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A study of this topic, in relation to the article “Money + Politics = Jailed Kids,” written by Vince Beiser and Karla Solheim for Mother Jones Magazine.

The paper reviews the article, summarizing its main points, such as the fact that the said act would be ineffective to the California Justice System, would further worsen the juvenile youth’s condition, and benefit only California Governor Wilson and his backers on the said proposition. It then goes on to explore the flaws of the article, giving 3 main reasons why its arguments are not sound.
The article Money + Politics = Jailed Kids, written by Vince Beiser and Karla Solheim for Mother Jones Magazine is an article that talks about Proposition 21, or the Gang Violence and Juvenile Crime Prevention Act. This act was controversial because of the effects that the proposal might have on the California justice system once it is approved. Proposition 21, the authors, explain, would require kids as young as 14 to be tried on adult court for crimes such as murder or serious sex offense, give prosecutors expanded powers and sentence anyone 16 or older convicted in adult court to adult prison. Beiser and Solhem also gives a brief background on the Proposition’s origins, stating that former California governor Pete Wilson was the one who conceived the idea of the said proposed act, backed by criminal justice and victims’ rights groups, as well as law-enforcement officials. The article then proceeded to the main issue – that the said act would be ineffective to the California justice system, will further worsen the juvenile youth’s condition, and benefit only Wilson and his backers on the said proposition. All throughout the article, the authors gave their reasons for their denouncement of Proposal 21, which provided the readers several statements from organized youth activist groups, law enforcement officers, and the Catholic church.

History and Evolution of Life – Project 1: Pattern and Process in Evolution

History and Evolution of Life – Project 1: Pattern and Process in Evolution.

This is the first of two class projects you will complete in this course. This can be completed on your own, or in groups of up to 4 people (it will be easier as a group!). You will prepare a written report, in paragraph format, addressing the presented questions. Essays should be 3-5 pages, single spaced, including properly formatted citations.

Essays will be graded based on how well the below questions have been answered, as well as writing style (clear, well-reasoned) and proper use of citations. Hypotheses will not be graded based on whether or not they are “right”, but whether then are well-considered. This is an exercise in considering the evolutionary process, not presenting a grant proposal. We’ll be discussing your findings as a class on the due date, which is Oct. 22, in lab. This project has three goals:

1) To demonstrate the importance of phenotypic variability as the ‘ingredients’ of evolution. What does evolution work on at a microevolutionary level? 2) To focus on the importance of primitive and derived traits in an evolutionary context. How can we tell that evolution has occurred within a particular group of organisms? 3) To examine patterns of speciation in the evolutionary record. What does evolution look like from a macroevolutionary perspective? **This project is based around the American Museum of Natural History (Central Park West at 79th Street), however you may use a different museum if you have a preference. AMNH has a $18 suggested donation for students with ID, but tickets are available via a “pay what you wish” system, meaning you can participate for free if money is limiting. ** 1) Phenotypic variability Suggested locations: Hall of Biodiversity or Hall of Ocean Life. Find examples of a species with multiple specimens (preserved, fossilized, etc.). Record what the species are. For some displays, you may have to use the interactive displays to identify the species. For an example, look for Helix polymita in the Mollusca display. 1. Choose any three of the multiple-specimen species that look interesting to you, and describe the variability that exists within each species. 2. What might account for the broad range of phenotypes that occur within each species? Speculate as to what selective factors may be at work here; generate specific hypotheses and predictions. How could we test these hypotheses? What are challenges to testing these hypotheses.

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