Kerry C. “‘Song of Myself.’” A Companion to Walt Whitman
2007
Author: admin
they understand that they have to adapt to brutal ways of life. Inborn evil of human’s theory plays a key role in developing this theme. William Golding uses this theory when he indicates that these boys evolve to become the beast that they feared. As the boys turn to savagery
it is the beast inside their inborn evil that facilitates this transition. The novel uses symbols to communicate the divide existing between savagery and civilization. While the couch relates to Ralph
on the other hand
is the face of savagery. They have divergent ideas concerning ways to rule the island. Ralph represents order and democracy
survival
and civilization. In support of using fire Ralph says “We can help them find us. A ship near the island may not notice us but will notice smoke on top of a mountain. We must make fire” (Golding
but they lie between Jack and Ralph. Initially
but they lie between Jack and Ralph. Initially
many boys have high levels of civilization and that is the reason they vote for Ralph. As the novel progresses
William. Lord of the Flies. London: Faber & Faber
part 2″
LORD OF THE FLIES: Virtual Fruit Fly Genetics Lab, part 2
Di-Hybrid Crosses – you will be looking at 2 traits at the same time. Your goal will be to determine whether two genes are on the same chromosome or not, and how far apart they are. Before you set out to solve the problem, let’s do a warm up cross.
Warm up Cross. Cross a wild type female+/+ with a
male – design – Bristles -spineless(SS) and Body color – black(BL).
Based on your F1 results make a claim about how the black body and spineless bristles are inherited (e.g. autosomal, dominant, etc.). Justify your claim.
What are the genotypes of the F1 flies?
Using 2X2 punnett squares and the multiplication rule calculate the probability/proportions of the possible phenotypes of the F2 flies from a F1xF1 cross.
Body Color:
Bristles:
Phenotypes Probability:
+/+ _______ +/BL _________SS/+ __________ SS/BL ________
Cross the F1 female to the F1 male. And click on the Analyze tab. Check Ignore sex of Flies box only if you are certain none of the traits are sex linked. Check the box Include a test of hypothesis and fill out the expected values based on your answers above. Don’t forget to look at the total number of your flies (different each time you do a cross) in the table and use it. Make sure your expected numbers add up to the total number of flies, you can round to the nearest tenth. Record your results below.
Degrees of freedom _______________________ Chi-Square Value ______________
Look at the table and make a statement about the Null hypothesis
Next -the problem you are going to solve. Where are these genes located, different chromosomes or same chromosome. If they are on the same chromosome, how far apart are they?
Your job is to create a linkage map of the following traits, all of which are autosomal recessive
purple eye color
vestigial wing shape
spineless bristles
black body color
To do this you will need to cross a double mutant fly with a wild type fly,
then create an F2 generation from the offspring.
The F2 generation numbers will be tested using Chi-Square for the Null hypothesis – no difference from expected mendelian ratios if the genes are inherited independently.
If you reject the Null hypothesis, you will need to identify the recombinant offspring and calculate recombination frequencies, aka map distances.
Note: You must cross every trait with every other trait – this is 6 crosses in total.
But, here is the good news, you have already performed one of the crosses, your warm up cross. Simply transfer the data to the first table.
The 1st column of the table is filled out for you.
Cross #1: _____Black Body/Spineless Bristles____
P generation parents:_____________________________
F2 Generation Results:
Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies
(proportion column)
+, + 9/16= 0.56 +, _BL_ 3/16= 0.19 _SS_, +3/16=0.19 _BL_, _SS__ 1/16= 0.06 Are these two genes on the same chromosome? ______
If yes, what % of the offspring are recombinant? ____________
If no, support your answer with a Chi Square test
X2 = ________________________ Df = _______________________
Critical X2 value on table for p=0.05 = _________________________
Cross #2: P generation parents:_____________________________
F2 Generation Results:
Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies
(proportion column)
+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________
If yes, what % of the offspring are recombinant? ____________
If no, support your answer with a Chi Square test
X2 = ________________________ Df = _______________________
Critical X2 value on table for p=0.05 ______________
Cross #3: P generation parents:_____________________________
F2 Generation Results:
Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies
(proportion column)
+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________
If yes, what % of the offspring are recombinant? ____________
If no, support your answer with a Chi Square test
X2 = ________________________ Df = _______________________
Critical X2 value on table for p=0.05 ______________
Cross #4: P generation parents:_____________________________
F2 Generation Results:
Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies
(proportion column)
+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________
If yes, what % of the offspring are recombinant? ____________
If no, support your answer with a Chi Square test
X2 = ________________________ Df = _______________________
Critical X2 value on table for p=0.05 ______________
Cross #5: P generation parents:_____________________________
F2 Generation Results:
Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies
(proportion column)
+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________
If yes, what % of the offspring are recombinant? ____________
If no, support your answer with a Chi Square test.
