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Be sure to see our Language & Literature Subject Center
for more great lesson ideas and articles.
Cross-Cultural Dialogue Writing: Guy Fawkes' Gunpowder Plot
Expand students' cultural horizons by shaping a fun dialogue-writing exercise around Guy Fawkes Night, a November 5 historical observance that's popular in England.
Harry Potter Inspires: Design a Wizard Sports Team
In this lesson for grades K-2, students use creativity, reasoning and language skills to develop a new sports team.
Harry Potter Inspires: Character Sketch for a New Wizard
In this writing and literature lesson for grades 5-8, students create a new character that would fit into the wizard world.
Creating a Poetry Collection
In this lesson, which encourages students to think about the sounds of poems, students use lip-syncing software to produce an animated talking head.
Community Scavenger Hunt Teaches Research Skills, Much More
When armies of students descend on local libraries, it has to be time for the State of Jefferson Scavenger Hunt. The three-day event challenges kids to track down answers to a series of questions. The results include improved research skills, priceless memories.
100 Years Ago in History
Start the new year by investigating events that happened 100 years ago this year. (Grades 5-12)
From the Land, Of the Land: An Interdisciplinary Lesson on Indigenous Peoples
Energize a geography or language arts lesson with this online activity for grades 7-12. Students research the concept of indigenous people then write a diamante poem about what they've learned. Both the research and the poem creation are done online.
Jet-Setting Pets
In this lesson, K-5 students select a pet and a travel destination, then find four things the pet could do at that locale. Designed for use with Inspiration/Kidspiration, the lesson can be adapted for use with other programs.
This Bird Can Blog!
Want to improve your students' quality and quantity of writing? Check out this lesson plan for grades 3-5! Students assume the persona of a real or imagined classroom pet and write a blog describing daily activities in the classroom.
Daily Language Practice Builds Skills, Test Scores
Turn daily language practice into a game, build test scores too. (Grades 3-12)
Scriptwriting with a Wiki
This middle- and high-school lesson plan uses a wiki -- a Web site that allows users to add and edit content collectively -- to write a one-act play.
Biography Brainstorm: Using Word and the Web to Jumpstart Research
Students use Internet resources and Microsoft Word drawing tools to brainstorm (through webbing) questions about a person they will research and write about.
A Picture's Worth 1000 Words
In this interdisciplinary lesson, K-8 students try to interpret what pictographs -- pictures that symbolize a word or concept -- really mean. Then they write sentences using their own pictograph system.
What's the Word?
In this activity for grades 3-8, students define 4-5 vocabulary words, use a free online tool to create crossword puzzles with the words, and then share their puzzles for review.
Portrait of a Hero
Students select and research someone they consider a hero and then use facts about that person and quotes by that person to create micrographic portraits.
As Easy as A, B, C
Are your students learning their ABCs? Then check out these easy-to-use and fun Web sites filled with ideas for teaching and learning the alphabet. Whether you make the sites available in a computer center or display them on a projector, something valuable is just a click away!
No Place Like Home
Students learn to "read" digital content as they analyze photographs of high plains sod homes and read accompanying narratives. They then choose one photograph and identify characteristics, points, differences, and questions they find in that photograph.
A Lesson in Proofing
Students in middle and high school learn to use Word's Find/Replace feature to check written work, increase accuracy, and improve their grades. Teachers might want to use the feature too.
Teaching Writing on a Computer
Students love seeing their work in print, so why not have them write some of their work on the computer? Walk students through the basics of typing and saving on a computer.
Edit Essays with Word Tables
Still grading essays, red ink pen in hand? Next time your students have an essay due, ask them to submit their work in Word, help them identify their grammar and spelling errors, and then have them correct those errors using Word's table feature.
Fun Activities Get the School Year Off to a Good Start!
Every teacher has a different approach to the first few days of school. Whatever your approach, Education World has an activity for you!
Books Give Us Wings
In this Letters About Literature lesson, students read and discuss letters written by young readers to the authors of books that "gave them wings."
Will the Leaning Tower Fall?
Students in grades 9-12 research the Tower of Pisa and write a report about its history. They examine the physics of why the Tower leans and whether it might fall. Finally, they plan a trip to Italy to see the Tower, developing an itinerary and budget for the trip.
A Favorite Poem
Students explore a variety of poems, find one poem they feel a particular connection to, and share that poem by reading it aloud to their classmates. Students then create videos of their readings to share with other classes.
Create A Poetry Calendar
In this lesson, students research, design, and create a school-year calendar based on the work of famous poets. The activity, which can take 4-5 class periods to complete, is a great culminating activity for a poetry unit for grades 3-12.
Quilting Connections
Help your K-8 class celebrate Women's History Month. Students research an influential woman, then create on the computer a quilt block with text and graphics. Quilt blocks are then printed and combined to form a quilt of connections.
Definition Expedition
Students in grades 9-12 learn three ways to define a term in technical writing, search the Web for scientific text, then copy and paste sections into a Word document. Finally, they use the highlighter feature of Word to highlight examples of definitions within the text.
Write a Number Story
Make writing across content areas fun with this K-3 computer activity. Students use AppleWorks (or Office) to write and illustrate number stories. The stories then are used to create a Keynote or PowerPoint show and displayed for the class (or parents!) to see and share.
Poetry From Photos: A Lesson on the Great Depression.
Getting information from the Internet often is just a copy and paste operation. The challenge for teachers is to teach students to apply and extend what they learn online. In this lesson, students view photographs of migrant families during the Great Depression, try to interpret the photos to answer questions about the subject's life, and then write a cinquain poem based on their interpretations.
PowerPoint Poetry Slam
Make poetry come alive with this English lesson for grades 7-12. In a unique twist to a standard poetry reading, students select poems, create PowerPoint presentations that use graphics and text to enhance their poems, and then display those presentations as they read their poems aloud.
Prehistoric Pen Pals
Students research dinosaurs, then assume the personality of a specific dinosaur species in this lesson for grades 3-5. Each student/dinosaur writes an online "getting to know you" letter to another student/dinosaur in class. Students swap letters and reply to each other's questions, improving research and letter writing skills while learning fun dinosaur facts.
The News Behind the (Short) Story
Transform students from passive readers to gritty journalists. In this lesson, students read a short story, then create a one-page newspaper depicting the facts of the fictional story as real-life events. Included: Links to an online newspaper template as well as to a classic short story site are included.
Take the Polar Express to Learning
Polar Express, the movie, arrives in movie theaters nationwide on November 10. Don't miss the movie and the opportunity to take advantage of this "teachable moment." Included: Education World connects you to lessons, resources.
Illustrating Illustrating Student Writing in Grades 1-3
In this lesson, students type in Microsoft Word a descriptive paragraph about a person or other creature they would most like to meet. They then draw in Microsoft Paint a picture of that person and/or of their meeting, and insert the image into the Word document.
What's New? Translating Foreign Newspapers With Word
Engage students while practicing translation skills. This activity helps foreign language students decode newspaper articles from around the world using Microsoft Word's Text-to-Table tool.
How Does it End? A Lesson in Creativity
Put students' creative talents to work by having them compose their own endings to a read-aloud story. Students use drawing software, such as Paint or AppleWorks, to draw, or write and draw, what they want to happen at the end of the story.
Celebrating Asian and Pacific-Island Heritage
Each May -- during Asian Pacific American Heritage Month -- we recognize the special contributions of people of Asian and Pacific Islander heritage. The lessons here introduce students to famous Asian Americans and explore their origins and their literature.
A Puzzle A Day Provides Practice That Pays
Puzzles exercise students' critical thinking skills while providing practice in many curriculum areas. Puzzles make great "bellringer" activities. Introduce a puzzle a day: A puzzle a day provides practice that pays Included: A year of puzzles!
Teaching Grammar Without the Hammer: Five Fun Activities
Learning grammar has been compared to other fun things -- like having teeth pulled or being assigned detention. But it needn't be a painful experience with these five lessons that teach grammar -- without the hammer!
Word Wall "Active-ities" Build Vocabulary, Spelling, Writing Skills
A classroom word wall has many uses. A wide variety of activities and games can be used to reinforce vocabulary words on the wall -- and to build students' vocabulary, spelling, and writing skills. Included: Teachers share favorite word wall activities.
