My fourth lecture in my series on human evolution, migration, population genetics and genomics. Discussion of Polynesians, Jewish populations, origins of the English and Thomas Jefferson's black descendants.
http://www.youtube.com/watch?v=o0FSXmDlO-c
STEVE OLSONJournalist Steve Olson, who holds a B.S. in phy.docxdessiechisomjj4
STEVE OLSON
Journalist Steve Olson, who holds a B.S. in physics from Yale
University, has reported for the Atlantic, Science, and Scientific
American and has published multiple books, including Mapping
Human History: Genes, Race, and Our Common Origins (2002),
which was a finalist for the National Book Award, and Count
Down (2004), about teens at the International Mathematical
Olympiad.
In Mapping Human History, the source of the following
selection, Olson studies the path of our species through genes
and continents, tracking all of humanity back to a small group
that lived in eastern Africa, debunking racial myths along the
way. Regardless of what appear to be differences among us,
suggests Olson, biologically we are all basically the same. Our
group origins and differences, which were superficial to begin
with, lose importance as time goes by.
In "The End of Race: Hawaii and the Mixing of Peoples,"
Olson considers centuries of intermarriage between native and
nonnative races in the Hawaiian islands. Although this exten-
sive "mixing of peoples" has led some to propose Hawaii as an
example of interracial harmony, Olson acknowledges that such
claims are not entirely true. Though the majority of those born
and raised in Hawaii come from a complex racial and ethnic
makeup, social, political, and historical influences have contributed to deep cultural divides
among the various island populations. Now, in the aftermath of European colonization, the
preservation of Hawaiian culture and the definition of what it means to be a native Hawaiian
are pressing questions with no easy genetic or biological answers. Thus Olson ultimately
questions whether racial and cultural identity is rooted in biology or affiliation. The "end of
race" is, perhaps, no end at all.
What defines race? And given how complicated such a definition must inevitably be,
how can we end racism and promote racial harmony?
TAGS: race, integration, research, diversity, bioethics, diplomacy, community
Questions for Critical Reading
i. What is a "community of descent"? Develop a definition by reading Olson's text to
locate quotations that define the concept. Offer, too, an example of a community of
descent from your own experience.
333
Steve Olson
As you read, ask yourself how Olson defines race. Create a definition and support it
using quotations from Olson's essay. To do so, you will need to read his essay critically,
paying close attention to what Olson has to say about the concept of race.
If race no longer has a biological basis, as Olson claims, why do ethnicities continue to
function in society? Use Olson's text to propose reasons why race persists.
The End of Race: Hawaii and the
Mixing of Peoples
He loved everything, he was full of joyous love toward everything that he saw.
And it seemed to him that was just why he was previously so ill—because he
could love nothing and nobody.
—HERMANN HESSE, Siddhartha
On the morning of November 26, 1778, the 100-foot-long, th.
History 104 462011Palestinian Declaration of Indep.docxjoyjonna282
History 104
4/6/2011
Palestinian Declaration of Independence
1) After a half century of bitter warfare between Palestinians and Israelis can the Palestinian declaration of independence be reconciled with the state of Israel’s concern about national security ? can the two people ever find way to live in peace?
The main problem with a Palestinian declaration of independence is the fact that the Palestinians still suffering from suffered of oppressed, constrained. Bother of Jewish and Muslim still keep feeling of feud for each other, they teach their children history and religion how each one became enemy for each other. Palestinian people feel as some one who took their home and land and started to control them as people came from another country. This issue still one of complex issues challenge the destiny of Palestinian and Jewish people. If the Palestinians unilaterally declare independence then the danger to them is that Israel could recognize it without recognizing their borders and every Palestinian attack could be rightly considered an act of war. This is why both Gaza and the PA claim there is an occupation since claiming that and having that claim supported by the world restrains Israel from acting like they are in a state of war even if Israelis think they are in a state of war.
2) In declaration of independence, the Palestinian national council “ calls upon the united nations to bear special responsibility for the Palestinian Arab people and it’s homeland “ do you believe that the UN should “ bear a special responsibility “ for ensuring the security of a Palestinian state? How should the UN exercise this responsibility ?
Yes I do, I believe that US plays important role toward this issue. United Nations can bear special responsibility for the Palestinian Arab people and its homeland. U.S plays important roles to assist it in the attainment of its objectives, to provide it with security, to alleviate the tragedy of its people, and to help to terminate Israel's occupation of the Palestinian territories.
Declaration of Israel's Independence
1) Can the historic and religious ties of the Jewish people to Israel accommodate the fact that for nearly two thousand years Israel was also the dwelling place of Arabs and other non-Jewish population?
In fact, Jews today try justify their occupation of Palestine on the basis of religious and historical allegations and seek to persuade the world by these allegations. They claim that the god –Allaah- promised them that this is your land and point to their historical connection with it by virtue of their rule over it for a period of time, their presence in the area, their psychological and spiritual attachment to it, and its sacredness to them. We believe that the Jews have their religious freedom, and no one has the right to force them to change their beliefs; however, they have no right to oblige others to accept their belief. Besides, they are not entitled to displace a peopl ...
