Cosmides and Tooby present the example that dung flies liking the smell of dung while humans hate the smell. Behind this example is an insight into the processes of evolution, both in terms of its time course and in terms of what adaptations do for us. Using the dung example or another one, explain, in a 2 page paper, why the time course and function of evolutionary adaptations are relevant for understanding why some of our thought processes are adapted to a hunter-gatherer society instead of to the industrial, technological age that we live in. Please use 12 pt. font, double spaced and follow APA style (including a reference page) outlined in the links above.Good example Comment function of adaptations Explanation of why we are adapted to hunter-gatherer society Overall

1. What is the tone of the following excerpt from The Emancipation Proclamation?"That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof, shall on that day be, in good faith, represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in rebellion against the United States."a. Contradictory,Countervailingb. Official/Legalc. Somber/Mournfuld. Inflated/Boastful2.In which passage does Lincoln offer advice to the freed slaves?a. And by virture of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and hence-forward shall be free.b. And upon this act, sincerely believed to be an act of justice, warranted by the Consitiution, upon military necessity, I invoke the considerate judgment of mankind, and the gracious favor of Almighty God.c. All persons held as slaves within any States or designated part of a State...shall be then, thenceforward, and forever free.d. And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self­defence; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages.3. Which passage from The Gettysburg address contains an allusion to the Declaration of Independence?a. Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.b. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.c. All of the Aboved. None of the Above4. Which sentence contains an example of repetition?a. Four score and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.b. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live.c. But, in a larger sense, we cannot dedicate ­ we cannot consecrate ­ we cannot hallow ­ this ground.d. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.5. Which best describes the tone of the following passage from the Gettysburg Address? Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.a. Celebratoryb. Angryc. Excitedd. Somber

For this benchmark, use the case scenario provided to develop a comprehensive, research-based early reading plan.Part 1Student: MarkAge: 6Grade: 1Mark is in the first grade and has transferred to a new school in the middle of the school year. Mark’s parents set up a meeting with his new first grade teacher to discuss their concerns with Mark’s reading skills. His previous teacher had wanted to discuss concerns about his reading skills with them, but they moved before they were able to meet and address these concerns.Mark’s new first grade teacher evaluated his reading skills with various assessments and noted some skill deficits in reading. At this age, most of Mark’s classmates are able to recognize various sight words, such as, “and”, “said”, “has”, “have”, “is”, “to”, “the”, “a”, and “was.”Mark is struggling each time he comes across these words and his oral reading skills are slow and strenuous. He requires a lot of prompting and sometimes says the wrong letter and sometimes just guesses at words. When listening to a passage read aloud, Mark has difficulty answering simple comprehension questions about the main idea or characters.Mark's new first grade teacher has set up a follow-up meeting with Mark’s parents to discuss the results of his assessments and to inform them of the instructional goals he has put in place for Mark to help with his reading skills. The following are his instructional goals:After listening to a passage or story, Mark will be able to recall two or three of the sequenced events.Mark will be given a brief reading passage on his instructional level, be able to read it aloud, and recall the main ideas.Mark will say the corresponding sound when provided with a letter or letter combination.When prompted with a word, Mark will be able to say a word slowly (sounding it out) and then faster (reading it as a whole), when given a CVC (consonant-vowel-consonant).When shown sight words, Mark will automatically state the word.Part 2Sequence each of Mark’s instructional goals described in the case scenario in the order you would address them with her if you were Mark’s teacher. In 100-250 words, explain your rationale for the sequence.Part 3Research and select an early reading strategy for one of Mark's goals. In 500-750 words, describe the strategy in detail with a rationale that explains how it is designed to help Mark achieve that goal. Provide the learning theories and connections across curriculum to support the developed strategy. Provide the long- and short-term plans for Mark and resources (reading specialist, resource teacher, etc.) you would utilize to implement this plan.Support your rationale with two scholarly resources.Part 4Develop an activity that aligns to the chosen strategy you identified in Step 3 that Mark could do at home. In 250-500 words, describe the activity, as well as how you would establish and maintain a collaborative relationship with Mark's parents and encourage them to help implement it. Submit your sequenced list of goals, their associated reading strategies and rationales, and the at-home activity to your instructor as one deliverable