America's Fear of Evolution
In August of 1999, the teaching of evolution in schools was banned by the state of Kansas. In Texas, educators have debated over which textbooks to use in grade school science solely by the language of evolution each text contains. In Georgia, educators talk about replacing the word "evolution" with the phrase "biological changes over time." (1) Apparently, our apprehensions about teaching the theory of evolution are popping up all over the news. In hearing these debates, one usually thinks that it is only religious groups or fanatics trying to preserve their stories by eradicating the teaching of evolution. However, I think that culturally we have trouble accepting the theory of evolution because of other stories we tell ourselves. While religion does play a large role in our stories of creation, we have many ethics and ideals outside of faith that contrast with the theory of evolution. We may have trouble facing the facts of evolution because of what it says about the human race. Accepting the theory of evolution places us on the same level as all other species in terms of how we came into existence and how that existence will end. It means letting go of many misconceptions we hold about ourselves. For example, that humans are somehow superior or meant to wield control over the earth. It affirms that we have not been here for nearly as long as our world, and will be long gone before the world ends. Evolution, it seems to me, touches more closely on our fears about death and our place in the grand scheme of things than it does on our faith. The reason evolution comes into such great conflict with religion is because questions such as, "Where will we go after our lives here end?" are so important to us. Consequently, the fear surrounding the theory of evolution belongs not only to the religious and the fanatical, but also to anyone who has ever asked him or herself such questions. America was founded on the concepts of idealism and opportunism; we all are brought up to take advantage of our opportunities and succeed to the best of our abilities. The nature of evolution is to go against these ideals. Evolution occurs randomly, meaning the human race did not "earn" its place as sovereign of the earth. As Americans, we see ourselves working toward a society that is closer and closer to perfection.
In the uncertainty that the modern world is, there is one law that stays petrified in stone no matter what happens: “Things change with age.” No matter if it is in history, science, or even Pokémon, things change as time passes by and this process is called evolution. The theory formulated by Charles Darwin is the belief that all organisms have come from earliest creatures because of external factors (“NSTA…”). School boards everywhere have accepted the theory of Evolution as fact making it essential to be in the curriculums of science classrooms. However, over the years, controversy has arisen as the fact that is evolution is still only a theory with flaws and setbacks, efficiently making other theories (i.e. intelligent design) a viable alternate in the classroom. The law, on the other hand, had a different idea about these other theories with numerous bans them from schools, claiming them to be against the second amendment. Despite the bitter debate of rather or not it is valid and right for teaching (primarily alone) the theory of evolution lies as being the most reliable and accurate way to teach how the modern world came to be.
Robert Root-Bernstein and Donald L. McEachron, “Teaching Theories: The Evolution-Creation Controversy,” The American Biology Teacher, Vol. 44, No. 7 (Oct…1982). This article, written by Robert Root-Bernstein and Donald L. McEachron sheds light on the controversy of evolution vs creationism in schools and the validity of each being called a scientific theory. The work was created to answer the questions, “Which of these theories is truly scientific and which is a religious belief? Which should be taught in schools?” The article concluded in favor of evolution as a valid scientific theory that should be taught rather than creationism, but also mentioned the worth of understanding the latter.
Evolution and Creationism are both fact and theory but the question is which one should be taught in schools? Only a few school distracts have approved the teaching of evolution because it has more senitific evidence than creationism to prove that it is true. According to a new Gallup poll, just 39% of Americans believe in evolution. The Gallup polls also show that those Americans with higher education believe in the theory of evolution as opposed to those with only high school diplomas. The polls found that 74% Americans with post-graduate degrees believe in evolution theory compared to 21% of Americans with only high school diplomas. The Gallup polls suggest that the belief in the theory of evolution is associated with education. Evolution should be taught in schools because it has more scientific evidence to support it than creationism does. Also, public schools should not teach things that have to do with God, such as creationism, because the Constitution requires the separation of church and state. Finally, if we do not allow schools to teach evolution it would be a form censo...
CDC (2007, 02) Community strategy for pandemic influenza mitigation in the United States Retrieved from http://www.flu.gov/planning-preparedness/community/community_mitigation.pdf
In psychology you learn about several things that also apply in every day life that may or may not run your life and you could not even know about it. Here are a few examples about how the small things in my life control my life in good and bad ways. I will be explaining how stress, classical conditioning, anxiety, negative reinforcement, and positive reinforcement can affect your life and the lives of others around you.
When the plague first reached Europe, people panicked. They wanted to survive, many began to abandon what they had and moved to villages and country sides in hope of not catching the disease. Families abandoned each other and left children to die. The horror that people in Europe were feeling was traumatic...