Celebrate Books: A (Book) Week of Fun!
The calendar might identify November 17-23 as Children's Book Week, but for most teachers -- always on the lookout for new ideas to promote literacy -- every week is Book Week. Education World offers five new lessons for a week of reading fun.
Take Note: Five Lessons for Note Taking Fun
If recent surveys are any indicator, cheating and plagiarism are on the rise. As teachers, however, we might be able to reverse that trend by teaching our students to take good notes. Included: Five fun lessons that teach needed note-taking skills.
Spotlight on Spelling
Each May, the National Spelling Bee is held in Washington, D.C. Since most of your students won't be there, this week we offer lesson plans to help put them there next year! Included: Five new lesson plans plus links to many more. Voice of Experience: Revisiting Walden Pond in 2003
If your students were to head for a modern-day Walden Pond, what would they take with them? Kathleen Modenbach shares an activity that helped her students grasp Thoreau's sacrifices and appreciate his work. Included: Cross-curricular activities extend the lesson.
What is the Most Serious Problem Facing Earth? -- An Education World WebQuest
In this special Earth Day WebQuest, student teams research a critical threat to Earth's environment as they vie for $1 million in funding from the fictional Help Our World (HOW) Foundation. Included: student work sheets, lots of Earth Day resources, more.
Reviving Reviews: Refreshing Ideas Students Can't Resist
Is review time a deadly bore for you and your students? Add a little fun to review time and you might be surprised. Games will spice up reviews, revive interest, and ensure retention! Included: Five activities for use in all subjects, all grades!
Its Up for Debate!
Debates are a staple of middle and high school social studies classes. But have you ever thought about using debates at the lower grades -- or in math class? Education World offers five debate strategies and extra lessons for students of all ages.
Special Reading Fun for Read Across America Day
Each March, on Dr. Seusss birthday, schools celebrate Read Across America Day. This week, Education World recognizes this special day with five new reading lesson plans plus links to dozens of great reading projects culled from our archive.
It's a Mystery!
If it seems that something has been sneaking up on you this month, it is probably Kids Love a Mystery Week! Included: Five mysterious lessons -- focused on language arts, history, and forensic science -- to ignite critical thinking and spark interest in reading.
Winter Wonderland -- Lessons for Frosty Days!
Though the weather outside is frightful, wintry lessons are delightful! Whether the topic is snow, cold, or other icy treats, winter is a frosty focus that will motivate and entertain your class. Bundle up and brace for wild, windy, weather outside while showing your students the best of winter activities indoors! Included: Five lessons that make winter a winning subject!
Better Book Reports: 25 More Ideas!
Tired of the same old book report formats? This week, Education World presents a sequel to its popular "Better Book Reports -- 25 Ideas! article. Are you ready for 25 more practical book report ideas?
By the Book -- Activities for Book Week!
"A book is like a garden carried in the pocket" -- but getting kids to crack open books is often no walk in the park! During this year's observance of Children's Book Week, share the wonder and magic of books. Included: Five language arts lessons you'll want to "bookmark"!
Spice Up Your Spelling Lessons
Are you looking for ways to spice up boring old spelling routines? This week, Education World offers five activities to help you do just that!
Better Letters: Lesson Plans for Teaching Letter Writing
Is letter writing a lost art? This week Education World provides five new lessons to revive student interest in writing friendly letters. These letter-writing lessons are sure to get your stamp of approval!
Once Upon a Time
Activities to teach fables, fairy tales, folktales, myths, and more.
Turn Your Students Into Well-Versed Poets
In celebration of National Poetry Month, Education World offers more than 20 poetry lesson plans to help teachers integrate poetry into their classrooms and develop "well-versed" students. Stage a poetry slam for profit, find the funniest poems around, write synonym poems, more!
More 'Write' Stuff!
Engage students with writing activities that involve them in writing round-robin stories, "indescribably" excellent descriptions, persuasive alien essays, tabloid news stories, and books about younger students they interview.
Make the 'Write' Impression!
According to the NAEP Writing Report Card published in 1999, 23 percent of fourth graders, 27 percent of eighth graders, and 22 percent of high school seniors, write at the "proficient" level. The push is on in schools across the U.S. to improve students' writing skills. This week, Education World provides five lesson plans to support that effort.
Better Book Reports -- 25 Ideas!
Tired of the same old book report formats? Do your students grumble every time you mention the words book reports? Spice up those old book reports with some new ideas. Education World presents 25 ideas for you to use or adapt.
Lit to Fit: Literature Lessons for Every Grade
Instructor Marcia Goudie says, "The Internet has put literature into the teachers' hands." Her Web site -- Children's Literature Activities for the Classroom -- directs educators in the direction of lessons made to fit the literary works they teach.
Building on Biographies -- Bringing Real-Life Stories Into Your Curriculum!
Who can dispute the value of a good story? Though students may initially view them as dull, biographies are the stuff that great classroom activities are made of -- history, honest, and heroism. With the help of the Internet, every teacher can bring biographies into the classroom!
Vocabulary and Spelling: Do Your Students Say Boring?
It is hard to argue the fact that a good vocabulary is an asset in life. What greater service can teachers perform than to help students foster their understanding of words? The Internet offers many tools for young etymologists and an abundance of great ideas for teaching vocabulary and spelling. Dig for definitions and pry for pronunciations -- virtual vocabulary has no limits!
Spell It Out!
Spelling lessons and activities from Education World can help your students join in the fun of the 74th annual National Spelling Bee. It takes place next week in Washington, D.C.
Author! Author! Activities for National Children's Book Week!
Celebrate the joy of reading during National Children's Book Week! To recognize this special observance, Education World offers ten lessons to spark students' curiosity about the wonderful world of books! Included: Activities that engage students in writing sequels to a classic story, "interviewing" people in biographies, completing surveys about their reading interests, participating in a poetry slam, and much more!
Read All About It! Ten Terrific Newspaper Lessons!
Education World celebrates National Newspaper Week with ten lessons to help you integrate the newspaper into your classroom curriculum. Included: Activities that involve students in interviewing a local newspaper reporter, creating editorial cartoons, comparing newspapers, and much more!
Building on Biographies -- Bringing Real-Life Stories Into Your Curriculum!
Who can dispute the value of a good story? Though students may initially view them as dull, biographies are the stuff that great classroom activities are made of -- history, honesty, and heroism. With the help of the Internet, every teacher can bring biographies into their classrooms! Included: Ten activities that begin with biographies!
Harry Potter Haiku
Kids by the dozens are creating original Harry Potter haiku and posting them to the Web! If you are a teacher who is looking for a fun -- and educational -- activity, why not turn students' enthusiasm for all things Harry Potter into a creative writing opportunity?
Folktales of Cooperation for Your K-3 Class
Are you looking for a fun and effective way of promoting the spirit of cooperation in your K through 3 classrooms? This week ---National Library Week--- Elaine Lindy, creator of the Absolutely Whootie Web site, shares three favorite folktales that will get kids thinking and talking about the importance of cooperation! After you use the tales in the classroom, why not send them home so the discussion about cooperation can continue? Included: Lindy shares follow-up activities and tips.
Calling on the Muse: Exercises to Unlock the Poet Within
I think that I shall never see ... well-disciplined creativity! How often has that thought crossed your mind? Don't despair! The experts -- working poets who teach their craft--- share their secrets for instructing and inspiring budding poets. Included: Exercises to help students access their creative powers and produce well-crafted poems.
A Quotation a Day: Just What the Language Doctor Ordered!
Many teachers have discovered the power of famous quotations. Such quotations can be used to develop students' writing and critical thinking skills. Included: "Why use quotations?" *plus* a quotation a day for 180 days of school.
Priceless Works of Language Arts: Invaluable Activities!
There are many ways to enrich the language arts lessons you teach. One is to add gems from the Internet to your collection. Teachers everywhere share their priceless bits of wisdom through mailing lists and publish their best ideas on Web sites. Let's mine the Web for golden reading, grammar, and language activities!
