5 In the Origin of Species, Charles Darwin makes reference to human evolution only once when he writes “light will be thrown on the origin of man and his history.” 6 2 It is of no surprise that much light or evidence has been gathered by paleoanthropologists – which include scientists who study human evolution – since Darwin’s book was first published in 1859. 7 In the last two years alone, both in science/research journals and in the public media, there have been numerous scientific articles, news reports...
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...Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment JOSEPH O. BAKER Department of Sociology and Anthropology East Tennessee State University Public acceptance of evolution remains low in the United States relative to other Western countries. Although advocates for the scientific community often highlight the need for improved education to change public opinion, analyses of data from a national sample of American adults indicate that the effects of educational attainment on attitudes toward evolution and creationism are uneven and contingent upon religious identity. Consequently, higher education will only shift public attitudes toward evolution and away from support for teaching creationism in public schools for those who take non-“literalist” interpretive stances on the Bible, or to the extent that it leads to fewer people with literalist religious identities. Keywords: evolution, creationism, religious identity, education, science and religion, public policy. INTRODUCTION Acceptance of evolution and support for creationism has been publicly debated since the initial diffusion of Darwin’s theory about the origin of species, particularly in the United States (Numbers 1998, 2006). From before the infamous Scopes Trial (see Larson 1997) to the present, many Americans have resisted ideas about evolution, leading to a relatively low global ranking on public acceptance of the theory...
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...plant and animal life, just as they exist today. The ongoing debate about the most valid perception of the world's origins has troubled both the scientific and religious communities, causing, in many cases, intense conflicts and misconceptions. The goal of the current academic essay is to investigate the compatibility between the scientific theory of evolution and the christian beliefs about the origin of human kind. I will also research the philosophical foundations of Christianity and Darwinism...
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...century-long war between creationalists and scientists. The conflict also turns into a christian vs atheist debate, due to the overwelming amount of atheists who support the theory of evolution. After reading Randy Moore's article, I was surprised by the number of Americans who want creationalism to be incooperated in a biology curriculum. Based on statistics provided by Randy Moore, while half the U.S. Population support...
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...Can Evolutionism and Creationism Co-exist? Is the teaching of evolution really corrupting the minds of children? Can you really talk about the two theories without cutting off the others head? These are questions that come to mind when thinking about the topic at hand. Evolutionism and creationism can be taught together in classes without any controversy because evolutionism can be tied into creationism in many ways. Almost everyone wonders if the world was really made and how it was made. Students everywhere also ask, “How did the human originate?” This is a huge controversy that has been fought for many years. Although there are many ideas, people mainly argue over two of them. The first theory is that people was created by God during his creation of the world; this is the idea of creationism. It is backed up by many religious people and religion itself. There is much turmoil on the broad topic of creationism and its place in American society. The big controversy of creationism versus evolutionism is a very large topic, something that has been made increasingly evident by the numerous books printed on the subject. Most evolutionist and creationist spend their time attempting to prove the other’s theory wrong; in one way or another, prove that theirs is the correct answer to the origins of life as we know it. I have no intent of diving into that raging battle, but would rather take a very different approach. Being raised in a religious household, I naturally have...
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...Evolution Abstract One paragraph… The discussion on the origin and fate of the universe continues to revolve around creationists and evolutionary ideas, though creationism positions arise mainly of religion and philosophy, while the evolution is postulated mainly from science. One wonders if possible convergence in these fields in the discussion, that is, if you can address both creationism and evolutionism from science, philosophy and religion. Theory of Evolution In science the theory of evolution explains the huge variety of life arising by postulating a process of transformation through changes in genes that lead to new adaptations to the environment. By studying the genetic structure of living beings is a verifiable fact that they are related to each other and, therefore, aims to have a common origin as the emergence of new species due to the accumulation of changes that do diverge and take different paths to adaptation to the environment. In the scientific world, biological evolution represents the interpretative key of the living world. Life began about 3500 makes 4000 million years in the form of single-celled organisms without nuclei and took about two billion years to produce the first eukaryotes (unicellular organisms with nuclei), so the start was given very slowly. However, in evolutionary history there are times with a high evolutionary rate as the Cambrian period (540 to 520 million years, they were many forms of multicellular life). They also appeared...
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...on the creation or science. The teachings that younger kids can adapt when they're still young as they got older there's a little influence on their mind. This will argue that having different set points if the teachings types for children both based on religion and science without any harm in either of sides of people, one being all religion and the other side is all science can communicate together to reach towards an agreement. When younger kids are taught, they can adapt easily to information. At that time teachers presented the Darwinism theory, which explains the theory of the evolution of species by natural selection. Base on their parent's...
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...Analysis of an Ideologue Template |Introductory Information | |Ideologue’s Name |Charles Darwin-France | |Birth-Death Years |February 12, 1809 – April 19, 1882 (Hustad, 2016) | |Picture of Ideologue: Find a |[pic] | |digital photo of the | | |individual and paste it here.| | |Most Noted For | ...
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...Issues in Science and Religion April 12, 2012 Science or God? I thought if we question Gods authority in a religious school that we would be shunned, but the first question that was asked in the beginning of class was “Is there a God”? I smiled with relief; because that is the question I have been wondering almost my whole life. Coming from a religious background I was expected to believe that there is a God and we never question if he exists or not because the bible is all the proof we need. Since I was 16 years old I always wondered if there was really a God and if so, where is he when you need Him the most and what is the big deal with this Evolution thing? I always had more reason to believe that Evolution makes more sense and has more concrete evidence than believing in a God you cannot see or do not have much or any other evidence that he really existed other than the Bible. Argument: Is there a God? Personally I think there isn’t, and the Bible makes it sounds like if you do not believe in him you automatically go to hell! However, a good person who does the right thing most of their lives but does not believe that God exists makes them what Christians call: “Devil Worshippers”, and is sentenced to hell forever? That doesn’t sound like a God who cares much about his people on earth, but more about himself, to have a lot of people sent to the burning pits of hell because they do not believe in him although they may do the same thing as what a Christian may do...
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