Answer:
Douglas
Explanation:
I believe the answer is douglas, hope this helps you!
This unit presents a history of scientific thought relating to the origin of life as explained mainly by early Greek scientific philosophers. The unit begins with Greek science during the eighth century B.C. and proceeds quickly into the seventh century B.C., concluding with the fourth century B.C. Since the scope is limited to this time period the unit will end with information that is presently, for the most part, outdated. The teacher must constantly remind the students of this fact. The purpose of this unit is not to impart scientific knowledge for its own sake. Rather, it is to show how scientific thinkers came to their conclusions based upon how science was viewed in the scheme of history.
There are various high school courses taught, yet no specific course has been designed to relate the development of the academic disciplines to each other. Many science textbooks include the names of scientists who contributed valuable information upon which specific ideas were developed. Yet, most textbooks provide a minimum amount of information relating to the scientists themselves. It is my feeling that students will better understand the development of scientific thought if an opportunity can be provided in which a connection can be made between science and history.
There are four general objectives for this unit. Upon completing the unit students will: 1. be familiar with the ideas of early scientific minds, 2. recognize the relationship between Greek science and Greek history, 3. realize the importance of observation and drawing conclusions, and 4. appreciate the development of science.
Approximately one month before beginning this unit the teacher should require each student to read one book which in someway deals with the Greek period covered in this unit. Selections may be made from an historical or scientific aspect. Before the unit is begun students should have completed a book report and be required to present a short oral report. This will insure that all students have some common frame of reference from which to work. Lesson one at the end of the unit should be started the first day the unit is taught.
An excellent laboratory activity which should be done early in the unit is the biogenesis of microorganisms, i.e. producing microorganisms from hay infusions. This will arouse student interest and help them to understand how incorrect conclusions were drawn. Later, a laboratory activity based upon the experiments of Spallanzani, Pasteur, or Redi should be performed to show how spontaneous generation was disproved. For the advanced students, the development of fertilized chicken eggs could be done in the classroom throughout the unit. All of these activities are readily available in most laboratory manuals. A very complete guide to egg incubation is provided in the 4-H Manual listed in the teachers bibliography.
In Hellenic (Greek) antiquity cosmogonic ideas originated in the eighth and seventh centuries B.C. These were religious and legendary descriptions of the origin of the world. There was a belief in the cosmic egg from which all things were said to have been produced at the beginning of the world. Most of these ideas began to establish themselves at the end of the seventh century.
Answer:
George Washington was the first president
Answer:
1.From 1933 to 1945, Nazi Germany carried out a campaign to “cleanse” German society of individuals viewed as biological threats to the nation’s “health.” Enlisting the help of physicians and medically trained geneticists, psychiatrists, and anthropologists, the Nazis developed racial health policies that began with the mass sterilization of “genetically diseased” persons and ended with the near annihilation of European Jewry. With the patina of legitimacy provided by “racial” science experts, the Nazi regime carried out a program of approximately 400,000 forced sterilizations and over 275,000 euthanasia deaths that found its most radical manifestation in the death of millions of “racial” enemies in the Holocaust.
2.his campaign was based in part on ideas about public health and genetic “fitness” that had grown out of the inclination of many late nineteenth century scientists and intellectuals to apply the Darwinian concepts of evolution to the problems of human society. These ideas became known as eugenics and found a receptive audience in countries as varied as Brazil, France, Great Britain, and the United States. But in Germany, in the traumatic aftermath of World War I and the subsequent economic upheavals of the twenties, eugenic ideas found a more virulent expression when combined with the Nazi worldview that espoused both German racial superiority and militaristic ultranationalism.
3.The following bibliography was compiled to guide readers to selected materials on the history of Nazi racial science that are in the Library’s collection. It is not meant to be exhaustive. Annotations are provided to help the user determine the item’s focus, and call numbers for the Museum’s Library are given in parentheses following each citation. Those unable to visit might be able to find these works in a nearby public library or acquire them through interlibrary loan. Follow the “Find in a library near you” link in each citation and enter your zip code at the Open WorldCat search screen. The results of that search indicate all libraries in your area that own that particular title. Talk to your local librarian for assistance.
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It was a poem about Philippine American War