Kids Can W.R.I.T.E. (Write, Revise, Inform, Think, and Edit) --- Activities for Every Grade!
In July of 1965, Snoopy's first line as an author was, "It was a dark and stormy night." We can't all have his wonderful way with words -- written at least -- but we can work on it! How do you help your students overcome their fear of the blank page? How can you make writing an exercise in personal expression, not drudgery? One key to better writing is better writing assignments -- and the Internet has them! Let's tour a few of the finest writing activities that the Web has to offer!
Vocabulary and Spelling: Do Your Students Say 'Boring'?
Henry Ward Beecher said, "All words are pegs to hang ideas on." If words are pegs, does it follow that the more words we know, the more ideas we may have? True or not, it is hard to argue the fact that a good vocabulary is an asset in life. What greater service can teachers perform than to help students foster their understanding of words? The Internet offers many tools for young etymologists and an abundance of great ideas for teaching vocabulary and spelling. Dig for definitions and pry for pronunciations --- virtual vocabulary has no limits!
'Every Day' Activities: Language
Build vocabulary skills, spelling skills, literature awareness, thinking skills, and more with daily fun. Make it a goal to work one of these Web sites into your lesson plans in the year ahead!
Rhyme Time: Poetry Plans and Projects
"If I feel physically as if the top of my head were taken off, I know that is poetry," said Emily Dickinson. Many students wouldn't disagree! Even the best teachers and students can be perplexed by poetry, but it doesn't have to be a painful experience. The Web is a rich source of verse and activities that make use of poetry. Bring poetry into your classroom through monitor and modem with the help of these activities!
Tired of the same old book report formats? Or worse, do your students grumble every time you mention "book reports"? Spice up those old book reports with some new ideas. Education World presents 25 ideas for you to use or adapt. In addition: Ideas for cyber book reports!
Taking the "Pain" out of Lesson Planning: Children's Book Resources on the Web
Teachers are the original "borrowers." But there's nothing wrong with taking advantage of a good idea -- especially when it is volunteered! National Children's Book Week (November 16 to 22, 1999) provides the perfect opportunity to take advantage of a few of the Internet's best resources for teaching with children's books. So, books closed, pencils away, and monitors on -- it's time for some S.S.R. (Super Story Resources)! Included: Resources for teaching literature for teachers PreK to grade 12!
ABC Books Aren't for Babies!
Looking for some inspiration for an activity that will engage students -- from kindergarten to college -- while they learn? Why not challenge students to create their own ABC books? Included: More than 200 ABC book ideas -- spanning the grades and the curriculum!
Reading Activities for Read-In! Day!
Teachers who've joined The Read In! share their favorite reading activity ideas. Included: Theme ideas for reading fun!
25 Ideas to Motivate Young Readers!
To celebrate Children's Book Week, the folks at the BOOK-IT! Program have given permission for Education World to reprint 25 great ideas from teachers -- ideas that are sure to get kids across the grades excited about reading!
Seventh Graders Writing Italian Sonnets? You Bet!
Glori Chaika's students at Slidell (Louisiana) Junior High School are among the most-often published poets in the country. Let's take a look at a program that has kids writing all kinds of poems---from quatrains to limericks to (yes!) Italian sonnets.


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GKCC needed a new logo design and created a contest on 99designs.
A winner was selected from 86 designs submitted by 16 freelance designers.
Si (like the symbol on the periodic table of elements for Silicone). Si water
Si was founded in 2001 in Canada, after many years of R&D. The company purifies and enriches drinking water through a patented process.
Research has shown many health benefits to drinking "Silica Water"(google search), as well as being an environmentally friendly option as opposed to bottled water. These are the two main driving principles upon which Si water was built.
Anyone and everyone, but if narrowed down it would have to narrowed down to two main target markets it would be:
1. health conscious people
2. environmentalists
We need a logo thats suggests cleanliness. We would also like to position the company as a high end brand and would like the logo to reflect that.
The logo has to be easily transferable to a bottle label as well as any other marketing materials.
We encourage creativity but no fluorescent colors, we had imagined it as being shades of blue with maybe some grey, but if you can come up with something better that will be great.
We will be monitoring this contest closely and giving as much feedback as possible.
Have fun and good luck.
.eps (CMYK) and other original formats, layerd .psd and a vector file
Find out how a design contest works or learn more about our logo design services.

subset: commoncrawl


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SANDVIK blunt chisel
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text:
Blackfoot softball sweeps Pocatello
Blackfoot's Morningrose Toby and Pocatello's Alice Kordopatis engaged in a good old-fashioned pitching duel on Friday. Both struck out 13 batters but Toby came away with a 4-2 victory in the first game of a conference softball doubleheader. The Broncos won the nightcap 9-1.
Maddie Chavez opened the first game with a triple and Toby followed with a walk. Madison Leslie drove both home with a double. Blackfoot scored two more in the fourth when Ashlyn Beers singled, stole second and third and came home on Cassandra Clarek's single. Clarke stole two bases and scored when Chavez was safe on a passed ball after striking out.
In the second game Jessica Capson stopped the Indians cold while her teammates peppered Kordopatis with hits. Capson had two hits, including a double, in her owncause. Beers also had two hits while Toby had three.
"In the first game our younger players struggled," said Blackfoot coach Matt Chavez. "But in the second game they settled down and started hitting.
"Capson pitched one hell of a second game," Chavez continued. "She had four strikeouts and they didn't hit her hard at all."
The Broncos will entertain Idaho Falls at 4:30 p.m. on Tuesday.
Blackfoot 4, Pocatello 2
Blackfoot 200 200 0 — 4 4 4
Pocatello 000 200 0 — 2 5 2
Blackfoot — Toby and Chavez; Pocatello — Kordopatis and Stucki. 2B — Cooper ℗, Leslie (B). 3B — Chavez (B).


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Gnug215Posts: 2695Joined: Sat Feb 21, 2009 10:31 pm
Debate: Bernhard.visscher v hackenslash - Evolution's a Fact
As per request of hackenslash:
This is the exclusive debate thread for Bernhard.visscher vs hackenslash.
The topic is (in its full, non-restricted-by-space-of-the-thread-topic glory): "Evolution is a fact".
Hackenslash will be arguing for, and Bernhard.visscher against.
Hackenslash, being the affirmative, has requested to go first. There will be a 7-day limit for response.
(More specified terms of the debate were agreed upon by the two participants here.
I will setup a Debate Discussion thread (the "Peanut Gallery") here, where everyone else on the forum is free to comment on the ongoing debate. The two participants of the debate should refrain from joining that thread, until the debate is over, as is the custom here. Both are, however, more than welcome to start new threads on the forum, and otherwise use the forum as any other regular use would.
- Gnug215
YouTube channel:
The horse is a ferocious predator.
|Wed Jul 29, 2015 12:49 pm
Re: Debate: Bernhard.visscher v hackenslash - Evolution's a
A little preamble, after which my opening will follow within 36 hours. I extend to my opponent the opportunity to post a similar preamble should he wish. This will not affect the terms of the debate in general, and will not be addressed in my opening.
First, I'd like to thank the league, particularly Gnug, WarK and the moderating staff, for giving us room to have this discussion. Other than that, I intend to leave the niceties for the end of the discussion, which will be given or not based on the conduct of my opponent. I apologise, somewhat reservedly, for this slight difference in approach from the norm, but direct those interested to the discussion that led to the instantiation of this discussion.
I also apologise in advance to the evolutionary biologists hereabouts for any errors I might make in general terms (physics and cosmology is my area of understanding, after all; this is somewhat akin to Dawkins engaging in a debate on cosmology, and we all know how that turns out!), though I ask that they save their corrections until the conclusion of the debate for my edification only, as any interjection will be inappropriate. Those who know me well will know that I won't be reading the peanut gallery until after the conclusion of the debate. I recommend that my opponent also resist the temptation, great though it can be. My last opponent failed in this regard, and it cost him dearly.