X2 = ________________________ Df = _______________________
Critical X2 value on table for p=0.05 ______________
Cross #6: P generation parents:_____________________________
F2 Generation Results:
Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies
(proportion column)
+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________
If yes, what % of the offspring are recombinant? ____________
If no, support your answer with a Chi Square test
X2 = ________________________ Df = _______________________
Critical X2 value on table for p=0.05 ______________
Summarize your results in the table to help you construct a map of the 4 traits. Use N/A for map units if you think 2 genes are NOT on the same chromosome.
Gene/map units Bl SS VG PR
BL SS VG PR Using the table construct a map of the 4 traits. You can draw by hand and insert the image. See sample map. In the sample map 4 traits a,b,c,d are placed on 2 different chromosomes (lines). The distance between genes on the same chromosome are map units (m.u.) = recombination frequency. Note, because recombination frequencies vary and are not 100% precise, the distance between d and b and between b and c may not add up precisely to the distance between d and c, but should be adding up – approximately/roughly.
Insert your drawing here.
LORD OF THE FLIES Virtual Fruit Fly Lab Introduction
LORD OF THE FLIES Virtual Fruit Fly Lab Introduction
LORD OF THE FLIES: Virtual Fruit Fly Lab Introduction
Fruit flies have long since been ideal organisms to work with while studying genetics. They are easy to keep in a laboratory, have short generation times, and reproduce in large numbers. Fruit flies have 4 pairs of chromosomes, so they are reasonably simple in that regard. These model organisms were the choice of geneticists such as Thomas Hunt Morgan and Alfred Sturtevant; over the last hundred years or so we have learned a substantial amount about eukaryotic genetics from these simple organisms.
In this virtual lab, you will work with several different fly characteristics to, first, replicate the famous experiments of Thomas Hunt Morgan and Alfred Sturtevant. Then, you will determine the inheritance patterns of three other traits by designing and executing your own experiments. You will use a Chi-square Analysis to analyze your data and justify your conclusions.
https://www.sciencecourseware.org/FlyLabJS/
The main screen of the simulation shows how you, the scientist, can design the flies you’d like to cross.
To familiarize yourself with fly terminology, you will examine each design option one at a time. But first, it’s important students understand the definition of “wild-type,” which is an option for each characteristic aside from sex. “Wild-type” is the most common phenotypic expression in nature. So, if you were to catch a fruit fly buzzing about your house, it’s most likely going to be wild-type for all characteristics. Wild-type characteristics are represented with a ‘+’ sign. It’s important to note, though, that wild-type does not necessarily mean that a particular allele is dominant or recessive: it’s the non-mutated, most common version of the characteristic.
The simulation will default to wild-type for each trait unless you choose something else. To choose something else, click the tiny circle to the left of the phenotype you are selecting. To return all characteristics to wild-type, click “reset all” at the bottom.
Click on each of the tabs on the left to explore the different phenotypes for each characteristic.
Let’s practice using some crosses. We will start mono-hybrid crosses, following one trait. For each cross you will examine the F1 generation to determine which allele is dominant and which is recessive, wild type or mutant. You will then mate a female F1 to a male F1 and examine the F2 generation.
The instructions for mating are detailed only for the 1st cross. Follow the steps for other crosses.
Cross # 1
In the simulation, “select fly for mating” a female fly that is wild-type for all characteristics.
Then, under the grayed male fly, click “design fly.” The designer will default to male.
Then, under “wing size” select “vestigial” and then “select fly for mating”.
Double check you’ve not selected something silly (the top should look like this) and then click “Mate Flies”
and then click “Mate Flies”
Your screen will immediately show the results of your cross. NOTE that there are some random processes at play here, so your specific values will not be identical to mine. Here are the results:
Based on YOUR results (not mine) predict which allele is the recessive allele. Justify your prediction.
Based on the answer to question 1, what are the expected ratios for wild type vs. vestigial wing size in the F2 generation. Use a punnett square if you need to.
Experimental Design Review:
In this lab what is your independent variable (what are your changing)?
In this lab what is your dependent variable (what are you measuring as a result of your change)?
To then produce the F2 generation,
1. “Select to Mate” both the male and female,
2. then click “Mate Flies.”
It should give results similar to these (again: slight variations for randomness):
Do the results of your F2 generation support your expected ratios from question #2?
Now, you want to check whether the results obtained “match” your expected results. The simulation has a built-in Chi-Square helper (yay!) but you will still need to do some independent thinking (also yay!). Click on the “Analyze” tab and then check the box toward the top to “Include a test of hypothesis.” If the number of female and male flies with a given phenotype are roughly the same, check the box “Ignore sex of flies” . We will explore this feature later.
