Darwins General Summary and Conclusions of the Descent of Man and Sele

Darwin's General Summary and Conclusions of the Descent of Man and Selection in Relation to Sex In the "General Summary and Conclusions" of The Descent of Man, and Selection in Relation to Sex, Charles Darwin argues that man is not the work of a separate act of creation. Rather, he believes that humans evolved from a lower being to what we are today. Darwin looks at the "whole organic world" [i] when finding evidence to support his argument, using the evolution of plants and animals to illustrate his points. Darwin claims that natural selection and sexual selection are two modes of evolution and explains both in detail. However, Darwin does not just cover science; he also looks at how social behavior affects evolution and sexual selection. In this way, non-epistemic values have a great influence on Darwin's theories. Darwin's main argument is that "man is descended from some less highly organized form"[ii]. As evidence for his claim, Darwin looks at the similarity between the features of humans and other animals during embryonic development. He finds that there are "innumerable points of structure and constitution" [iii] that are similar. Anyone who disagrees with him would be forced to conclude, "man is the co-descendent with other mammals of a common progenitor"[iv]. He also explains the differences between natural selection and sexual selection, as well as how sexual selection is important to evolution. First, natural selection depends on how well an organism can adapt to its environment. If it doesn't have the means to survive in its ... ... values, especially when dealing with the human social condition and the differences in superiority between civilizations. It is also interesting to see how others have interpreted Darwin's theories, and created their own theories based on Darwinism. Overall, Darwin's ideas, while originally scientific, have been impacted by social factors and in turn have influenced social theories. --------------------------------------------------------------------- [i] Page 386 [ii] Page 385 [iii] Page 385 [iv] Page 386 [v] Page 403 [vi] Page 390 [vii] Page 393 [viii] Page 394 [ix] Page 395 [x] Vol. I, Page 169 Works Cited Darwin, Charles. â€Å"From The Descent of Man.† Change and Tradition: Cultural and Historical Perspectives. Dubuque, Iowa; Kendall/Hunt Publishing Company, 1998.

Influential Event :: essays papers

Influential Event Experience is what you receive when you don’t get what you want." I remembered my father’s words as I tried to postpone the coming massacre. Like during the fall of the Roman Empire, my allies became enemies and my foes turned into partners. In fast and furious action with property changing hands again and again, I rested my fate on the words of one man, hoping he would rescue me from this dangerous tailspin. Don’t these experts realize the heartbreak they’re inflicting on my young life? While the uncertainty of tomorrow’s attire is the most pressing concern for many seventeen-year-olds, I must worry about much greater issues! It’s August 31,the market is down over 300 points and the value of my stock portfolio is falling fast. Usually, whenever I mention the words stockbroker or investment other students snicker that I’m actually interested in â€Å"that stock market stuff." My interest in investing began when as a naà ¯ve freshmen I learned that my assistant JV basketball coach Tom Wingfield worked with Dean Witter as a stockbroker. Over the course of the season, I expressed interest in his job, and we became inseparable. Tom became my mentor, and I absorbed every word he spoke. Almost immediately, I became infatuated with the market and wanted to invest every penny I have. To the delight of my fifteen-year old brother, before school I even found myself opening the newspaper directly to the business section, giving my brother first rights to the sports page for the first time in his life. Hoping to soon enter the market, I worked at a nearby retirement home for several months and earned a little money. To help me buy more stock, my father agreed to match any amount of money I invested. I told Tom about the plan, and he thought it was fantastic. The next day, I had a stock portfolio and dreams of retiring by age 30. Three years have elapsed since that fateful November morning, and every two weeks I religiously place part of my retirement home paycheck into the market. Every small-time investor probably dreams of making a million dollars; I was no different. I pictured my meager investments taking off and my becoming a professional trader. August 31 quickly jolted me back to reality, and I was reminded of that infamous expression my father told me. No one really plays the market for experience; that’s just what people say after losing money.