Native American History Essay
Essay On Native Americans
Native Americans Essay
Native American Education Essay
Essay about Native American
Native American Tribe Essay
Rutgers University Press Chapter Title Introduction.docxjeffsrosalyn
Rutgers University Press
Chapter Title: Introduction
Book Title: Challenges of Diversity
Book Subtitle: Essays on America
Book Author(s): WERNER SOLLORS
Published by: Rutgers University Press. (2017)
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3
Introduction
Ah me, what are the people whose land I
have come to this time,
and are they violent and savage, and
without justice,
or hospitable to strangers, with a godly
mind?
—Homer, Odyssey VI:119–1211
Migration has been a human experience since the earliest times, and epic
stories of migrants have accompanied this experience. In the biblical book
of Genesis, Adam and Eve are expelled from the Garden of Eden, and the
three monotheistic religions have drawn on the story of paradise as an ideal
place of origin that man forfeited because of his fallibility. Noah and his
family are saved from the environmental disaster of the flood and can start
a new life elsewhere. In the book of Exodus, Moses and the Israelites escape
from oppressive slavery in Eg ypt. In Vergil’s Aeneid the defeated Trojans
leave their city in search of a new country. Such great stories have provided
vivid and often heartrending scenes that writers, painters, and composers
have returned to. They include scenes of departures, as when Aeneas car-
ries his father Anchises out of the burning city and brings his son and the
Penates along but loses his wife; of difficult journeys, as when the Israelites
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4 • Werner Sollors
follow a pillar of fire at night and of cloud in the day and miraculously cross
the Red Sea to reach the Promised Land; and of arrivals, as when Noah’s
ark lands on Mount Ararat after the dove he sent out returns with an olive
leaf in her beak. Such epic stories tell tales of the hospitality that Nausikaa
extends to Odysseus and that the inhospitable Polyphemus does not. They
tell tales of the many obstacles along the way; of the sadness at the loss of
family, friends, or homeland; of feeling Fernweh, the yearning for faraway
and unknown places; of the hopefulness of new beginnings elsewhere; of
the wish for a return from exile in.
Nothing in Microbiology makes Sense except in the Light of EvolutionMark Pallen
Professor Mark Pallen's Inaugural Lecture at Warwick Medical School, University of Warwick, April 15th 2014.
Storified version of lecture: https://storify.com/mjpallen/palleninaugural
Bio303 laboratory diagnosis of infectionMark Pallen
In this Bio303 module talk, I provide an overview of how infections are diagnosed in the clinical microbiology lab, focusing on technologies, old and new, and also on practical issues and workflows crucial to optimal use of the lab.
Bio380 lecture on cancer as an evolutionary process, showing descent with modification, branching evolution and natural selection; focus on genome evolution
Bio303 Lecture Three: New Foes, Emerging InfectionsMark Pallen
New foes. In this lecture I will describe emerging infections, their epidemiology and ecology and the threats that they pose. I will focus on three case studies: SARS, pandemic flu (with help from Jennifer Gardy) and the German STEC outbreak of May-June 2011
My first lecture on the second year Bio263 module on human evolution. An overview of human evolution and palaeoanthropology. Taxonomy and humanity's place in nature. Who is our closest living relative? Evidence from morphology and molecules.
See also Slidecast on YouTube
http://www.youtube.com/watch?v=28bLQIGRbWU
Bio303 Lecture 2 Two Old Enemies, TB and LeprosyMark Pallen
In this lecture I will focusing on another of the most serious infectious threats to humanity, tuberculosis, outlining its evolutionary origins, impact on human health and wealth and the steps taken to control and treat this infection. I will also discuss a related mycobacterial infection, leprosy and recent progress in its control.
Bio303 Lecture 1 The Global Burden of Infection and an Old Enemy, MalariaMark Pallen
The Global Burden of Infection and an Old Enemy, Malaria. In this lecture I will survey the global burden of infection, including its human and economic costs, and examine the problem of neglected tropical diseases before focusing on one of the most serious infectious threats to humanity: malaria, outlining its evolutionary origins, impact on human health and wealth and the steps taken to control and treat this infection.
See also Bio303 Facebook page
Bio380 Human Evolution: Waking the deadMark Pallen
Bio380 Human Evolution, genes and genomes lecture on contribution of archaic populations to gene pool of anatomically modern humans, including Neanderthals and Denisovan
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
16. The Arrival of the Maoris in New Zealand, 1898 Oil on canvas, 1380 mm x 2450 mm, Auckland Art Gallery Toi o Tamaki, bequest of Helen Boyd, 1899. Louis J. Steele and Charles F. Goldie http://www.cdc.gov/ncidod/eid/vol7no5/cover.htm
35. Old racist view View from modern genetics Genetic Residues of Ancient Migrations: An End to Biological Essentialism and the Reification of Race William M. Richman University of Toledo