In this debate, I won't be addressing any theistic claims, other than to address specific claims erected by my opponent. I'll merely be presenting the case for evolution, how it's defined in the primary literature, and more importantly how specific terms are employed in the primary literature, and giving an example or two of each as they've been observed. Often, in such discussions, much time is wasted in querying the definitions employed by the opposition. Here, my remit is to present the evidence for evolution and the relevant theory encompassing all the facts, laws and hypotheses pertaining thereto, thus I will be employing terms precisely as they are used in the primary literature, and will countenance no equivocation. If my opponent wishes to claim that his understandings of specific terms are other than I employ them here, then I will simply point out that what he's arguing against is not evolution but a caricature thereof. There is no discussion to be had on definitions of terms, for the simple reason that I will be using the terms as employed in the literature, with the slight caveat that, in different areas of evolutionary science, certain terms may be used differently, such as the term 'gene' being employed in, say, population genetics for something like 'is a descendant of Henry VIII', a perfectly valid usage in proper context; such usage will be highlighted where it is employed although, at the time of writing this preamble, I don't foresee any such circumstance arising.
As this is a formal setting, those who are expecting to see my usual sunny disposition will, I'm sorry to say, be sorely disappointed. On the other hand, I'll also brook no silliness or obvious mendacity. At the first sign that this isn't being taken seriously, I'll have no compunction in ending the discussion.
All that said, I hope we provide some education and/or enjoyment.
|Thu Jul 30, 2015 3:14 am
Re: Debate: Bernhard.visscher v hackenslash - Evolution's a
Greetings, to borrow a term from a friend of ours.
Given the scope of this debate, my opening is going to be a bit lengthy (though hopefully not too rambling), and is going to cover a lot of ground that most of you will be familiar with. I don't intend to simply present evidence that evolution is a fact, although plenty of appropriate evidence will be herein. Because of the circumstances that instigated this discussion, it's my intention to clearly define what evolution is, what evolutionary theory actually postulates, as opposed to the caricatures of evolution we're used to seeing from certain quarters, and show that what evolutionary theory postulates has, by and large, been observed occurring.
The best place to start is, I suspect, to delineate between evolution and the theory of evolution.
Evolution is a process of population resampling. Specifically, it's a process of gene flow at all levels of the biosphere. In the technical literature, this is often reduced to its most basic component, namely variation in the frequencies of alleles, where an allele is a specific iteration of a given gene, and where a gene can broadly be defined as any stretch or sequence of DNA of specific interest*. The theory of evolution is the over-arching explanatory framework encompassing all the facts, laws and hypotheses pertaining to evolution the observed process. It's a fully predictive and quantitative theory, and far and away the best supported theory in all of science. It always amazes me that it's talked about as a theory in crisis, despite being better supported than the theories that underpin the technological world. I know physicists who'd sell their grandmother's for the same sort of support for their fields.
Returning to evolution as a process of gene flow, we can look at alleles in different species† that code for the same protein. Here, I'll use an example provided by my friend Calilasseia, presented to expose a particularly pernicious fallacy, the fallacy of one true sequence, elucidated HERE.
The important portion of the text for our purpose here is the section detailing the genetic sequence that codes for the production of insulin in humans and lowland gorillas respectively. I reproduce it here with Cali's kind permission:
Calilasseia wrote:[1] Human insulin gene on Chromosome 11, which is as follows:
This highlights how a single gene can come in different variations. Each of these individual variations is defined as an allele. Same gene, different version, same outcome. This will be important later, and we'll be returning to this.
All of the above can be independently verified simply by following the links given to the specific genomes of the organisms in question, an online database containing a plethora of sequenced genes and genomes.
An important point to note here is that ALL of the genomes recorded in that database represent a single organism's sequence and, in most cases, those sequences will vary even within a species. No two humans have exactly the same genome (even placental twins), or DNA-based paternity tests would be worthless. To map the entire human genome, for example, with complete accuracy, would involve extracting the DNA of every living human and running the same sequencing process for all of them, and even then you would only get a kind of RMS of the genome, because there simply isn't a single human genome. It's not improbable beyond the limit of probabilistic resources that some human somewhere carries the exact insulin coding allele as the lowland gorilla. This will also have some import later when dealing with macroevolution.
It's also worth noting precisely what the difference is in those highlighted examples. Each grouping of three letters is called a triplet codon (or triplet or codon). The letters themselves are place-holders for the amino acids they represent, namely adenine (a), cytosine (c), guanine (g) and thymine (t) respectively. This is the genetic code, and by this, I mean this substitution of the chemicals for their initial letters, and the language we've formulated to describe it (more accurately, it's a cipher). The code is not the chemicals themselves. As detailed in my signature, DNA is a code in precisely the same way that London is a map. Much confusion arises when the map is falsely conflated with the terrain.
These amino acids always pair in the same way. Wherever (a) appears on one side of the helix, (t) will always appear opposite. The same is true of (c) and (g). These are the Watson-Crick base pairs, and they work by specific hydrogen bonds, which in turn are responsible for the helical structure of the molecule.
You'll note that each difference in the above comparison occurs in the third letter in the codon, which also has extremely important implications, both in fidelity, and in how some specific mutations impact the genome. We'll return to those shortly.
In the very simplest scenario, we have two sexually reproducing organisms who copulate and give birth to offspring. A certain monk cloistered in the city of Brno, in what is now the Czech Republic (a beautiful old city which I had the pleasure of visiting some years ago) elucidated for us the principles of inheritance with some meticulous experiments in pea plants. His name was Gregor Mendel, and he provided the piece that Darwin was missing, namely how inheritance actually works. It's unclear whether Darwin encountered Mendel's work, but Mendel was certainly familiar with Darwin's.
In any event, what Mendel demonstrated was that the popular view, that traits from parents were blended in offspring, a view that Darwin held to, was wrong.This could all have turned out quite differently not least because, when Mendel went to university in Vienna, his primary studies were in physics.
In any event, Mendel returned to the abbey at Brno after university, and this was where he conducted his famous pea experiments. He obtained some 30 or so varieties of pea that showed discontinuous characteristics, which is to say that the offspring of any given pairing exhibited traits that were not in the parent varieties. After much careful experimentation, including blending of 'child' varieties, he determined that some traits could skip generations, only to appear later in future generations[1]. By this mechanism, Mendel determined what are properly termed 'laws of evolution'. Specifically, the laws of segregation and independent assortment. The law of segregation tells us that offspring receive two alleles, one (only) from each of its parents, which has some interesting consequences when the same allele is inherited from both parents, a topic I will be exploring later in this post, while the law of independent assortment tells us that alleles for different characteristics remain separate.
One of my favourite questions for those who deny the reality of evolution is this:
Do you look more like your father or your mother?
I hope that some of the above highlights why I think this is a particularly revealing question, as it goes to the very heart of inheritance, which is one of the major mechanisms for evolution. As such, this question is the first piece of evidence I present that evolution is indeed a fact. I'll extend the question for the purpose of this discussion and ask directly:
Bernhard, do you look more like your father or your mother? Do people tell you that you have your mother's eyes, or your father's nose? The simple fact is that, in one way or another, you will exhibit features of both, while your siblings, if you have any, will exhibit different features of each, or even the same features, but with tiny variations that allow people to distinguish between you. I assume, if you have siblings, that you don't all look exactly alike. That's evolution, right in front of you.
In a nutshell, every time that two organisms reproduce, their alleles are mixed, and the result is a unique blend of genetic material, even when the same organisms produce multiple offspring. This mixing in and of itself constitutes a variation in the frequency of alleles in a population, and is properly termed evolution. This is observed and incontrovertible.
Moving on, we should touch on the mechanisms of evolution. The first is mutation, which is a permanent change. Mutations can be broadly classified in two ways, germline (or hereditary) mutations, and somatic mutations. Germline mutations occur in all (or almost all) of the body's cells and are inherited (or occur during meiosis), while somatic mutations are acquired during one's life and occurs only in some cells. These are not passed on, unless they occur in germline cells (eggs and sperm). These are termed de novo (new) mutations[2]. Somatic mutations are generally the result of transcription errors during cell division, or occur via radiation or chemical mutagens, although it's generally less than straightforward to determine precisely when a de novo mutation occurred. De novo genes represent the 'new information' that some insist doesn't arise [3]. Any de novo mutation that occurs in more than roughly 1% of a population of organisms is termed a 'polymorphism'. These are generally harmless (although they can be a factor in propensity to certain disorders) and they account for such things as hair and eye colour, etc. These broad classes are further subdivided, but that's beyond the scope of this discussion for the time being.