The Effects of Gangs :: Exploratory Essays Research Papers

The Effects of Gangs What is a gang? According to Steven Sachs, a probation officer since 1978, it is "a structured, cohesive group of individuals, usually between the ages of eleven and twenty-five, who generally operate under some form of leadership while claiming a territory or turf," (Sachs XV). Distinctive clothing, the use of special street names, language, symbols and signs, and the committing of organized and spontaneous criminal acts describe some of the characteristics of a gang. Gang members can be male or female, but they are most often male. Jeffery Fagan and Joan Moore, researchers who primarily use self-reports and observations in the field, estimate that female participation in gangs may be as high as 33 percent. In the first national survey that was conducted by Walter Miller in 1975, he estimated that 48 percent of gang members in the six largest cities in the United States were black, 36 percent Hispanic, 9 percent white, and 7 percent Asian. A few years later, in a more extensive surv ey in nine of the largest cities, Miller found that 44 percent of all gang members were Hispanic, 43 percent black, 9 percent white, 4 percent Asian. Based on these statistics, he speculated that illegal Hispanic immigrants may have contributed to the increasing number of gangs in California (Kinnear 76). Gangs are often rooted in the historical experience of discrimination and economic struggle. White gangs exist mainly to promote and act on racist beliefs, such as the Ku Klux Klan and the Skinheads. Black gangs, Blood and CRIP, formed mainly for protection from other gangs. Hispanic gangs like Latin Kings and Sureno are typically concerned with the self-respect and integrity of their neighborhood. Asian gangs including Chinese and Korean are perhaps more organized than the Hispanic or Black gangs and have been associated with gambling, prostitution, and narcotics on a more sophisticated and profitable level than other types of gangs. They are also more mobile (Landre, Miller, Port er 4). As a result of gangs, increased use and dealing of drugs, a person's sense of belonging to a gang, and gang related crimes have had negative effects on society. Many of the images of gangs, based primarily on media reports, include the use of alcohol and drugs. People tend to believe that gangs sell drugs to make extra money or even that many of them are structured as mini-corporations and are heavily involved in the drug trade.

Education important for girl Essay

Education of a child starts from the family and mother is the first teacher. But, the irony in India is that although the deity of education is a female i.e. Goddess Saraswati according to the Hinduism, innumerable number of women are illiterate. They are not remaining uneducated by their own wish but they are being forbidden from receiving education because of the patriarchal families in our society. Right from the early Vedic period people have been celebrating the birth of a son, but in those days daughters born into a family were not neglected and educated properly. However the scene was changed during the later Vedic Age and the daughters were considered as a social burden. Only the girls belonging to upper class families enjoyed the right of education and got proper nourishment. In medieval period the conditions deteriorated for the females and even in royal families, girls could not get the same status as the boys. In Muslim households they were taught at their homes while Hindu girls enjoyed the privilege of getting primary education along with the boys in schools. The prevalence of child marriage were excessively practiced. However, in the nineteenth century many social reformers like Raja Ram Mohan Roy, Sir Syed Ahmed Khan, Annie Besant, M.G. Ranade, Jyotibe Phule, Swami Dayanand Saraswati etc. came forward for the emancipation of women in India. Especially Raja Ram Mohan Roy advocated for female education. Since then there has been tremendous progress in every field but unfortunately still the girls are neglected. In most of the families the birth of a girl child is not desired and if accepted they are thought inferior to boys and their education is not considered important because it seems a wastage of money to most of the parents. they think it unreasonable because afterwards they have been compelled to bear a heavy amount towards their dowry. So the female literacy is rate is unsatisfactory and it has a direct impact upon the overall development of a nation and its population growth. If India wants to be one of the developed nations it must concentrate on female education because if we educate a man we educate an individual but if we educate a women we educate an entire family. Again the root cause of all problems facing the women is related to education. if all women are educate, then all problems like female infanticide, dowry, female suicides, domestic battering, malnutrition of women, child marriage and other related atrocities would get vanished from India. Education provides an essential  qualification to fulfill certain economic, political and cultural functions and improves women ‘s socioeconomic status. At very age and level education enhances the intellectual, social and emotional development of women and enables them to meet their basic needs to daily life. It brings reduction in inequalities in the society. Only educated women can understand the needs of the family. They will never send their children to work in any shop or factory, rather they will arrange for their education in good schools. They will take proper care of the health and diet of their children. A mother knows what is good for her kids and how they should be brought up. Thus, educated mothers would promote education for all their children without discrimination. But if a mother (girl) is not educated and gets children then she would do anything without reasoning and harm herself and her children. As she is not educated, she would tend to think that education is only for the mail and not for the female and thus, she would ingrain in her daughters the idea that they are inferior to their brothers. As girls are not educated they remain dependent on their family before marriage, on their husband after marriage and on their children after the death of their spouse. This is the main reason for the unpleasant condition of women. So if girls will be educated, they will no longer be dependent on any one and they can do a lot for their uplift. Most of the problems of society can be eradicated by educating the girl child. marriage at a very young age leads the women to conceive repeatedly, which affect their health badly. Most of the uneducated women do not know about the various contraceptive measures. Even if some know they feel hesitant in using them. It results in more growth of population and worse condition of women. Thus, the state in which female literacy rate is more like Kerala, population growth is less. The menace of child labor also has significantly been out of practice because the women became aware of their rights and privileges. Women are exploited in every sector, especially if they are uneducated, because they cannot demand their rights. Most of the women lack unity and work in unorganized sector. If they were educated they would have been knowing the rules and regulations and working in an organized sector getting the benefits of public schemes. If women are educated enough they can get training for setting of small scale industries, they can know the procedure of getting loan, get the knowledge of market availability of raw material and labor,  new policies of the government, procedure to register new product and knowledge about import and export goods. If their standard of living will be improved. it will indirectly uplift the level of society. If they can be financially strong they will take proper care of their children and provide them good education. According to Mahatma Gandhi, â€Å"Due to her nature women possesses the best ability to teach the child†. Chhatrapati Shivaji and Maharana Pratap are the best example of this saying. Thus, let us start educating the female children to change the face of society.

