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Premise
DNA Evidence is routinely used as a means to determine the identity of a suspect that has left DNA at a crime scene.
If a suspect does not match the evidence left at a crime scene, they can be excluded with near certainty.
If the suspect does share his/her genotype with the evidence, he can not be excluded as the perpetrator.
The number of loci genotyped and the allele frequencies represented determine the likelihood of a false positive match.
FREDONIA
Damn Footprints!!!
Backstory
A crime has been committed in the new Science Center. Over the winter break a trespasser broke into the science center and walked across the freshly poured floors in their dirty boots. As a result the floors in the second floor hallway has been ruined and must be replaced. University police arrived on the scene in time to see a single person running from the worksite. While the perpetrator was not apprehended, they did loose their hat on the fence as they made their escape. Several hairs were found in the hat with the follicles intact. The police have provided us with DNA extracted from these follicles in hopes that we can identify the perpetrator and bring them to justice. It is up to you to solve this hairy crime and identify the person responsible for delaying the completion of the Biology department's new home.
Premise
Failure to exclude a suspect is not the same as proving that he/she is the perpetrator.
Confidence is assessed by considering several loci and considering the allele frequency at each locus.
By using neutral polymorphisms (no selective pressure), estimates can be made about the expected frequency of the indicated alleles randomly occurring in the population.
Such loci conform to Hardy-Weinberg equilibrium.
Population Genetics
Population: A group that lives in the same geographic area and can successfully reproduce.
Gene Pool: Genes present in a population.
Allele Frequency: For a specific gene, the relative frequency of each allele. The sum of all allele frequencies must = 1.
Calculation of allelic frequencies in gametes
Hardy-Weinberg Equilibrium
p + q = 1
p = allele frequency of one allele
q = allele frequency of a second allele
p2 + 2pq + q2 = 1
p2 and q2 genotype frequencies for each homozygote
2pq genotype frequency for heterozygotes
All of the allele frequencies together equal 1
All of the genotype frequencies
together equal 1
Genotype Frequencies In Progeny
Paternal Gametes
A(p) a(q)
Maternal A(p) AA(p2) Aa(pq)
Gametes a(q) Aa(pq) aa(q2)
genotype: AA Aa aa
frequency: p2 2pq q2
Or Mathematically: (p+q)(p+q) = p2 + 2pq + q2 = 1
A Punnett square showing the ratio p2:2pq:q2
Implications of the Hardy-Weinberg Principle
Allelic frequencies remain constant from generation to generation
p + q = 1
frequencies of AA, Aa, and aa genotypes
are p2, .
CSI_Fredonia pwerpoint.pptxPremiseDNA Evidence is routinel.docxfaithxdunce63732
CSI_Fredonia pwerpoint.pptx
Premise
DNA Evidence is routinely used as a means to determine the identity of a suspect that has left DNA at a crime scene.
If a suspect does not match the evidence left at a crime scene, they can be excluded with near certainty.
If the suspect does share his/her genotype with the evidence, he can not be excluded as the perpetrator.
The number of loci genotyped and the allele frequencies represented determine the likelihood of a false positive match.
FREDONIA
Damn Footprints!!!
Backstory
A crime has been committed in the new Science Center. Over the winter break a trespasser broke into the science center and walked across the freshly poured floors in their dirty boots. As a result the floors in the second floor hallway has been ruined and must be replaced. University police arrived on the scene in time to see a single person running from the worksite. While the perpetrator was not apprehended, they did loose their hat on the fence as they made their escape. Several hairs were found in the hat with the follicles intact. The police have provided us with DNA extracted from these follicles in hopes that we can identify the perpetrator and bring them to justice. It is up to you to solve this hairy crime and identify the person responsible for delaying the completion of the Biology department's new home.
Premise
Failure to exclude a suspect is not the same as proving that he/she is the perpetrator.
Confidence is assessed by considering several loci and considering the allele frequency at each locus.
By using neutral polymorphisms (no selective pressure), estimates can be made about the expected frequency of the indicated alleles randomly occurring in the population.