Over the past fifteen years H5N1 influenza (also known as Avian Flu or Bird Flu) has become a common topic of speculation and debate worldwide, causing quite a bit of confusion about its possible impacts on our society. At this point in time it is generally recognized by the international medical community that Avian Flu is bound to become a pandemic, most likely within the next ten years. Research on Avian Flu and its effects have led many scholars to make grave predictions of major global turmoil while a small portion of medical scientists remain skeptical, believing we will have enough time to thoroughly prepare for the outbreak. The one thing that nearly all health professionals seem to agree upon is that the avian flu will surely have a large impact on the development of humankind. To truly understand the threat of this disease and what we must do to prepare for it, we need to look at the issue from multiple angles and consider what the spread of a disease so lethal and so prone to mutation would mean for our daily lives, health professionals, laws and government procedures, and of course the continuation of the human race.
Graveyards were full, medicine failed, parents abandoned ill children and in just six months, millions had died. It was the beginning of the Black Death. It was a deadly plague that spread through Europe and Asia from the mid 1330’s -50’s. The cause of death for twenty million people, the survivors thought it was God’s anger at something they had done and, therefore, the end of the world. In Venice, ninety thousand died and in Florence, half the population. There were three types of the plague. The Bubonic plague was the most common, the Pneumonic Plague was less common and the Septicaemic Plague was the most deadly and rarest of them all.
The Plague, also known as the Black Death, or the Bubonic Plague, which struck in 1346, and again in 1361-62, ravaged all of Europe to the extent of bringing gruesome death to millions people of the Middle Ages. It was a combination of bubonic, septicemia, and pneumonic plague strains that started in the east and worked it’s way west, but never left its native home. One of the things that made the plague one of the worst was that there were outbreaks almost every ten years but still restricted to Europe. It is thought that one third to one half of the population in Europe could have possibly died due to the plague with some towns of a death rate of up to 30 or 40 percent. Very few that were infected with the plague actually survived more than one month after receiving the disease.
Influenza is caused by an RNA virus from the Orthomyxoviridae family (that consists of the genera influenza A, B, and C). Human influenza A and B viruses cause seasonal epidemics almost each winter within the United States. Influenza type B infects humans only, therefore it is unable of undergoing a mutation. Pandemics are caused solely by influenza A strains. The emergence of a new and completely different influenza virus to infect people will cause an influenza pandemic. Influenza kind C infections cause a mild respiratory illness and aren't thought to cause epidemics (Duncan, 2013).
A similar pattern was seen in the United States for all three pandemics of this century (Simonsen et al.1998). Thus, younger persons were at a 20-fold high risk for influenza-related mortality during a pandemic, whereas the elderly faced roughly the same risk during a pandemic as during later severe inter pandemic seasons subjected by the same virus subtype.
Avian Influenza has been documented in over 100 different types of birds. However, it is important to distinguish between the LPAI (low pathogenic avian influenza) and HPAI (high pathogenic avian influenza) variants of bird flu. LPAI can have side effects as negligible as rumpled feathers or a decreases in egg production. Sometimes it isn’t even detected by livestock keepers. While LPAI doesn’t seem very bad, the potential for real harm happens when LPAI Bird Flu virus mutates into the highly lethal HPAI type. The virus can mutate very quickly since it is a single-stranded RNA virus, characterized by often and extreme mutations. Birds infected with the high pathogenic avian influenza suffer a 90%-100% mortality rate in less than two days! The birds die from rapid degradation of many internal organs. Int...
In this essay, I will discuss and define both speciesism and moral individualism according to Paola Cavalieri’s book, The Animal Question. Additionally, I will provide my opinion on which is the strongest argument for speciesism and why I still disagree with it.
The human influenza virus has three classifications: A, B and C and in the United States, during the winter seasons, the variants from A and B are considered to cause the majority of the persistent outbreaks of illness (Types of Influenza Viruses). In the United States, typically, 5% to 20% of the populace acquires the flu every year and hospitalization will become necessary for an excess of 200,000 individuals because of consequential illnesses derived from the flu (Seasonal Influenza
Avian Influenza is also known as the bird flu. The deadly form was first discovered in Italy in 1878. It is a Type A virus that occurs among wild aquatic birds and can infest domestic poultry and other birds and animal species. Although the virus does not normally infect human beings, there have been rare cases where humans have been infected with the virus. The disease is spread by contact with an infected bird’s feces, or secretion from its nose, mouth, or eyes. (Commission)