All About Argentina

Argentina, country in South America east of Chile and west of the Atlantic Ocean. The area of the country is 2,780,400 sq km. The Argentine government, however, claims a total area of 2,808,602 sq km including the British-administered Falkland Islands, or Islas Malvinas, and other sparsely settled southern Atlantic islands. The capital and largest city is Buenos Aires. The population is 35,797,981 million. Largely urban and of European origin. Spanish is the official language. Roman Catholics make up more than 92 percent of the population. Judaism, Protestantsim, and a number of other Christian and non-Christian religions are practiced. By law, the president and the vice-president must be Roman Catholic. Physical Geography The Andes Mountains line Argentina's western edge, forming the boundary with Chile. The highest peak, Aconcagua, stands 6960 m. Gently rolling plains extend eastward from the base of the Andes and descend gradually to sea level. The Pampas, treeless plains that include the most productive agricultural sections of the country, occupy much of this region. Patagonia, south of the Pampas, is dry and desolate. At the southern tip of Argentina lie the islands of Tierra del Fuego. Climate Argentina has a temperate climate, except for a small tropical area in the northeast and a subtropical region in the north. The higher Andes and Patagonia are cold, while in most coastal areas temperatures are moderated by the ocean. Rainfall is high in the north, and quite low in the south. Argentina's main natural resource has been the agricultural land of the Pampas. Productive offshore deposits of petroleum and natural gas are also important. Education and Culture Primary education is free and compulsory from ages 6 to 14. In 1996, 5.3 million pupils attended primary schools; 2.6 million attended secondary and vocational schools. Enrollment in higher education institutions was 1.1 million in 1994. Argentina†s literacy rate of 96 percent is one of the highest in Latin America. Argentina has rich literary and musical traditions. The tango, a widely popular ballroom dance, originated here. Economy Argentina ranks among world leaders in the production of grain and cattle. Wheat is the most important crop, and wool is a major export. Coal and petroleum production, once relatively small-scale, has increased significantly in recent years. The unit of currency is the nuevo peso argentino (1 peso equals U.S.$1; 1996). Government Executive power is held by a president elected to no more than two consecutive four-year terms. The National Congress consists of the 257-member House of Deputies and the 72-member Senate. Deputies are elected directly to four-year terms, and each of the country's 23 provinces elects three senators to six-year terms. In each province, the largest nongoverning party chooses one of the three senators. History Along with numerous nomadic tribespeople, two main indigenous groups existed in Argentina before the European arrival. In the northwest, near Bolivia and the Andes, was a people known as the Diaguita, while further south and to the east were the Guarani. Together the Diaguita and the Guarani constitute the origins of permanent agricultural civilization in Argentina, both developing the cultivation of maize. The Diaguita are also remembered for having successfully prevented the powerful Inca from expanding their empire into Argentina from what is now Bolivia. It was perhaps a legacy of this successful resistance that enabled the native peoples of Argentina to carry on a prolonged campaign against colonization and rule by the Spanish. The first Spaniard to land in Argentina, Juan de Solis, was killed in 1516, and several attempts to found Buenos Aires were stymied by the local inhabitants. Inland cities were more successful, and it wasn't until the late 16th century that Buenos Aires was securely established. Despite its military success, indigenous resistance was inexorably weakened by the introduction of diseases from Europe. Even after the native threat became minimal, however, Argentina was still mostly neglected by Spain, which was more interested in developing Lima and the riches of Peru. Buenos Aires was forbidden to trade with foreign countries, and the city became a smuggler's haunt. The restrictive trade policy probably did little to endear Spain to the colonists. The British attacked Buenos Aires in 1806 and 1807, as Spain's had come under the control of Napoleonic France. The colony managed to repulse Britain's attacks without any assistance from their mother country, an act of strength that no doubt helped to foster the region's growing sense of independence. When the French captured Spain's King Ferdinand VII, Argentina fell completely under the rule of the local viceroyalty, which was highly unpopular. The locals rebelled against the viceroyalty and declared their allegiance to the captive king. By 1816, the deep division between Argentina and its mother country had become quite apparent, and a party of separatists decided to declare the country's independence. One of the new patriots, Jose de San Martin, crossed the Andes and captured Lima. Along with Simon Bolivar, Martin is credited with breaking the shackle of Spanish rule in South America. Early independence in Argentina was marked by an often bitter struggle between two political groups: the Unitarists and the Federalists. The Unitarists wanted a strong central government, while the Federalists wanted local control.