Such loci conform to Hardy-Weinberg equilibrium.
Population Genetics
Population: A group that lives in the same geographic area and can successfully reproduce.
Gene Pool: Genes present in a population.
Allele Frequency: For a specific gene, the relative frequency of each allele. The sum of all allele frequencies must = 1.
Calculation of allelic frequencies in gametes
Hardy-Weinberg Equilibrium
p + q = 1
p = allele frequency of one allele
q = allele frequency of a second allele
p2 + 2pq + q2 = 1
p2 and q2 genotype frequencies for each homozygote
2pq genotype frequency for heterozygotes
All of the allele frequencies together equal 1
All of the genotype frequencies
together equal 1
Genotype Frequencies In Progeny
Paternal Gametes
A(p) a(q)
Maternal A(p) AA(p2) Aa(pq)
Gametes a(q) Aa(pq) aa(q2)
genotype: AA Aa aa
frequency: p2 2pq q2
Or Mathematically: (p+q)(p+q) = p2 + 2pq + q2 = 1
A Punnett square showing the ratio p2:2pq:q2
Implications of the Hardy-Weinberg Principle
Allelic frequencies remain constant from generation to generation
p + q = 1
frequencies of AA, Aa, and aa genotypes
are p2, 2pq, and q2
frequ.
Hardy Weinberg law
Hardy Weinberg Equilibrium with Solved Questions|CSIR NET|Life Sciences|GATE|JRF|ICMR|
Video link: https://youtu.be/CUKGoxpptM8
Hardy Weinberg Law along with the assumptions the law is based on. Calculation of allelic and genotypic frequencies. Application of Hardy Weinberg law to different cases viz Multiple alleles, Polyploidy, Inbreeding and X-linked + Questions are discussed.
CSI_Fredonia pwerpoint.pptxPremiseDNA Evidence is routinel.docxfaithxdunce63732
CSI_Fredonia pwerpoint.pptx
Premise
DNA Evidence is routinely used as a means to determine the identity of a suspect that has left DNA at a crime scene.
If a suspect does not match the evidence left at a crime scene, they can be excluded with near certainty.
If the suspect does share his/her genotype with the evidence, he can not be excluded as the perpetrator.
The number of loci genotyped and the allele frequencies represented determine the likelihood of a false positive match.
FREDONIA
Damn Footprints!!!
Backstory
A crime has been committed in the new Science Center. Over the winter break a trespasser broke into the science center and walked across the freshly poured floors in their dirty boots. As a result the floors in the second floor hallway has been ruined and must be replaced. University police arrived on the scene in time to see a single person running from the worksite. While the perpetrator was not apprehended, they did loose their hat on the fence as they made their escape. Several hairs were found in the hat with the follicles intact. The police have provided us with DNA extracted from these follicles in hopes that we can identify the perpetrator and bring them to justice. It is up to you to solve this hairy crime and identify the person responsible for delaying the completion of the Biology department's new home.
Premise
Failure to exclude a suspect is not the same as proving that he/she is the perpetrator.
Confidence is assessed by considering several loci and considering the allele frequency at each locus.
By using neutral polymorphisms (no selective pressure), estimates can be made about the expected frequency of the indicated alleles randomly occurring in the population.
Such loci conform to Hardy-Weinberg equilibrium.
Population Genetics
Population: A group that lives in the same geographic area and can successfully reproduce.
Gene Pool: Genes present in a population.
Allele Frequency: For a specific gene, the relative frequency of each allele. The sum of all allele frequencies must = 1.
Calculation of allelic frequencies in gametes
Hardy-Weinberg Equilibrium
p + q = 1
p = allele frequency of one allele
q = allele frequency of a second allele
p2 + 2pq + q2 = 1
p2 and q2 genotype frequencies for each homozygote
2pq genotype frequency for heterozygotes
All of the allele frequencies together equal 1
All of the genotype frequencies
together equal 1
Genotype Frequencies In Progeny
Paternal Gametes
A(p) a(q)
Maternal A(p) AA(p2) Aa(pq)
Gametes a(q) Aa(pq) aa(q2)
genotype: AA Aa aa
frequency: p2 2pq q2
Or Mathematically: (p+q)(p+q) = p2 + 2pq + q2 = 1
A Punnett square showing the ratio p2:2pq:q2
Implications of the Hardy-Weinberg Principle
Allelic frequencies remain constant from generation to generation
p + q = 1
frequencies of AA, Aa, and aa genotypes
are p2, 2pq, and q2
frequ.
