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Medication use has increased greatly among children and adolescents in recent years, sparking fears that medication is overprescribed among young people. Is medication overprescribed? Is it possible for medication to be both over- and underprescribed at the same time? What does the evidence suggest to you?

What are the barriers to evidence-based practices? Why do you think these exist? What can you as a student do now and in your future career about these barriers?

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Tod Thiel
Tod ThielLv2
29 Sep 2019

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Answer the following question based on what you know about sexual selection and displays.

You have received a $500,000 grant from the National Science Foundation to study male signaling in peacock spiders. After your university takes most of that money for overhead costs, you now have a small amount left over to spend on peacock spider research over the next 3 years. What is the first question that you would focus on that you think would increase our understanding of peacock spider male displays the most? State a relevant hypothesis and explain briefly how you would go about testing it.

You have published your paper describing the above experiment, and it has been picked up by th press. Shortly thereafter, you are contacted by a member of the Discovery Institute, who claims that these displays are so complex that they could not possibly have evolved and that this complexity is evidence of intelligent design. This person challenges you to a public debate of the issue, which you accept because you enjoy frustration and have nothing better to do with your time. What evidence would you need to support your contentation that these complex displays 1) are currently under selection , and 2) have evolved to their current form under the auspices of selection?

1. What was Darwin's theory of pangenesis and how did it fit his model of blending inheritance? How did it allow for the influence of the environment on hereditary characters?

2. How was the idea of environmental influence criticized by Weismann? What his idea of "germ plasm"?

3. What were Mendel's laws on the segregation of traits and on recessive and dominant traits? How did he support these ideas with evidence?

4. What was Galton's argument regarding the inheritance of genius and how did he attempt to prove it?

1. What is the definition of eugenics? What is the difference between positive and negative eugenics?

2. What was "feeblemindedness"? Why did scientists want to eliminate these people from the population?

3. What was the argument presented for sterilization based on the Jukes family history?

4. How was feeblemindedness portrayed in the Norton pamphlet on “Selective Sterilization in Primer Form”?

5. How does the Carrie Buck case illustrate the concerns of eugenecists? How does it illustrate social values of the time?

1. What was the Kallikak family study, and how did it differ from the Jukes family study? What were its conclusions?

2. What were five factors that contributed to a growing concern over immigration and its threat to "nativism." (Be sure you know what American nativism was.)

3. What was the Immigration Restriction Act? How did passage of the act further eugenic goals?

4. How were eugenic doctrines popularized? What are some examples of positive eugenics?

5. What is the concept of "mental age" on which the Binet test was based? What did early researchers think they were measuring with these tests?

1. What were the results of the I.Q. test administered to World War I draftees? How did some people criticize this test and its results?

2. How did increasing research on development and genetics call into question the simple unit-character assumptions of earlier eugenecists?

3. What concerns did German “racial hygienists” express about different birthrates among Germans, Slavic peoples, and southern Europeans?

4. How was the rise of National Socialism (Nazism) in Germany based on promoting the genetically “healthy” and preventing reproduction among the “unhealthy”? Who was included in the unhealthy category?

5. What was the purpose of the German “health courts”? How did U.S. sterilization laws serve as models for German sterilization programs?

1. How were Margaret Sanger’s view on birth control similar to and different from eugenics?

2. What were the fears over the “population explosion” in the 1960s?

3.What similarities are there between the case of the Relf sisters and Madrigal vs. Quilligan?

4. How were sterilizations in the 1960s and 1970s similar to and different from the eugenic sterilizations of the 1920s and 1930s?

5. Why were so many women sterilized in Puerto Rico?

1. What are the basic particles of the atom? What is an isotope?

2. What were the contributions of Roentgen, Becquerel, and Marie Curie to the discovery of radioactivity?

3. How did Rutherford explain radioactive decay (Experiment 1)? How are atoms of one element transmuted into another element during radioactive decay?

4. What was Thompson’s model of the atom? What was Rutherford's model and how did he prove he was right (Experiment 2)?

5. What is the basic idea behind a nuclear chain reaction (fission)? Be able to explain 92235U → 56142Ba + 3691Kr + 3 neutrons + energy.

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4. In what ways did Bohr, Szilard, and Franck try to get the politicians to think about the consequences of dropping the bomb? What were their various recommendations about international control?

5. How was the Interim Committee involved in the decision to drop the bomb? Which scientists advised the committee and what did they recommend?

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2. What were the reasons for and against initiating the project to build the atomic bomb? Did these reasons change during the course of the war?

3. What were the reasons in 1945 for and against dropping the bomb in a surprise attack?

4. With the benefit of hindsight, of more knowledge about the actual state of Japan in 1945, and of further understanding about the effects of the bomb, do you still think that the reasons you suggested in answer to question 3 are valid? Do you think there was any way to have done things differently?

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3. What was the Potsdam ultimatum and how did the Japanese respond? Why did they reject it?

4. What possibilities for a negotiated peace settlement with Japan existed during the summer of 1945? Why were they unsuccessful?

5. When and how did the American public first begin to learn about the effects of the bombings on the people of Hiroshima and Nagasaki?

1. What were some of the reactions of scientists to the bombing of Hiroshima and Nagasaki?

2. What were the major concerns of scientists after the war regarding the development and control of nuclear weapons?

3. How did the events of the Cold War influence the development of the Hydrogen Bomb?

4. What was the recommendation of the General Advisory Committee concerning the H-bomb, and on what reasons was it based?

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3. How was civil defense used to encourage public acquiescence during the early years of the nuclear arms race?

4. Why were so many civil defense campaigns directed toward women and children?

5. Did CDA materials provide an accurate portrayal of nuclear war?

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