The kinetoplast DNA

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The kinetoplast DNA of the Australian trypanosome. Trypanosoma copemani, shares features with Trypanosoma cruzi and Trypanosoma lewisiq.Discuss

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The Oldowan Tool

The appearance of simple stone tools, widely known as Oldowan tools or the Oldowan industry, marked the beginning of our technological revolution. These artifacts appeared around 2.6 million years ago in the Savannahs of Eastern Africa. Typical examples are choppers made from battered, edged cores and heavy-duty scrapers. Most likely those Oldowan tools served as primitive cutting instruments and our ancestors might have used them to scavenge meat, cut plants, or conduct basic woodworking. Scientists knew that they were tools because they were clearly knapped, created by intentional flaking, and not the result of accidental fracture of rocks. Fire played a large role in the ability to leave Africa for the hominids. Through fossil records, it has been determined that Homo erectus were the first hominid to use fire as a tool. Fire played the role of protection and hunting. They were able to protect themselves from the weather, and were also able to devise an entirely new way of hunting.

Hart and Risley (1975) believe that pre-school is the best age to start incidental teaching; however, it is best to start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999).

Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in age-appropriate play with their peers (McGee et al., 1999). Hart and Risley (1975) discussed that peers in a naturalistic setting can also provide the instruction. This could not only aid the advancement of verbal skills with autistic children, but it could also promote social interaction.

McGee and Daly (2007) discussed that there is evidence that incidental teaching and stimulus-fading techniques can enhance autistic children’s communication in a socially meaningful way. A study was done that evaluated peer incidental teaching as a way to increase peer interactions by children with ASD (McGee, Almeida, Sulzer-Azaroff, and Feldman, 1992). The study gave a typical child something to say that would elicit a response from their peer with ASD (McGee et al., 1992). Three typical preschool

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