Hardy Weinberg law
Hardy Weinberg Equilibrium with Solved Questions|CSIR NET|Life Sciences|GATE|JRF|ICMR|
Video link: https://youtu.be/CUKGoxpptM8
Hardy Weinberg Law along with the assumptions the law is based on. Calculation of allelic and genotypic frequencies. Application of Hardy Weinberg law to different cases viz Multiple alleles, Polyploidy, Inbreeding and X-linked + Questions are discussed.
1. In a population of lizards, if the S gene has a frequency of p=0.7.pdfalokopticalswatchco0
1. In a population of lizards, if the S gene has a frequency of p=0.7 then answer the following
using the HardyWeinberg equations and the Punnett square. In this case the S gene shows
incomplete dominance over the s gene, and the trait is visible to the naked eye ( S is for smooth
skin and s is for rough skin). A) if the S gene is incompletely dominant over the s gene will you
be able to distinguish the 5S and S5 genotypes? BRIEFLY explain your answer. If p=0.7, then
q= B) Calculate the following, and show your work Frequency of ss genotype, p2= Frequency
for the S s genotype, 2pq= Frequency for the ss genotype, q2= What do your frequencies add up
to? = 2. In a different population of the same lizards from question 1 you observe the following
numbers: 50 smooth skinned (SS): 300 intermediate roughness (Ss): 450 rough skinned (ss).
Count the number of alleles to determine the gene frequency. BE CAREFULI it is easy to forget
that the number of alleles is twice the number of individuals since these are diploid organisms.
p= Use the Hardy-Weinberg equation to calculate the following: For SS p2= , for 552pq= for
55q2= 3. The allele L ( which codes for longer bill) shows complete dominance over the allele I
(which codes for short bili). In at population of 400 birds, you see 360 with longer bills and 40
with short bills. Calculate the allele, genotype and phenotype frequencles from these data, and
show your work! HINT: Since you do not know the number of LI individuals, think about what
you can use to calculate either p or q. Once you know either p or q youshould be able to calculate
the other value.
A. The frequency of L,P= The frequency of 1,9 in B. Genotypic frequencies are: p2 (for LL)
=2,2pq(for(U)=, and q2( for (1)= C. The phenotyple frequencies are: Longer bill = whorter bill
=q2 D. If the population is in Hardy-Weinbere cquilibrium and the next generation contains
1,200 individuats, what would you the expected numbers of different senotypes to be? 4L: 4. II
E. What would your expected number of phenotypes be? Longer billed: Shorter billed 4. K is the
aliele for a normal antiporter protein in a cell membrane. The allele frequency for k is p= 0.8 .
The normal allele is codominant with a mutated aflele k (allele frequency q=0.2 ), which means
both are expressed and both antiporter proteins are found on the surface of heterozygous celis.
For a population of 1,000 individuals, the expected numbers for the different genotypes are:
640kk:320kk:40kk. Your observed genotypes were 665KK:315kk:20kk. Perform a Chi-squared
lest to see if this difference is significant or not. The number of degrees of freedom is df = From
the table of Chi-squared values, the critical value, meaning Chi Square that will provide p=0.05
(the highlighted column) for the number of degrees of freedom (di) is The sample Chi-squared
value calculated from the data = Is the nul hypothesis accepted or rejected?.
allele distributionIn population genetics, allele frequencies are.pdfaparnaagenciestvm
allele distribution:
In population genetics, allele frequencies are used to describe the amount of variation at a
particular locus or across multiple loci. When considering the ensemble of allele frequencies for
a large number of distinct loci, their distribution is called the allele frequency spectrum.