In the gene sequences compared above, as already mentioned, the differences between the genes coding for the production of insulin in humans and lowland gorillas respectively appear in the third letter in each of those codons. This is important, because the third of any triplet is neutral, which means that, if a mutation occurs there, it will have no impact on how the gene expresses. We can readily see this in the fact that, despite those differences, the insulin precursor protein produced is identical in both species.
Mutations can happen in slightly different ways as well. For example, we could have the sequence
This sequence can not only suffer a direct mutation in any of those individual bases, but it can also suffer from an insertion or a deletion, which in turn will 'frameshift' the codons. A deletion might leave it looking like
ccc acc tag
or an insertion might leave it like
ccc cct ag..
etc, which of course, change the protein, as the first two bases in the codon are affected. Frame-shifts are often involved in genetic disorders. Cystic fibrosis, for instance, is the result of a frame-shift.
cca cac cta
The second mechanism is selection. Many are of the opinion that natural selection is the key driving force in evolution, although opinions are divided on this, and in fact some are of the opinion that separating mechanisms is folly in itself, a point I will return to shortly. You'll also note that I initially said simply 'selection'. This will also come up again soon.
To treat selection properly, and specifically to treat the 'random/non-random' dichotomy, it's important to first look at the levels at which selection operates.
Natural selection has to be looked at in two ways to be fully appreciated. The first is from the perspective of the population, at which level the effects of selection are seen. At this level, NS is most definitely not random, where 'random' means specifically 'statistically independent', because it can be probabilistically quantified. At this level, we see that, on average, advantageous alleles are selected for, in the form of being passed on to future generations with a statistical weighting. We also see that, on average, deleterious alleles are selected against, in the form of not being passed on to future generations, again with a statistical weighting.
The second way to look at NS is from the perspective of the individual organism, at which level selection actually operates. From this perspective, NS is random. The particular selection pressure that an individual organism will succumb to or indeed evade, is statistically independent, thus random. The organism with an allele that allows it to evade a particular selection pressure has statistical significance, but the means of checking out without issue are many and diverse, and which particular pressure said individual will fall prey to (pardon the pun) can only be treated in the broadest of terms (and indeed even an organism carrying an advantageous allele that confers a specific advantage can still fall prey to the selection pressure that the allele confers the advantage against, while an organism not carrying the allele evades it).
It's also worth a brief digression on what is meant by advantageous and deleterious here, I think, because this is often misunderstood. Whether or not a given allele or trait confers an advantage or disadvantage is primarily a function of environment. There are very few mutations that are deleterious in and of themselves, but are deleterious in the context of the environment in which they appear (I should note for completeness that the genome constitutes part of the environment for a gene, and in the case of those few alleles that are inherently deleterious, this is the environment we would be looking at), so, for example, a mutation that conferred a disadvantage in swimming will not be strongly deleterious for, say, a camel, but it might be a problem for a tuna. Yes, that's a little glib, but it illustrates the point well enough. To make the point more explicit, though, let's return to the law of segregation and its implications for some mutations.
There is one particular allele that is prevalent in humans, particularly Africans. I'm talking, of course, about the sickle gene. This is a nasty little beastie, which is the result of a single difference in amino acid in the hemoglobin gene, but thankfully it only expresses under certain conditions. If you inherit the sickle allele from only one of your parents, it remains recessive, and no anaemia will result. However, if you inherit a copy from each of your parents, anaemia is the result (this is a loose treatment of it, of course, and it isn't necessarily the case that anaemia results from having two copies, but it certainly appears with a significant statistical weighting). Under a naïve treatment of natural selection, that should be sufficient that the allele is weeded out of the population, except for two things. The first is that anaemia only kills before reproductive age in a small percentage of the population. The second, and this is the bit that's important here, is that a single copy of the allele confers a distinct advantage in terms of resisting malaria. These two are the reason that natural selection hasn't eliminated it, and it also illustrates just what the connection is between alleles, selection and environment[4].
The third mechanism is genetic drift, which occurs via the random†† mixing of alleles during reproduction. Broadly speaking, in any population of size x, there are 2x copies of every gene (remember that you get one copy from each of your parents). Of those, there will be a percentage that are of a specific type, or allele. In succeeding generations, that percentage will vary randomly about a mean. The effects of drift are most strongly felt where populations are small, as these random variations will tend to cancel out in larger populations. Where drift results in an allele going extinct, that allele will stay extinct unless it arises again via mutation. Where drift results in a given allele appearing in the entire population, it is said to have fixed. I'll be coming back to this again shortly. I should note that, even without selection, evolution will occur in a population as long as there is mutation and drift (indeed, genetic drift on its own IS evolution, as I detailed above, because it constitutes a variation in allele frequency) [5].
As I mentioned above, there are advocates of both the position that natural selection is the primary driver of evolution, and that genetic drift is the primary driver of evolution (this is known as the neutralist-selectionist debate, largely driven by the work of Motoo Kimura, whose neutral theory of molecular evolution asserted that molecular evolution is driven by drift, while phenotypic evolution (large scale morphological change) is driven by natural selection). My own position, garnered over much discussion with an extremely knowledgeable palaeobotanist friend of ours, is that separating them is a mistake, as both are facets of a single mechanism, namely population resampling.
Much of what we've been dealing with so far has been what we would call 'microevolution' which, as I understand it, my opponent doesn't dispute. What he does dispute is 'macroevolution' (although I'm not entirely sure he understands what we mean by it in the literature), and I'm going to give the remainder of my opening over to that.
In the very simplest of terms, microevolution is variation in frequencies of alleles that occurs below species level, or within a population. Much of genetic drift, for example, would constitute microevolution (although there are some exceptions). Macroevolution, on the other hand, is variation in the frequencies of alleles at or above species level. This gives us one crystal clear example of a macroevolutionary process, namely fixation via genetic drift and selection. This is where all variants of an allele have been eliminated from a population except one. The variant alleles are now extinct, as detailed above, and the single remaining allele is fixed. Because this occurs at species level, it is properly termed a macroevolutionary process.
One nice observed example of this is detailed in a paper by Lee et al studying population data in Drosophila melanogaster and looking for instances of genetic hitchhiking, which is where an allele is strongly selected for and goes to fixation, and other nearby alleles 'hitch a ride', and basically survive by association[6].
We also have extinction as a properly macroevolutionary process, because it is a variation in the frequencies of alleles at species level, in which, bluntly, all the alleles in a species go from some to none. So another neat little question about observations of macroevolutionary processes is 'when was the last time you saw a live [insert extinct animal of choice] (I usually go with the thylacine or the dodo, not least because their extinctions were both observed).
To extend this example a little, we can also talk about a hypothetical (I did search for an example of this in the literature, but couldn't find one in the time I allocated to research for this post), namely a speciation and an extinction in one, namely an extinction event in the middle of a ring species.
Where you have a single species, this species can be a string of subspecies (loosely) each of which are interfertile with their immediate neighbours (and often several neighbours beyond), but the ends of which cannot interbreed with each other, this is a ring species. An obvious example is the Ensatina salamanders of California's Central Valley[7]. If an event, such as, say, a meteorites strike, wipes out a portion of the middle of the ring species, such that the closest neighbours can no longer interbreed, you have a speciation event, because the nearest neighbours are now separate species, even when the same members of the same subspecies were the same species before the event. This is an extinction that caused a speciation, and therefore a macroevolutionary event.
I should also note here that there are various instances of alleles that are shared between multiple species. Indeed, when we say that chimps and humans share a massively high percentage of their DNA, we're actually saying that there are many, many instances in which humans and chimps carry exactly the same alleles (and indeed multiple shared allelic variations of individual genes across populations). The study of these genes is properly termed an area of macroevolutionary study. This is, of course, what I was alluding to earlier when talking about some human somewhere carrying the exact insulin coding gene as that shown above for the lowland gorilla.