Lyric interpretation †“Sister Golden Hair” by America Essay

For this lyric assignment, I chose the song Sister Golden Hair (released 1975) by America in their album Hearts . America is an English-American Folk-Rock band, originally composed of members Gerry Beckley, Dewey Bunnell, and Dan Peek. The three members were barely past their teenage years when they became an overnight musical sensation in 1972. They reached a peak in popularity in the early to mid 1970s and early 1980s. Among the band’s best known songs are â€Å"A Horse with No Name†, â€Å"Sister Golden Hair† (both of which reached Number 1), â€Å"Ventura Highway†, and â€Å"Tin Man†. The song Sister Golden Hair is interpreted by many people in a variety of different ways and meanings. In my opinion and from my research solidifying my interpretation, this song is about a guy that is wrestling with forbidden love. In my interpretation of the lyrics, he is wrestling with forbidden love but not the love for a nun as many have thought. He has fallen in love with his half-sister whom he has been introduced to but didn’t know she existed prior to some broken family interaction along the path of his life, hence the surprise. She also has shown that she felt something more than sibling love for him during family gatherings. He tries to fake being a brother but he is tortured by his lust for her and prefers to stay away from family contact for fear of being taken as a family member by her and lose his chance with her. Not ready for the alter would mean that marriage is not an option due to his blood ties to her, but that he seeks to live his life with her anyways as. This song is about a letter he writes to her after years of painful waiting for her to catch up to him in years and reach adulthood, and to see if they can move on without one-another, metaphorically, Sunday but then Monday means several painful years of questionable, cautious, cat-like commitment to being there right when she’s ready. Originally, the lyrics said Meet me in VA would have meant giving him her virginity but as the lyric changed to air the meaning is that he has sent her a recording of a song he wrote for her and would she embrace his disincarnate company present in the â€Å"air† which is not a stretch of a term for a piece of music. Will you meet me in the middle would mean that they both have buried their forbidden love for years and in his letter he is calling the game because the burden is too  great and he may be considering suicide in his deep depression. Can’t you see it in my eyes means he has also sent her a photo with the letter and the recording (the CD cover?) the photo must show his emptiness but also his affinity for her, that she would fall in love even more so with the photo after not seeing one another for years. This song is a musical masterpiece because like the outro it makes the musical statement that he would win her through his musical prowess: the intro for the song is a solo acoustic guitar bit which I think sounds awesome. While all this may seem to be a stretch, you might think I’m reading my own experience into these most beautiful and mysterious lyrics but just consider this†¦ the author has stated that these lyrics are strictly poetic license and that mean these lyrics came from his in-depth subconscious mind. The first time I heard this song I loved how it sounded and never bothered really listening to the lyrics. However, the more I listened to it and attempted to decipher its meaning, the more I realized how many metaphors it contains, and how much of a deeper meaning this song has. Guitarist Gerry Beckley wrote this song, and when asked if it was written to anyone, Beckley said: â€Å"No, this is all poetic license. With ‘Sister Golden Hair,’ as far as my folks were concerned, I was writing a song about my sister, and I couldn’t quite fathom it; they must not have listened to the lyrics.† (thanks, Brett – Edmonton, Canada) In my opinion, I believe this is a song with a very deep and hidden meaning that has been created like this on purpose because if people did really know its meaning it would never have been one of Americas top hits.