Distribution of Allele Frequency
Investigation of the distribution of minor-allele frequencies (MAF) suggests that for all traits,
except possibly for HDL level, the distribution of observed susceptibility SNPs is skewed toward
higher minor-allele frequencies (MAF >20%) rather than intermediate frequencies (MAF
5–20%) in comparison with SNP allele-frequency distributions in general human populations or
among tagging SNPs that have been included in common genotyping platforms. Overall, out of
387 SNPs included in the analysis for all traits combined, the fraction of SNPs with intermediate-
frequency categories was only 23.0%, which was significantly lower than the corresponding
fraction of 55.0% among independent representative SNPs (any pairwise r2 0.1) from the
HapMap (hapmap.ncbi.nlm.nih.gov) database (P = 2.05 × 1030). The power-weighted analysis
also estimated a relatively small fraction (26.4%) of susceptibility SNPs for the intermediate-
frequency category, and thus indicated that the observed clustering of common susceptibility
SNPs toward higher frequencies is unlikely to have resulted from the artifacts of study power.
Distribution of Effect Sizes for Susceptibility SNPs.
We define “effect size” for susceptibility SNPs using two alternative criteria. In one, we define it
as the coefficient () for a SNP when its association with the outcome is modeled through a
regression model, such as linear regression for a quantitative trait or logistic regression for a
qualitative trait, assuming a linear trend per copy of an allele. In our analysis, the regression
coefficients for quantitative traits are presented in units of standard deviation (SD) of the trait so
that they are comparable across traits. In a second criterion, we define effect size as the
contribution of the SNP to genetic variance of the trait, that is, gv = 22f(1 f), where f is the allele
frequency for either of the two SNP alleles (4). It is noteworthy that the power for detection of a
susceptibility SNP for most commonly used association tests that assume linear trend depends on
and f only through the quantity gv (4)
Determining allele and genotype frequencies can be done two slightly different ways. One
method involves converting the initial numbers of each genotype to frequencies and then doing
all calculations as frequencies. In this case the frequency of the p allele = the frequency of the
p/p homozygotes + 1/2 the frequency of the heterozygotes. The frequency of the q allele = the
Determining allele and genotype frequencies can be done two slightly different ways. One
method involves converting the initial numbers of each genotype to frequencies and then doing
all calcul.
This is a very interesting topic in Population Genetics. A mathematics and biology combo of Hardy-Weinberg equilibrium is explained. The history, derivation, condition, merits and demerits of Hardy-Weinberg equilibrium is explained. Hope you all enjoy!!!!
I hope you like it. I made this has a review item for my quiz! I'm in 7th grade so I might of not of covered every piece of information but I hope it fits what your looking for. Please give me responses on if its good or bad.
A SNP array for human population genetics studiesAffymetrix
Yontao Lu, Teri Genschoreck, Swapan Mallick, Amy Ollmann, Nick Patterson, Yiping Zhan, Teresa Webster, David Reich Overview of the Human Origins Array, the first array developed with leading geneticists to enable rigorous population genetics studies.
InstructionsW4 Nightingale Case A & B – 35 points - Individual A.docxdirkrplav
Instructions
W4 Nightingale Case A & B – 35 points - Individual Assignment
As indicated in the syllabus, it is important to demonstrate knowledge of MS Project. Week 4 includes using the software and interpreting the results as follows:
1. Read the Nightingale Project - LG textbook pg 333-335
2. Review MS Project Video Tutorials (Lessons/Course Materials/Support Videos) and complete the Case for both Part A and Case Part B.
3. Submit two separate MS Project .mpp files (one for part A and one for part B). Remember to submit the appropriate “view” reflecting all applicable columns and content information.
4. Submit MS Word file to specifically answer all questions for both parts (part A questions 1-3 & part B questions 1-4).
5. Ensure you document the version of MS Project you are using in the submission comments field.
Hints:
You should read ALL instructions in the case and case technical details before you start the Project file.
You may want to set up the Project file ex: start date, holidays, work days, etc. before entering in any tasks.