And finally, to round this opening off, I'm going to return to one of my favourite examples of speciation, namely a replicated speciation event via hybridisation in Heliconius butterflies[8]. In this paper, the author's noted that one species, Heliconius heurippa had wing markings intermediate between two other species, Heliconius melpomene and Heliconius cydno. Since I feel this is the final slam-dunk, and because I've typed over 3,500 words in this post, I'm simply going to cite the reference and hand you to my good friend, the fearsome Blue Butterfly, and his wonderful and enthusiastic presentation of the paper:
There is no more thunderous prescient of doom than the flutter of tiny wings – hackenslash.
TL:DR version: Evolution is a fact.
* Gene is a term that has varying definitions across different disciplines in evolutionary biology, generally context-sensitive. For example, in population mechanics, a gene can be something even as loose as 'is a descendant of Henry VIII' or 'can survive a bolide impact'. More broadly, a gene is any unit of heredity. For clarity, unless otherwise specified, I will be referring to a stretch of DNA of specific interest.
† All uses of the word 'species' will, unless otherwise specified, refer to the biological species concept (BSC), which is defined as a population of organisms throughout which gene flow naturally occurs at a given time.
†† Random here means 'statistically independent', which is to say that any result is as probable as any other.
[1] Versuche über Pflanzenhybriden – Mendel 1866 (translated into English by Druery and Bateson 1901- Journal of the Royal Horticultural Society).
[2] http://ghr.nlm.nih.gov/handbook/mutatio ... nemutation
[3] For a detailed treatment of 'information' and the various canards surrounding it, see: hackenslash on information
[4] http://www.cdc.gov/malaria/about/biolog ... _cell.html
[5] http://www.sciencedirect.com/science/ar ... 2211008827
[6] Differential Strengths of Positive Selection Revealed by Hitchhiking Effects at Small Physical Scales in Drosophila melanogaster – Lee et al 2014
[7] Incipient species formation in salamanders of the Ensatina complex – Wake 1997
[8] Speciation By Hybridisation In Heliconius Butterflies – Mavarez et al 2006 (full paper downloadable; link in Cali's linked post).
|Thu Jul 30, 2015 5:55 pm
Re: Debate: Bernhard.visscher v hackenslash - Evolution's a
Bernhard.visscher wrote:Why? Because macro evolution is never observed.
So this is your A game, is it? I detailed several observed instances of macroevolution in my post.
That does not mean not implied. Not observed in fossil record... Definitely implied.
Wrong. Pretty much every fossil in the record constitutes an observed instance of macroevolution, or did you miss the bit where extinction is a macroevolutionary event? In fact, extinction is one of the driers of macroevolution, especially mass extinctions such as the late Permian and the K/T extinction events, because these events leave ecological niches, to be discovered and capitalised on by other organisms in the biosphere.
Small changes are observed, micro evolution = allele frequency= genetic variation.
Except, of course, that macroevolution IS observed, as detailed in the examples I gave of fixation and speciation nd he accompanying references dealing with those observations in the primary literature,to which your only response is blind dismissal
"The basic evolutionary mechanisms — mutation, migration, genetic drift, and natural selection — can produce major evolutionary change if given enough time."
Where are you getting this nonsense about time from? The only part that it plays in all of this is that a fair bit of it is required to explain the degree of biodiversity we observe. In evolutionary terms, it isn't time that matters, it's generational turnaround. Major morphological change can be observed in extremely short time spans on the evolutionary scale, such as the evolution of cecal valves in the lizards of Pod Mrcaru in only a few decades[1].
Will engineer a new animal above the species level.
What, you mean like that observed and replicated specation event in Heliconius butterflies?
I agree there is natural selection.
Then you agree that there's evolution.
I don't agree that via these methods plus much time = what evolution claims.
Thankfully, those examples documented by real scientists in the primary literature aren't predicated on, or interested in, your agreement.
According to Darwin transistional fossils are needed, none are found.
Wrong because, as has already been pointed out to you, ALL fossils are transitional, as indeed are all organisms, including those who went extinct without offspring. And that's even before we get in to the fact that an awful lot's happened in evolutionary science since Darwin.
Even given what Darwin was talking about, there were examples of fossils showing transition between major groups documented during Darwin's time. Indeed, []Archaeopteryx[/i] was named in the literature only two years after the publication of On the Origin of Species in 1861.
The obvious method to combat this is to call everything transistional, but that is semantics.
Two things wrong with this. The first is that what it means for something to be transitional is not what you think. Tiktaalik roseae was a proper transitional because it showed transition in features between Sarcopteryids and tetrapods. It doesn't matter that we can't say with certainty that any individual Tiktaalik specimen was actually the ancestor of any extant species, because we can say with certainty that a member of its species or a closely-related sister species was. Evolution is a population phenomenon.
Secondly, and more damningly, semantics deals with what we mean when we say a thing. As such it's the very heart of communication.
The vast majority of philosophy is concerned with semantics. Read any discourse on philosophy, and you'll find that a huge amount of the time is spent defining and justifying terms.
As such semantics is among the most important disciplines in philosophy. Dismissing an argument on the basis that 'it's just semantics' is, therefore, and to employ a favourite footballing analogy, the equivalent of diving in the penalty area. It's a cheat. A lazy cop-out indicating that you have neither the wherewithal to deal with your opponents argument nor the intellectual honesty to simply admit it. In other words, it's a spectacular breach of the 9th commandment.
Well done.
Like you do by claiming since I look like a hybrid of my parents therefore evolution.
Not actually what I said, as you can tell by my not employing the word 'therefore'. That blending of the genetic material of your parents doesn't prove evolution, it IS evolution.
No not evolution, genetic variation.
Genetic variation IS evolution. It is, in fact, the definition of evolution as employed in the primary literature.
I am just as human as my parents, great grandparents, great great, etc.
Which is exactly what evolutionary theory predicts. Well done.
Now the question because of evolutionary semantics becomes do you have evidence for a direct ancestor transistional fossil?
You're seriously going to bring this to a formal debate thread after having been comprehensively schooled on the forum as to why what you're asking for is nonsensical?
The answer is no... You can argue that.. But every claimed transistional has been so systematically debunked,
Ah, finally a claim requiring the support of evidence. I look forward to your presentation of the debunking of the following in your next post:
Tiktaalik Roseae
that evolutionists go into smaller and smaller evidence like DNA (you) and other evidences that the regular person has no access to..
Well, aside form the fact that I presented in my last post a specific instance of observed evolution, observed as it occurred and then replicated in the lab, no less, this is bunk.
In fact, if you have the diligence and patience to conduct the proper experiments, you can even observe speciation for yourself. All you need is a suitably quick-generating species and the space to isolate them. Such experiments have been carried out by schoolchildren.
But we all get to see Lucy at the smithsonian, which has been so thoroughly debunked it's ridiculous it's still there.
Ah, you can dd the debunking of Lucy in your prsentation.
Horse remains a horse even with massive selective breeding
Which is exactly what evolutionary theory predicts. Horse isn't a species designation.
A fruit fly remains a fruit fly even with massive selective breeding
Which is exactly what evolutionary theory predicts. Fruit fly isn't a species designation.
You are under the impression because I look like my father but not completely, that therefore evolution...
No, I understand evolutionary theory well enough point out that looking lour father but not completely IS evolution. I'm not erecting a deductive argument here, I'm stating plainly that the mixing of genes from your father and your mother in you IS evolution.
No therefore genetic variation, or as you wish to define it micro evolution. I have no issue with such definitions for micro-evolution but in the interest of understanding I will be referring to micro evolution as genetic variation. This is done so there is no equivocating between micro and macro evolution.
I don't need to equivocate, because I actually know what the terms mean. Genetic variation is evolution. When it occurs within a species, it's microevolution. When it occurs at or above species level, it's macroevolution, and both are observed.
As you noted I already accept genetic variation.
The you accept that evolution is a fact.
To note because extinction: therefore evolution.
No, and stop doing that. I made no deductive argument, I stated that extinction IS evolution, specifically macroevolution.
