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Prompt In the always contentious field of paleoanthropology, more fossils always generates more conjectures…and refutations. - M. Shermer (2016b) A couple of years ago, with the introduction and preliminary analysis of Homo naledi by Berger et al. (2015), skeptics noted exception to the speed that had been done to excavate, study, and disseminate the results in peer-reviewed publication. After about a year and a half of study (having initiated excavations in the fall of 2013), they fast tracked publication of their results and published their findings in eLife, a new online, open-access, peer-reviewed journal. Further, they provided free access to all data, including 3D download of major specimens to anyone interested. Some paleoanthropologists, including Tim White, took exception to their pace to publication (he took over 15 years to publish results for Ardipithecus and when he did in 2009, included 11 peer-reviewed papers in a complete issue of Science (Links to an external site.)Links to an external site. ). Several news stories highlighted this developing feud (e.g., Lents 2015, McKie 2015), while others took exception to some of the hasty claims made by the authors with respect to the possibility that the Rising Cave finds suggested that Homo naledi purposefully buried (or discarded) their dead (e.g., Shermer 2016a, 2016b). For Discussion 5, integrate your findings on Homo naledi from Assignment 4 with the debate about the speed of science in paleoanthropology, as exemplified by the efforts of Berger and colleagues. (Granted, the geological context and condition of fossil remains and requisite ‘fossil prep’ is markedly different for the fossils from the Middle Awash in Ethiopia compared to those recovered from Rising Cave.) Further, the original report did not provide dates for the finds, but new finds and ‘good’ dates are now published for this assemblage (Dirks et al. 2017), and suggest a quite recent age for these hominins (Lents, 2017). Evaluate and assess these two stark approaches to reporting new discoveries to the public. With respect to paleoanthropology, which approach is better and why? Should Berger et al. have waited to report their discoveries until the dating had been resolved? References cited Berger, L. et al. (2015) Homo naledi , a new species of the genus Homo from the Dinaledi Chamber, South Africa (Links to an external site.)Links to an external site. . eLife 2015;4:e09560 (September 10, 2015). Dirks, P. et al. (2017) The age of Homo naledi and associated sediments in the Rising Star Cave, South Africa (Links to an external site.)Links to an external site. . eLife 2017;6:e24231 (May 9, 2017). Lents, N.H. (2015) Paleoanthropology wars: The discovery of Homo naledi has generated considerable controversy in this scientific discipline (Links to an external site.)Links to an external site. . eSkeptic. Lents, N.H. (2017) Big news on Homo naledi : More fossils and a surprising young age (Lin ...

Education

2016a, 2016b).
For Discussion 5, integrate your findings on
Homo naledi
from Assignment 4 with the debate about the speed of science
in paleoanthropology, as exemplified by the efforts of Berger
and colleagues. (Granted, the geological context and condition
of fossil remains and requisite ‘fossil prep’ is markedly
different for the fossils from the Middle Awash in Ethiopia
compared to those recovered from Rising Cave.) Further, the
original report did not provide dates for the finds, but new finds
and ‘good’ dates are now published for this assemblage (Dirks
et al. 2017), and suggest a quite recent age for these hominins
(Lents, 2017).
Evaluate and assess these two stark approaches to reporting new
discoveries to the public. With respect to paleoanthropology,
which approach is better and why? Should Berger et al. have
waited to report their discoveries until the dating had been
resolved?
References cited
Berger, L. et al. (2015)
Homo naledi
, a new species of the genus
Homo
from the Dinaledi Chamber, South Africa (Links to an external
site.)Links to an external site.
. eLife 2015;4:e09560 (September 10, 2015).
Dirks, P. et al. (2017)
The age of

Homo naledi
and associated sediments in the Rising Star Cave, South
Africa (Links to an external site.)Links to an external site.
. eLife 2017;6:e24231 (May 9, 2017).
Lents, N.H. (2015)
Paleoanthropology wars: The discovery of
Homo naledi
has generated considerable controversy in this scientific
discipline (Links to an external site.)Links to an external site.
. eSkeptic.
Lents, N.H. (2017)
Big news on
Homo naledi
: More fossils and a surprising young age (Links to an external
site.)Links to an external site.
. eSkeptic.
McKie, R. (2015)
Scientist who found new human species accused of playing fast
and loose with the truth (Links to an external site.)Links to an
external site.
. The Guardian (October 24, 2015).
Shermer, M. (2016a)
Did this extinct human species commit homicide? (Links to an
external site.)Links to an external site.
Scientific American (January 1, 2016).
Shermer, M. (2016b)
Homo naledi

and human nature (Links to an external site.)Links to an
external site.
. Scientific American (January 7, 2016).
Directions
Your responses should be no more than a paragraph or two. Be
sure to respond to another student's post. Have your initial
response done by the due date and your response done before
the close date (two days after due date).

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For this assignment, you are going to use your skills of research an.docx

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For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills. To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester. Writing the Final Project Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course. Content Expectations: Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated. Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience. Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail. Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a real-world exp.

For the Final Project, you will assume the role of a classroom teach.docx

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For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others in the world around you. Prompt: First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS 400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms. Specifically, you must address the critical elements listed below. I. Introduction: You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. A. Topic: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society. II. Lens Connections: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education lenses. A. What is the connection of your issue/event to the lens of history for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis. B. What is the connection of your issue/event to the lens of the humanities for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis. C. What is the connection of your issue/event to the lens of the natural sciences for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis. D. What is the connection of your issue/event to the lens of the social sciences for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis.Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for this class, and any other pertinent resources to support your responses. Although at least two sources are required for each lens, note that you may use the same source for more than one lens if applicable. Relevant current news sources may be used with instructor approva.

For the first part of your final project, the critical analysis por.docx

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FOR THE CRIMINAL ( Name will be given when bid is accepted) DO THE FOLLOWING - 1. Identify and present significance of: (Use these headings) the criminals A. childhood , B. Late-adolescence, C. Early 20’s , D. Family Influence 2. Diagnosis/treatment ( Meds if prescribed) 3 . Substance Abuse/ alcohol involved ? 4. The Infamous Act/ Traumatic event/ Crime 5 . Incarceration/ Jail 6. Death or current circumstances 7 . How are all the above events tied together? 8 . How do the effects of an underlying (often untreated) Mental Illness contribute to a Human Being’s demise? 9. What characteristics of a serial Killer do you see in your criminal? for example is it (Antisocial behavior, Arson, Torturing small animals, Poor family life, Childhood Abuse, Substance abuse, Voyeurism, Intelligence [hi or low], Shiftlessness). 10 . Where could health care personnel/teachers have intervened in this child’s life to prevent this tragedy? 1 Paragraph of Your opinion. 11 . Wanted poster To show. .

FOR THE CRIMINAL ( Name will be given when bid is accepted) DO THE .docx

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