Ensure the project name is on the first line of the Project file and all other tasks as detailed in the case are indented just once.
The predecessor numbers for all subtasks will then be one higher than in the text as the first line (main task) is now the Project name.
The lag mentioned in the case A section is plus lag.
analyze certain bodily substances and compare them widi a sample from a suspect.
Forensic science consultant Richard Saferstein tells us that portions of the DNA structure are as unique to each individual as fingerprints. He writes that inside each of the 60 trillion cells in the human body are strands of genetic material called chromosomes. Arranged along the chromosomes, like beads on a thread, are nearly 100,000 genes. Genes are the fundamental unit of heredity. They instruct the body cells to make proteins drat determine everydiing from hair color to susceptibility to diseases. Each gene is actually composed of DNA specifically designed to carry out a single body function. Scientists have determined that DNA is die substance by which genetic instructions are passed from one generation to the next. (Saferstein 353-394)
DNA profiling has helped investigators solve crimes and ensure that diose guilty of crimes are convicted in court. Profiling is the examination of DNA samples from a body substance or fluid to determine whether they came from a particular subject. For example, semen on a rape victim's clothing can be positively or negatively compared with a suspect's semen.
police laboratories. Smaller departments may contract with large county crime labs or state police crime labs. Some departments use die services of the FBI lab. (Durose 1)
Private (nongovernment) labs are taking on greater importance in the U.S. legal system. Their analyses are increasingly being introduced into criminal and civil trials, often not only as evidence but also to contradict evidence presented by .
InstructionsView CAAE Stormwater video Too Big for Our Ditches.docxdirkrplav
Instructions:
View CAAE Stormwater video "Too Big for Our Ditches"
http://www.ncsu.edu/wq/videos/stormwater%20video/SWvideo.html
Explain how impermeable surfaces in the urban environment impact the stream network in a river basin. Why is watershed management an important consideration in urban planning? Unload you essay (200-400 words).
Neal.LarryBUS457A7.docx
Question 1
Problem:
It is not certain about the relationship between age, Y, as a function of systolic blood pressure.
Goal:
To establish the relationship between age Y, as a function of systolic blood pressure.
Finding/Conclusion:
Based on the available data, the relationship is obtained and shown below:
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 2933 2933.1 21.33 0.000
SBP 1 2933 2933.1 21.33 0.000
Error 28 3850 137.5
Lack-of-Fit 21 2849 135.7 0.95 0.575
Pure Error 7 1002 143.1
Total 29 6783
Model Summary
S R-sq R-sq(adj) R-sq(pred)
11.7265 43.24% 41.21% 3.85%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -18.3 13.9 -1.32 0.198
SBP 0.4454 0.0964 4.62 0.000 1.00
Regression Equation
Age = -18.3 + 0.4454 SBP
It is found that there is an outlier in the dataset, which significantly affect the regression equation. As a result, the outlier is removed, and the regression analysis is run again.
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 4828.5 4828.47 66.81 0.000
SBP 1 4828.5 4828.47 66.81 0.000
Error 27 1951.4 72.27
Lack-of-Fit 20 949.9 47.49 0.33 0.975
Pure Error 7 1001.5 143.07
Total 28 6779.9
Model Summary
S R-sq R-sq(adj) R-sq(pred)
8.50139 71.22% 70.15% 66.89%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -59.9 12.9 -4.63 0.000
SBP 0.7502 0.0918 8.17 0.000 1.00
Regression Equation
Age = -59.9 + 0.7502 SBP
The p-value for the model is 0.000, which implies that the model is significant in the prediction of Age. The R-square of the model is 70.2%, implies that 70.2% of variation in age can be explained by the model
Recommendation:
The regression model Age = -59.9 +0.7502 SBP can be used to predict the Age, such that over 70% of variation in Age can be explained by the model.
Question 2
Problem:
It is not sure that whether the factors X1 to X4 which represents four different success factors have any influences on the annual savings as a result of CRM implementation.