I don't agree but For the sake of argument let's accept that premise. Do then accept the premise if not extinct therefore not evolution? To use your dodo analogy , extinction in the last few hundred years, I can assume you can see the problem.. But I have no doubts you will have a reconciliation for this. The point will remain though you will argue extinction and non extinction is evidence for evolution.
This makes absolutely no sense whatsoever
Now if you wish to link articles, that's fine, but remember I didn't ask for articles.
You asked for evidence, and the evidence is detailed in the articles and scientific papers form the primary literature that I provided.
If you wish to "slam dunk" with the utterflies... Ok ... Looking forward to it... Show me why you claim it is macro evolution.. Or don't bother bringing an unasked article. /quote]
I'm going to leave the rest until such time as you deliver a serious response. If that's your A game, you're on the wrong field.
I expect your next response to include support for your claims, and I expect it to be a whole lot better than this one, which addressed exactly nothing. If i isn't, I'll declare the debate, because I've already expended more effort in one post in this debate than you have in your tenure on the forum.
[1] Herrel A, Huyghe K, Vanhooydonck B, Backeljau T, Breugelmans K, Grbac I, Van Damme R, Irschick DJ. (2008) Rapid large-scale evolutionary divergence in morphology and performance associated with exploitation of a different dietary resource. Proc Natl Acad Sci U S A.
|Tue Aug 04, 2015 3:05 pm
Re: Debate: Bernhard.visscher v hackenslash - Evolution's a
This will be my last response. I'm calling it, because it's clear from this post that my opponent is hopelessly out of his depth and doesn't understand his responsibilities here. Bernhard, now that you've knocked over the pieces and crapped on the board, feel free to fly back to your flock declaring victory. Never was the pigeon-chess analogy more appropriate than now, and this simply isn't worth the considerable time and effort.
Bernhard.visscher wrote:I asked three questions. Simply why do you agree that the butterfly is a macro evolutionary event? Skipped.
If by 'skipped' you mean 'comprehensively answered by the following text, then yes, I skipped it:
Except you did ask for it, because you asked for evidence of macroevolution. As for why it's defined as macroevolution, we began with one species comprising two subspecies of Heliconius butterfly. The experimenters noted that here was a third population, with wing markings intermediate between the two. The third population was not reproductively compatible with the other two, so the observers inferred that this was a new species that had arisen via hybridisation of the two species. They took specimen of each, hybridised them, and produced something that looked very like the third, incompatible species. This new population was not reproductively compatible with either of the parent species, meaning that this was a true speciation event, an event that showed that one species had become two, with no genetic flow possible between the daughter and parent species. That's macroevolution, and it is observed.
So yes, I skipped it by comprehensively answering it, in detail, with reference to the primary scientific literature.
Second question: if species is not extinct then not evolution? You asserted question was non sensical.
It was nonsensical. Extinction is a part of evolution, not all of it.
Third question : evidence for a direct ancestor transistional? You asserted again non sensical.
I didn't simply assert that it was nonsensical, I explained it, and it isn't as if this hasn't been explained to you before.
I hope you will address those questions in the next comment.
They are addressed. The first question was answered in detail, and the second and third questions were incoherent.
Now I will be defending your assertions of Lucy, achaeoptyx, tiktaalik
Not the new charts, this is the way it's always been. Beyond that, this snippet conveys little more than how badly you understand evolutionary theory. If evolutionary theory predicted anything like you assert, I'd think it was nonsense as well.
Several things wrong here. First, they didn't find 40 out f 207 bones, they found 40% of the complete skeleton. That's what comes of getting your scientific information from cretinist screeds.
B) the pelvis was mechanically worked on to claim Lucy walked upright, bipedalism. There is a nice little video on it courtesy of national geographic that shows Dr. Love joy ( I think that was his name) sawing on bones to make it work. That would be called tampering with evidence but in this scenario I'll just let it pass and say the bones mechanically evolved via a drill/sawblade not via genetic drift, et al.
Wrong again. What they actually found in that 40% was enough of the spine to show curvature in the lumbar, a clear indication of habitual bipedalism.
C) with these 40 bones or so 20%... The complete Lucy stands.. I do not know of another way to frame it but Lucy is simply 80% wishful thinking.
Except that it isn't.
Why archaeopteryx is not a transistional.
The best bit about the above is that you seem not to have read the article yourself (protip: I actually know Carl Zimmer). That article doesn't put a dent in the status of Archaeopteryx as a transitional, it merely says that there is now more evidence sitting alongside it showing a smooth transition between theropods and aves.
Why tiktaalik is not a transistional
Where does this 'poor quality'claim come from? Are you seriously labouring under the delusion that we only have a single example of this?
B) rock containing tetrapods footprints dated millions of years before tiktaalik shows tetrapods had already existed before tiktaalik debunking it as the transistional between fish and tetrapods, unless of course you wish to claim without being there that tetrapod evolved more then once in which case your own guys admit your fossil is "poor" in other words because of "poor" fossil insert evolution of the gaps. Piecing together a few bones you can make it look like anything... It's called voodoo bones.
Wrong again, and more exposition of your palsied understanding of what evolutionary theory actually says and how it marries with the evidence. Firstly, Tiktaalik wasn't a single organism, it was a population and, as a reasonably successful species (or group of species, more accurately), was around for a long time. This objection is little more than the scala natura fallacy writ large. Also, it once again overlooks what a transitional actually is.
Total nonsense. Aside from anything else, possible motivations for my wishing to see your source include everything from knowing from experience that you habitually lie in support of your fantasy, to knowing from experience that your sources are less than robust, to knowing that your understanding of pretty much any area of science is so palsied as to make a misreading or coming away with completely the wrong impression a strong probability, not least because I have extensive experience of scientifically literate people reading primary sources and coming away with the wrong idea on all manner of topics, let alone somebody whose understanding is, to all intents and purposes, non-existent.
Evolutionists admitting that " it does not seem to match" right it doesn't thank you. That's a good enough reason to debunk the whole transistional thing.
Says the one who thinks evolution or god is a true dichotomy.
So as in the case for achaeopteryx please get your shit together when trying to claim these are transistional forms when your own community are debunking the very transistionals you are trying to claim is evidence.
And this tells me all I really need to know.
I'm calling this, as there's little point continuing. One day, with a lot of learning and a whole lot of effort, you might learn just how badly you did here, but I doubt it.
|Fri Aug 07, 2015 6:09 pm


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Information for Prospective Students
Canadian Student Loans
In order to qualify for Canada Student Loans (and provincial or territorial student assistance, if applicable), the university and study programme of your choice must be designated by the provincial or territorial Student Assistance Office in your province or territory of residence. Please note that the Institutional Code for UCL is PUDB.
Student loans can be great, but they are not the only way to finance an education. So, before you decide to get a student loan, you should research your options carefully. Please find below a number of useful websites:
CANLEARN (www.canlearn.ca)
Canada's one-stop source for information and interactive tools to help you explore learning and education opportunities. This is also the gateway to the website of the National Student Loan Service Centre.
National Student Loan Service Center (www.hrsdc.gc.ca)
Human Resources and Skills Development Canada
Human Resources Development Canada
Education Support/Student Assistance Branch
PO Box 2090, Station D
Ottawa, Ontario KIP 6C6
Tel: (819) 994 1844
Confirmation of enrolment/student status documents can be completed/provided by the Student Centre.
For queries concerning Canadian Tax Forms and tuition fee receipts, please contact Tuition Fees on firstname.lastname@example.com
For general queries about funding, please contact Student Funding:
Student Funding Office
UCL Student and Registry Services
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Gower Street
London, WC1E 6BT
Email: email@example.com
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Page last modified on 14 feb 19 17:16 by Shanaz Begum
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About Us
For over 30 years Summit Supply has provided the highest quality products available. The use of the latest technological advancements allows our products stay at the forefront in quality and performance. All of our tracks designed for rubber tracked equipment are made with Continuous Steel Cord technology that is designed by Summit Supply's engineers to produce the strongest rubber tracks in the industry. Jointing in rubber tracks has always been the weakest part of the track itself. By eliminating this joint, we have eliminated 95% of all track failures! Come see why our tracks are the best!