Educational Failure Essay

â€Å"Every year, over 1. 2 million students drop out of high school in the United States alone. That’s a student every 26 seconds – or 7,000 a day† (Thornbergh). Why this happening and more importantly, what is being done to solve this problem? Because of boring classes, too much freedom, and just a lack of motivation, students nationwide are dropping out of school, and are starting on the path of minimum wage and regret. Schools are trying to resolve this issue by giving the support students the help they need, and giving them alternatives to traditional schooling. †¦nearly 1 out of 3 public high school students won’t graduate†(Thornbergh). That’s one third of today’s youths. That’s one out of three people that won’t go to college. That’s one of three people that won’t know the rewarding feeling of getting a diploma. But what’s wrong with this one third that isn’t wrong with the other two thirds? Some say it’s because if society, others say it’s because of schools. Really only half of the problem lies with schools. There are only a small percentage of dropouts that feel that they could never meet the criteria that the school demanded. Unfortunately, many students are not given the extra support they need to make a successful transition to high school and are lost in ninth grade†(Galesic 317). Most others aren’t engaged in school. â€Å"Boredom and disengagement are two key reasons students stop attending class and wind up dropping out of school†(Furger). â€Å"Fully 88% said they had passing grades in high school. When asked to name the reasons they had left school, more respondents named boredom than struggles with course work†(Thornbergh). With this combination, schools become what many students feel to be a waste of time. When schools get this reputation, they become what is known as dropout factories. â€Å"Approximately two thousand high schools (about 12 percent), known as the nation’ lowest performing high schools, produce nearly half of the nation‘s dropouts. In these schools, the number of seniors enrolled is routinely 60 percent or less than the number of freshmen three years earlier† (Galesic 314). Although schools have some blame for the problem at hand, the other half of the problem has origins that the schools can’t control, and that is society and family. Students don’t only have to deal with their school work, but also their peers and life at home. This can be stressful time for students, and, because of this stress, students’ grades may suffer. Even though a student’s grades are low, their parents might not know, or even care. Many parents just don’t pay any attention to their child’s grades. The shocking thing is that only fifty-one percent of parents somewhat knew that their child had low grades; the other percentages range anywhere from kind of knowing to almost not knowing at all. Even though dropping out doesn’t sound too bad, a person is branding themselves a quitter. Once a person drops out, there’s no going back. Sure, a person could get a GED, but, that still doesn’t hold the same weight as a diploma. Dropping out of schools will affect a person their entire life. â€Å"Even a GED is not sufficient for a job here anymore (Thornbergh). † There is no replacement for a diploma. The path of minimum wage and unemployment starts with dropping out. Only forty five percent of High school dropouts are able to find employment. Compared to the sixty eight percent that graduated, that’s a very low number in today’s economic state. Even if a drop out can be that forty five present that is employed, their annual earnings ($8,358) are only little more than half the earning of a High school Graduate ($14,601)(Sum, Ishwar, McLaughlin). Dropping out does not only affect the person who dropped out but also everyone around them. In today’s world, the efforts one person really affects everything around them. People often say, do as your told ;not as they do. That seems easy right? Well, when it comes to drop out, that’s not the case. Students are more likely to drop out if their parents did. When they drop out, their children are also more likely to drop out; leading through a vicious cycle of drop outs. Family isn’t the only thing affected by drop outs (Bridgeland, DiIulio, Morison). Over their working lives, the average high school dropout will have a negative net fiscal contribution to society of nearly -$5,200 while the average high