Goal:
To determine which of the success factors are most significant in the prediction of a successful CRM program, and develop the corresponding model for the prediction of CRM savings.
Finding/Conclusion:
Based on the available da.
1. In a population of lizards, if the S gene has a frequency of p=0.7.pdfalokopticalswatchco0
1. In a population of lizards, if the S gene has a frequency of p=0.7 then answer the following
using the HardyWeinberg equations and the Punnett square. In this case the S gene shows
incomplete dominance over the s gene, and the trait is visible to the naked eye ( S is for smooth
skin and s is for rough skin). A) if the S gene is incompletely dominant over the s gene will you
be able to distinguish the 5S and S5 genotypes? BRIEFLY explain your answer. If p=0.7, then
q= B) Calculate the following, and show your work Frequency of ss genotype, p2= Frequency
for the S s genotype, 2pq= Frequency for the ss genotype, q2= What do your frequencies add up
to? = 2. In a different population of the same lizards from question 1 you observe the following
numbers: 50 smooth skinned (SS): 300 intermediate roughness (Ss): 450 rough skinned (ss).
Count the number of alleles to determine the gene frequency. BE CAREFULI it is easy to forget
that the number of alleles is twice the number of individuals since these are diploid organisms.
p= Use the Hardy-Weinberg equation to calculate the following: For SS p2= , for 552pq= for
55q2= 3. The allele L ( which codes for longer bill) shows complete dominance over the allele I
(which codes for short bili). In at population of 400 birds, you see 360 with longer bills and 40
with short bills. Calculate the allele, genotype and phenotype frequencles from these data, and
show your work! HINT: Since you do not know the number of LI individuals, think about what
you can use to calculate either p or q. Once you know either p or q youshould be able to calculate
the other value.
A. The frequency of L,P= The frequency of 1,9 in B. Genotypic frequencies are: p2 (for LL)
=2,2pq(for(U)=, and q2( for (1)= C. The phenotyple frequencies are: Longer bill = whorter bill
=q2 D. If the population is in Hardy-Weinbere cquilibrium and the next generation contains
1,200 individuats, what would you the expected numbers of different senotypes to be? 4L: 4. II
E. What would your expected number of phenotypes be? Longer billed: Shorter billed 4. K is the
aliele for a normal antiporter protein in a cell membrane. The allele frequency for k is p= 0.8 .
The normal allele is codominant with a mutated aflele k (allele frequency q=0.2 ), which means
both are expressed and both antiporter proteins are found on the surface of heterozygous celis.
For a population of 1,000 individuals, the expected numbers for the different genotypes are:
640kk:320kk:40kk. Your observed genotypes were 665KK:315kk:20kk. Perform a Chi-squared
lest to see if this difference is significant or not. The number of degrees of freedom is df = From
the table of Chi-squared values, the critical value, meaning Chi Square that will provide p=0.05
(the highlighted column) for the number of degrees of freedom (di) is The sample Chi-squared
value calculated from the data = Is the nul hypothesis accepted or rejected?.
allele distributionIn population genetics, allele frequencies are.pdfaparnaagenciestvm
allele distribution:
In population genetics, allele frequencies are used to describe the amount of variation at a
particular locus or across multiple loci. When considering the ensemble of allele frequencies for
a large number of distinct loci, their distribution is called the allele frequency spectrum.
Distribution of Allele Frequency
Investigation of the distribution of minor-allele frequencies (MAF) suggests that for all traits,
except possibly for HDL level, the distribution of observed susceptibility SNPs is skewed toward
higher minor-allele frequencies (MAF >20%) rather than intermediate frequencies (MAF
5–20%) in comparison with SNP allele-frequency distributions in general human populations or
among tagging SNPs that have been included in common genotyping platforms. Overall, out of
387 SNPs included in the analysis for all traits combined, the fraction of SNPs with intermediate-
frequency categories was only 23.0%, which was significantly lower than the corresponding
fraction of 55.0% among independent representative SNPs (any pairwise r2 0.1) from the
HapMap (hapmap.ncbi.nlm.nih.gov) database (P = 2.05 × 1030). The power-weighted analysis
also estimated a relatively small fraction (26.4%) of susceptibility SNPs for the intermediate-
frequency category, and thus indicated that the observed clustering of common susceptibility
SNPs toward higher frequencies is unlikely to have resulted from the artifacts of study power.