- High Quality Products
- Excellent Prices
- Fast Delivery
- Guaranteed to fit YOUR machine
We also stock rubber tracks for rubber tracked skid steers. Whether you have a Bobcat, John Deere, Kubota, Case, Takeuchi, Gehl, Mustang, we will have your skid steer rubber tracks in stock. We are a direct importer of rubber tracks, not just a "middle man" importer and have direct say in the quality of our rubber tracks. We use a blend of natural and synthetic rubber in our rubber tracks, not recycled products!
Note: Summit Supply LLC is not an authorized Caterpillar dealer and does not sell authentic CATERPILLAR replacement parts


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- Home
- Sports Panoramics
- Kansas State Wildcats Panoramic
- fffffff
Product Description
This panorama, taken by James Blakeway, spotlights a mid-season game between two Big 12 Conference teams, the K-State Wildcats and the West Virginia Mountaineers. Adding to the excitement and serving as a backdrop is the recently completed West Stadium Center at Bill Snyder Family Stadium. The 250,000 square-foot west-side stadium expansion features a student-athlete dining hall, the Athletics Hall of Honor, new concessions and restrooms, premium seating, press box, field lighting and other amenities. The first-class facility also serves as the northwest gateway to Kansas State University? beautiful campus.


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Monday, June 8, 2009
Welcome ...
to our home
Born June 3rd 2009
5:33 pm
6 lbs 12 1/2 oz
Everything is going well here at home. I apologize for the lateness of my blogging lately. It seems like regardless of how well things go, life just gets overwhelming. I promise I will be back very soon.
Here are a few of my favorite pictures from the last couple of days.
Coming Home outfit ... HEY if you are named after Lake Powell, you have to wear flip flops home :)
17 comments:
- Carrie said...
How cute! Love the flip flops! Thanks for sharing he is adorable.
- June 8, 2009 at 8:56 PM
- lys said...
Oh, he's just so perfect! Congrats! I love the name Chad. Adorable little guy.
- June 9, 2009 at 7:02 AM
- Mindy said...
So cute!! Love the name choice. Powell is awesome! Glad all is well...
- June 9, 2009 at 7:20 AM
- KellyLynnsGirls said...
Ahhh! Congrats! What a little cutie! And LOVE the flip flops!
Sandy, Utah
- June 9, 2009 at 8:33 AM
Absolutely perfect! Best wishes!!
- June 9, 2009 at 12:05 PM
- Kim said...
He's adorable...and so are the flip-flops! :)
- June 9, 2009 at 6:25 PM
- Kelsey said...
Congrats on your new cutie! He is so SO adorable. And so is his outfit! (My little guy has those same flipflops-nice pick!)
- June 9, 2009 at 8:44 PM
- Lil-Rosi said...
Congratulations!! He's so precious & absolutely adorable!
- June 10, 2009 at 9:09 AM
- Jen said...
- This comment has been removed by the author.
- June 10, 2009 at 9:08 PM
sooo cute. Congrats
- June 11, 2009 at 8:47 AM
- Camille said...
so darling mandy!!! :)
- June 11, 2009 at 6:36 PM
- reen said...
He's so little, and cute. Congrats to the whole family.
- June 11, 2009 at 9:04 PM
- Heather B said...
AUGHH! Those flip flops are to DIE for!! Love it. He is so cute, I just want to hold him (and smell his head) so bad. I hope your recovery goes well. My first was a c-section (I can't remember if Bryson was for you) but it is pretty painful!! Good luck hon!
- June 11, 2009 at 11:03 PM
- Carlie and Ryan Skinner said...
congrats on the baby. i heard you were pregnant but didnt realize how far along you were. he is so adorable. if we both end up in utah for christmas we need to get our kids together:)
- June 13, 2009 at 8:28 PM
- the life of a teenage scrapbooker said...
soo adorable!
Megan Powell
- June 15, 2009 at 2:49 PM
- Simply Me said...
Congratulations! :) You have a very cute new addition to your lovely family :)
- June 17, 2009 at 9:40 AM
- Robertson Family said...
I was wondering if that was why you used the name Powell. His outfit is adorable and it goes perfectly with his cute name!
- June 21, 2009 at 11:03 AM


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"April Days" to Protest Drone Killing and Surveillance
April Days of Action are planned in the US to generate a public uprising to stop drone spying and drone warfare.
What: Rallies, Protests, Visual Photo-ops
Where: Across U.S.
When: April, 2013
A US-based, month-long campaign of counter-drone teach-ins, rallies and protest, called "April Days of Action" by its organizers, will challenge the escalated use of drones for targeted assassination by the Obama Administration as well as domestic surveillance by police agencies around the United States. The actions will call for a total halt to drone killing and surveillance.
The campaign, that has been months in the making, is being boosted by a groundswell of domestic opposition to use of drones against American citizens in the United States, sparked by the leaking in February of a government "white paper" on drone targeting of United States citizens and the drone filibuster by United States Senator Rand Paul in early March.
"The April Days of Action will continue to build the surging interest in banning -- or given the blank slate of existing law, at least regulating and limiting -- the domestic use of drones," said Shahid Buttar, Executive Director, Bill of Rights Defense Committee (BORDC). "Some jurisdictions have already passed legislation to ban drones, and BORDC will soon release model legislation that anyone can use to recruit allies and local elected officials to assert control over drones."
"There is no question that the April Days of Action will exhibit a level of antiwar and civil liberties activism that is unprecedented in recent years," said Medea Benjamin, founder of Code Pink. "The only question is whether the Administration's half-hearted attempts to put the drone genie back in the bottle will satisfy the American public, now that the public has been awakened."
Planning for the April campaign was set in motion in December, 2012 by a group of antiwar organizations (listed below), with the goal of bringing the widest possible public attention to the ways in which drones are violating rights of sovereignty, due process, privacy, freedom of assembly and safety of persons and communities and to point out the exploding proliferation of U.S. drone manufacturing, U.S. drone research, and U.S. drone bases.
"Most people here in the United States know a little bit about drones; we want everyone to begin to see the depth of the threat that drones present to all of us, regardless of what nation we live in," said Nick Mottern, founder of Know Drones, an educational organization.
The April events, which span the United States, from Hawaii to Maine, have been coordinated by Joe Scarry, of the No Drones Network. "As I have talked to people across the country," Scarry said, "I have found a remarkable level of determination to be part of this campaign to stop drone killing and spying. People read about this in the paper every day, and they can feel in their guts that it's wrong, and they want to stop it now."
Events are planned for Boston, New York City, Philadelphia, Baltimore, Washington, DC, Atlanta, Dayton, Ft. Wayne, Chicago, Milwaukee, Minneapolis, Des Moines, Seattle, Tucson, San Francisco, Sacramento, San Diego, Honolulu, as well as in dozens of other locations, including many of the communities that host the estimated 100 drone basing sites in the U.S.
A broad alliance of organizations -- in addition to Code Pink, Know Drones, and No Drones Network -- worked to promote the national mobilization against drones, including national organizations like the American Friends Service Commitee, Fellowship of Reconciliation, National Campaign for Nonviolent Resistance, Pakistan Solidarity Network, Veterans for Peace, United National Antiwar Coalition (UNAC), Voices for Creative Nonviolence, and World Can't Wait, as well as dozens of state and local peace and justice organizations, including Peace Action (NY), Upstate (NY) Drone Action and Brandywine Peace Community (Philadelphia).
Details on events are being posted at: http://salsa.democracyinaction.org/o/1170/p/salsa/event/common/public/index.sjs?distributed_event_KEY=708


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Firstly, this is a pincushion I made for my younger sister who lives in London and prefers to stick to two colours in any colour scheme, be it what's she's wearing, decorations on the Christmas tree, a set of mugs etc. So I knew Kaffe Fassett would be out of the question. But Tufted Tweets would be perfect.
When Julia from Little Girl Quilts offered to make my blog over and design me a new blog header, button and icon, I wanted to make her a little thank you. I knew she liked my union jacks (longer time readers of the blog will know I had a whole union jack obsession which went on for some months...!) and that she loved Sherbet Pips so a Sherbet Pips union jack mug rug seemed to fit the bill.