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To test the Null hypothesis, you will need to fill out the table that appears with the expected numbers. Using the predicted ratios from above, multiply the total number of flies in the cross. Note this number will be different each time you perform a cross, and different than mine. E.g. if you expected 1:1 ration, you would multiply 1076 by ½ to get the expected # of flies with a given phenotype.48672751201675
On the table it produces, the Chi-squared test statistic is calculated for you, the degrees of freedom are determined, and the level of significance (AKA p-value) is given. Now, before you get all giddy, keep in mind that you will be required to do this sort of analysis on the AP exam using only your calculator and formula sheet, so best make sure you understand what’s going on here before you turn your brain off.
For this reason, you will use the Chi-square value from the table and the degrees of freedom and compare it to the Critical value table below (taken from the Formula sheet you will get on the AP exam) to determine whether you reject or fail to reject the Null.
Make a statement about the Null Hypothesis for Cross #1 (everything you have done with breeding flies so far) and justify it with a comparison between the calculated Chi-Square value and the Critical value for the appropriate degree of freedom.
Cross #2 – Starting with a new set of flies. Mate a wild type female with a male who’s wing size – apterous
Based on your results predict which allele is the recessive allele. Justify your prediction.
Based on the answer to question 5, what are the expected ratios for wild type vs. apterous in the F2 generation. Use a punnett square if you need to.
Make statement about the Null Hypothesis for Cross #2 and justify it with a comparison between the calculated Chi-Square value and the Critical value for the appropriate degree of freedom.
Let’s make it interesting with Cross # 3.
Starting with a new set of flies. Mate a wild type female with a male with white eye color.
Based on your results predict which allele is the recessive allele. Justify your prediction.
Based on the answer to question 8, what are the expected ratios for wild type vs. white eyes in the F2 generation. Use a punnett square if you need to.
Cross the F1 flies to obtain your F2 generation. Paste an image of the results here. What do you notice?
Can you offer a possible explanation of your results?
Write out the genotype of the F1 parents (based on your hypothesis from #8). What cross(es) can you perform with the F1 flies (other than to each other) that would help confirm the genotypes?
You just performed the original Thomas Morgan cross, the one that led to the discovery of gene linkage.
Lords
Lords
Student’s Name
Instructor’s Name
Institution Affiliation
Date
It is correct to say that lords were the most important people in Europe in the 1100s, 1200s and 1300s because as political and economic leaders, they were not considered to be performing two different professions at the same time. It was not only money and labor that the lords were able to extract from their peasants; they also had access to a huge variety of other resources. Additionally, they were judges, protectors, and chiefs, to whom people who “held” their land from them or lived on their grounds were tied, separate from any more binding and personal relationships, by a very wide but very genuine responsibility to assist and obey.
However, the Lords were more than a collection of wealthy men’s enterprises; they were a political organization. The chiefs’ authority was not restricted to their “business premises,” as it is in capitalist firms; rather, they had an influence on the people’s whole lives and functioned alongside or even in place of the state and the family’s authority. They had their own law, which was as a rule customary and determined the relationship between subjects and lords, as well as the precise demographic restrictions within which these conventional standards were enforced.
The Lords developed a system called Manorial system, which included compulsory labor and the right for subjects who were occupants on the land to cultivate a portion of their land. In return, they are given land that they may cultivate for themselves. of their land devoted to the lord of feudalism. As well as financial obligations, It was required to bill participants for a number of services, such as road construction and maintenance at specific seasons of the year. When they had finished with all of their hard work, they were able to finally settle down on their own plots of land and enjoy their newfound freedom. Their own self-interest in completing the Lord’s land as fast as possible before returning to work on their own property necessitated the need for oversight and control of their activities.
The Lords provided security for the subjects in that, It was their responsibility to administer and defend the land in order to safeguard it and the people who lived and worked on it. The lords had employed officials in order to guarantee that the villagers were carrying out their responsibilities. Lords also functioned as judges in manor courts, and they had the ability to condemn and punish anyone who defied the laws of their respective counties. In the king’s administration, certain of the king’s lords held important posts. It was common for lords of high rank to fight on their own behalf, or at the very least furnish their superiors with an army of well-trained combatants, during times of strife.
LOGISTICS NETWORK
LOGISTICS NETWORK
Name:
Institutional Affiliation:
Logistics Network
The first thing I would embark on in this design would be to get everyone involved in the entire process, ranging from higher management to all the lowest employee on the company’s payroll, as the decision that we will make not only effect the present, but the future days as well. I will then put together cross-functional teams including someone from the sale department, the marketing department, manufacture, as well as operation. “A cross-functional team can be referred to as a team comprised of professionals drawn from different functional areas within a given company” (Simchi, 2010, pp. 110-1).These teams use concurrent approaches.