school graduate generates a positive lifetime net fiscal contribution of $287,000. The average high school dropout will cost taxpayers over $292,000 in lower tax revenues, higher cash and in-kind transfer costs, and imposed incarceration costs relative to an average high school graduate. Adult dropouts in the U. S. in recent years have been a major fiscal burden to the rest of society. Given the current and projected deficits of the federal government, the fiscal burden of supporting dropouts and their families is no longer sustainable. ;(Sum, Ishwar, McLaughlin) Supporting dropouts and their families in no longer doable. So, what is actually being done to help students succeed in school and ultimately success in life? One solution that can has come into play in resent years in is alternative to traditional education such as viral schools and credits labs. They consist of virtual schools and programs that help students get back on track to graduating. With these They offer the help and support students need with out the social problems that traditional classes have such as labels, race, and learning disabilities. In doing so, theses alternatives are also adjusting learning to a more personal level. Education no longer has to be for the whole, but only for the small part that is the individual student. â€Å"Districts throughout the country are working to personalize learning by creating small schools or reorganizing large schools into small learning communities, as part of their strategy for reducing the dropout rate†(Furger). These individual students can now get more help and understanding then they would ever get in a traditional class room. Another Solution to this epidemic is stricter rules for schooling. Schools are not only making it harder to drop out, but also, raising the academic bar for students. Some students just quit because its acceptable , while others quit just because they’re board in schools. It would be no long acceptable to just quit if there are stricter penalties, right? Some states are making it so students can’t quit at an easily age. â€Å"Students who drop out before age 18 could have their driver’s license suspended or their work permit revoked unless their decision was first approved by a school or judge†(Thornbergh). But the problem doesn’t only lie with it just being acceptable, but also boredom. â€Å"Higher expectations and more challenging curriculum, coupled with the support students need to be successful, have proven to be an effective strategy not only for increasing graduation rates, but also for preparing students to graduate from high school with options†(Furger). The last and most research backed cure for this epidemic is early education. â€Å"Every month, new studies in neuroscience and psychology provide insights and warnings about how much of a person’s capacity for learning is shaped from birth to age 8. Young children need to experience rich language interactions with teachers, parents, and other adults who read to them, ask questions of them, and encourage their exploration of myriad subjects†(Guernsey Mead). Many students quit school because they are failing. â€Å"Preschool, they argue, is an early investment in youth that yields significant economic results later on. In their review of the research on preschool models in California and elsewhere, the authors found that one preschool program increased high school graduation rates by 11 percent, and another by 19 percent. Furger) â€Å"We need a much broader and deeper transformation of the educational system that starts, if parents choose, when children are as young as three years old and continues through the first few grades of elementary school. Early childhood does not stop at kindergarten; it extends through age eight, because children are still learning foundational skills in literacy, numeracy, social competence, and problem solving, they are more likely to retain them. (Guernsey, Mead) Because of boring classes, too much freedom, and just a lack of motivation, students nationwide are dropping out of school, and staring on the path of minimum wage and regret. Schools are trying to resolve this by giving the support students need and giving them alternatives to traditional schooling. In the time it took to read this, at least one student has dropped out. This needs to stop. Make a difference in one student’s life by helping the cause of helping students stay in school.