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3 years ago

Why is On the Origin of Species described as “one long argument”?

English

2 answers:

Airida [17]3 years ago

7 0

The answer is: it is about evolution.

Darwin himself characterized his seminal book, On the origin of the species, as “one long argument”. There is still debate as to what exactly did he mean by that characterization, but it is agreed upon that he evidently was referencing his theory of evolution based on common ancestry between species and natural selection as the process of differentiation between them, which, all in all, tells a story that took millions of years, or, in more poetic terms, it summarizes a very long argument.

ra1l [238]3 years ago

5 0

Most likely because it presents an opinion supported by reasons. On the Origin of Species is the paper in which Darwin presents his theory of macroevolution and the reasons he has for postulating it.

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Describe the main events at wedding Robin Hood

valkas [14]

Answer:

Scene 1. Sherwood Forest. The Bishop of Hereford is traveling to London through Sherwood Forest with the Lovely

Fiona, a young recently orphaned maiden, when they are stopped by Robin and his merry men. Fiona is reluctantly

betrothed to an elderly nobleman. The Bishop will be receiving a large sum for his efforts in securing a lovely wife for

the nobleman. Fiona is miserable and does not wish to marry, but she must obey the Bishop or be sent into servitude.

Robin takes the Bishop’s money, and gives it to Fiona. Fiona finds love with Will Scarlett. Seeing Will and Fiona so

happy reminds him of his love for Marian.

Scene 2. Inside Nottingham Castle. The Sheriff expresses his hate for Robin.

Scene 3. Outside of Nottingham. The Sheriff’s men are searching for Robin. They see starving peasants who are illegally killing deer to feed their families and brutally attack them. They frighten children and terrorize women. Many

people are handcuffed and taken to the castle dungeon. In their arrogance, they become more and more aggressive,

and blind to the horror they are inflicting. Robin and his men do their best, but it is not enough. Robin fervently wishes for King Richard to return from the Crusades.

Scene 4. Sherwood Forest. Robin is in the forest, frustrated and angry at the misdeeds of the sheriff’s men when Bess,

Marian’s lady-in-waiting, arrives at the outlaw’s hideaway. Startled, he asks her what is wrong. She tells him that the

Sheriff has charged Marion with treason, and that she will be beheaded within a fortnight. Nothing will stand in Robin’s way of saving the woman he loves, and he is off to the castle.

Scene 5. Inside Nottingham Castle. In the castle, the Sheriff is pouring over his papers when Robin surprises him.

Robin and the Sheriff fight to the death. Glenwys arrives to find her husband mortally wounded. She lunges for Robin

with a hidden dagger, but is saved by the timely arrival of Little John, Will and Friar Tuck. Robin finds Marian, little

the worse for wear, and they once again declare their love.

Scene 6. Outside of Nottingham. The villagers celebrate May Day and their release from the Sheriff’s tyranny. Robin

and Marian are to be crowned King and Queen of the May. At the height of the festivities, King Richard appears, returned from the war. In appreciation of his loyalty and devotion, the King knights Robin, dubbing him Robin, Earl of

Locksley. Peace has returned, and justice has triumphed - and love has conquered all.

Explanation:

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3 years ago

What does success look like for you?

Wittaler [7]

Answer:

Success means to produce high quality work before the deadline.

Success means to achieve the goal or accomplish the mission.

Hope this helps :)

8 0

3 years ago

Read 2 more answers

what ways do you think unequal resources can be addressed so that all students have safe and effective access to learning?

sdas [7]

Answer: Build relationships

Relationships and the importance of them in the classroom never goes away. As the education pendulum flies back and forth, one thing that you can always count on still being at the forefront of making a difference in the classroom is the idea of relationships. If you don’t have a relationship with your students the work you do on a daily basis will be flat and not nearly as effective as what it could be. Take the time to build connections with each and every one of your students. What makes them tick? What are their interests? What are their hopes and desires? These are all things that you continue to build and cultivate as the year progresses—community and relationship building does not just stop after the first two weeks. Regardless of class size or other circumstances that have an impact on the classroom, this is number one for a reason!

Be intentional with your lesson planning

As you sit down and plan out the upcoming week, really give some thought to how you are going to reach all your students. What are the various entry points students are going to need to access the curriculum and reach your lesson target? Or perhaps, how can you help engage students at the start so they are ready to learn? Would a morning meeting or quick team building activity in table groups help get the kids primed for learning? Have a warm-up to settle and set a tone. Review the learning targets for the lesson to inform the students and tune them in.

Use a balanced data approach

Using data to drive your instruction and decisions is vital. However, it needs to be done in a balanced approach to where you are taking into consideration your students and the direct knowledge you have about them. As educators, we are lucky that we know more about our students than what can be represented on a test. Use this information to help drive your instruction and decisions. How can you leverage this knowledge to help improve outcomes for kids? Are there additional ways that you can help support your students? Apply formative practices that not only will inform you of the “Are they getting it?” factor, but also use them to inform your students about their own progress.

Have high and consistent expectations

Most of us believe we have high expectations for kids, which is good. However, don’t let your high expectations limit your students with what they can accomplish. Your students will reach and often surpass your high expectations and when they do, don’t hold them back. Often our perception of what they can accomplish limits them, even when they are set at high levels. Push the students and they will surprise you…and you might surprise yourself. Also, those expectations need to be held consistent throughout the building. Expectations are the constitution of the school and need to be known and upheld in all areas at all times. Students from trauma or adverse backgrounds have significant difficulties adapting to differing systems or environments.

Scaffold instruction to grade level standards

Kids need access to grade level curriculum and grade level expectations. Yes, some students are not ready for it but if we keep playing catch-up by working on math facts when they are in middle school, they are never going to get exposed to higher level thinking. Educators need to find ways to expose all students to grade level curriculum and standards while scaffolding their learning or finding ways to provide intervention to them outside of the core instruction.

Teach vocabulary explicitly

Vocabulary, vocabulary, and more vocabulary. You’ve read the research: students coming from a poverty background have been exposed to an incredible shortage of words compared to their peers brought up in a middle class home. What does this mean to you as an educator? You have to go double time to expose kids to vocabulary that is varied, challenging, and new to them. Students need a rich vocabulary environment to catch-up and this doesn’t mean that you teach the same themed words that come with the various seasons. You have to be intentional about this and constantly on the lookout for opportunities to build this. Focus not only on the Tier 3 words which are content-specific but provide ample exposure to the Tier 2 words that provide meaning and comprehension.

Get your students engaged and excited

If you aren’t engaged and excited, your students won’t be engaged or excited, it’s as simple as that. You have to look for ways to connect the learning and content standards back to your students. How can you capture their attention? Show your excitement and get passionate! Use relevant practices and put the students in charge of their own learning. Groups, pairs, share outs, questions, and reflections encourage deeper thinking and provide meaning.

Explanation:

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3 years ago

Read 2 more answers

An argument subject does not have to be arguable. Select one: True False

alisha [4.7K]

Answer:

False

Explanation:

8 0

3 years ago

Find these terms in own words plz don’t use google definitions own words