According to Tepic, (2011, p. 76)”The logistics design network is simply a strategic decision that possesses long lasting effects, as well as impacts all functions within the company. For the basic success of such a project, several levels of the organization have to be involved”. These are:
Upper Management: This new design has to be aligned with the vision as well as strategic goals of the hiring company. Additionally, such a project might be costly, so management buy-in will be essential in order to ensure that enough resources will be devoted to the project.
Sales and Marketing: Demand forecasts in addition to the anticipated changes in the product design and offerings will affect the network, and the involvement of sales and marketing teams will be required (Donald, 2010).
Manufacturing and Operations: The entire logistics network design will possess an obvious impact on the day-to-day operations of the firm. For the implementation towards success, it is essential that all the people involved with the system of operation on a daily basis will be involved in its design (Simchi, 2010).
The decision showing a single warehouse will be built has been reached up-front. Therefore, we will only need to focus on the final location as well as the capacity of the warehouse, and then determine how much space has to be allocated to each product inside the warehouse. The major steps of the analysis are as outlined below.
Data collection
Location of retail stores, existing warehouses, manufacturing facilities (, and suppliers.
Candidate locations for a new warehouse.
Information about products, i.e., their sizes, shapes and volumes.
Annual demand (past actual plus future estimates) as well as service level requirements of retail stores.
Transportation rates by available modes.
Transportation distances from candidate warehouse locations to retail stores.
Handling, storage as well as fixed costs that are associated with warehousing. Fixed costs have to be expressed as being a function of warehouse capacity (Donald, 2010).
Fixed ordering costs, order frequencies and sizes by product or product family.
Data aggregation
In this case, the following will be included:
Demand require to be aggregated based on the distribution patterns and product types.
Mathematical model building.
Model validation based on the existing network structure.
Selecting of a few low-cost alternatives that are based on the basic mathematical model.
For the final decision, we will incorporate qualitative factors disregarded in the initial mathematical model. For instance, specific regulations and environmental factors.
Optionally, build a detailed simulation model to evaluate these low-cost candidate solutions.
According to Tepic, (2011, pg 65)”With a centralized warehouse, the service level is going to increase and inventory holding costs will be decreasing due to risk pooling. Additionally, fixed costs associated with such warehousing will decrease in a typical way, and inbound transportation costs ranging from the manufacturing facility up to the warehouse level should be less than the total sum of the previous inbound transportation expenditures.” However, we won’t incur increased outbound transportation costs drawn from the focal stockroom to the retailers. In a rundown, the vital configuration exchange off is between transportation expenditures on one hand in addition stock holding expenses and administration level necessities on the other.
In selecting potential stockroom destinations, it is critical to consider issues, for example, land and base conditions, characteristic assets and work accessibility, nearby industry and expense regulations, and open investment (Mallik, 2010). For each of the accompanying commercial enterprises, give particular cases of how the issues recorded above could influence the decision of potential stockroom locales:
automobile fabricating
pharmaceuticals
books
Aircraft fabricating
book circulation
Furniture assembling and circulation
Pc fabricating
In, for example, car producing, autos are typically conveyed over area, and interest is focused around significant urban areas. Therefore, we would expect distribution centers in this industry to be found close extensive urban areas with simple access to expressways and railroads. This would help to decrease the conveyance lead time to dealerships in the urban areas (Donald, 2010).
In the pharmaceutical business, overnight conveyance is normal. Accordingly, closeness to a real airplane terminal is a variable that ought to be considered when picking a stockroom area. Moreover, for crude material distribution centers it is critical that these are near characteristic assets (Simchi, 2010).
In the book business, supplier stockroom areas would be influenced by the accessibility of adjacent regular assets.
With an extensive client build looking for books with respect towards this line, short conveyance lead times are essential. In this manner, in book dissemination, we would hope to discover huge concentrated stockrooms on sensibly valued area where fast transportation modes are accessible (Mallik, 2010). At the end of it all, the warehouse will be fully functional. The logistics network with only one warehouse will be realized out of all the steps described above.
References
Simchi-Levi, D., Kaminsky, P., & Simchi-Levi, E. (2008). Designing and managing the supply
chain: Concepts, strategies, and case studies. (3rd ed.). New York: McGraw-Hill/Irwin, pp 110-1
Tepic, J., Tanackov,I., S.Gordan (2011). Ancient Logistics – Historical Timeline and Etymology.
Technical Gazette, pg 76.
Donald, W. (2010). Alexander the Great and the Logistics of the Macedonian Arm. University
of California
L. Torre, Smilowitz, I. (2012). Disaster relief routing: Integrating research and practice Socio
Economic Planning Sciences vol46.
Mallik, S. (2010). “Customer Service in Supply Chain Management”. The Handbook of
Technology Management: Supply Chain Management, Marketing and Advertising, and
Global Management, vol 2 (1 ed.). Hoboken, New Jersey.
R. Ruggeri, A. Perego.(2002). Industrial Logistics