Distribution of Effect Sizes for Susceptibility SNPs.
We define “effect size” for susceptibility SNPs using two alternative criteria. In one, we define it
as the coefficient () for a SNP when its association with the outcome is modeled through a
regression model, such as linear regression for a quantitative trait or logistic regression for a
qualitative trait, assuming a linear trend per copy of an allele. In our analysis, the regression
coefficients for quantitative traits are presented in units of standard deviation (SD) of the trait so
that they are comparable across traits. In a second criterion, we define effect size as the
contribution of the SNP to genetic variance of the trait, that is, gv = 22f(1 f), where f is the allele
frequency for either of the two SNP alleles (4). It is noteworthy that the power for detection of a
susceptibility SNP for most commonly used association tests that assume linear trend depends on
and f only through the quantity gv (4)
Determining allele and genotype frequencies can be done two slightly different ways. One
method involves converting the initial numbers of each genotype to frequencies and then doing
all calculations as frequencies. In this case the frequency of the p allele = the frequency of the
p/p homozygotes + 1/2 the frequency of the heterozygotes. The frequency of the q allele = the
Determining allele and genotype frequencies can be done two slightly different ways. One
method involves converting the initial numbers of each genotype to frequencies and then doing
all calcul.
This is a very interesting topic in Population Genetics. A mathematics and biology combo of Hardy-Weinberg equilibrium is explained. The history, derivation, condition, merits and demerits of Hardy-Weinberg equilibrium is explained. Hope you all enjoy!!!!
I hope you like it. I made this has a review item for my quiz! I'm in 7th grade so I might of not of covered every piece of information but I hope it fits what your looking for. Please give me responses on if its good or bad.
A SNP array for human population genetics studiesAffymetrix
Yontao Lu, Teri Genschoreck, Swapan Mallick, Amy Ollmann, Nick Patterson, Yiping Zhan, Teresa Webster, David Reich Overview of the Human Origins Array, the first array developed with leading geneticists to enable rigorous population genetics studies.
InstructionsW4 Nightingale Case A & B – 35 points - Individual A.docxdirkrplav
Instructions
W4 Nightingale Case A & B – 35 points - Individual Assignment
As indicated in the syllabus, it is important to demonstrate knowledge of MS Project. Week 4 includes using the software and interpreting the results as follows:
1. Read the Nightingale Project - LG textbook pg 333-335
2. Review MS Project Video Tutorials (Lessons/Course Materials/Support Videos) and complete the Case for both Part A and Case Part B.
3. Submit two separate MS Project .mpp files (one for part A and one for part B). Remember to submit the appropriate “view” reflecting all applicable columns and content information.
4. Submit MS Word file to specifically answer all questions for both parts (part A questions 1-3 & part B questions 1-4).
5. Ensure you document the version of MS Project you are using in the submission comments field.
Hints:
You should read ALL instructions in the case and case technical details before you start the Project file.
You may want to set up the Project file ex: start date, holidays, work days, etc. before entering in any tasks.
Ensure the project name is on the first line of the Project file and all other tasks as detailed in the case are indented just once.
The predecessor numbers for all subtasks will then be one higher than in the text as the first line (main task) is now the Project name.
The lag mentioned in the case A section is plus lag.
analyze certain bodily substances and compare them widi a sample from a suspect.
Forensic science consultant Richard Saferstein tells us that portions of the DNA structure are as unique to each individual as fingerprints. He writes that inside each of the 60 trillion cells in the human body are strands of genetic material called chromosomes. Arranged along the chromosomes, like beads on a thread, are nearly 100,000 genes. Genes are the fundamental unit of heredity. They instruct the body cells to make proteins drat determine everydiing from hair color to susceptibility to diseases. Each gene is actually composed of DNA specifically designed to carry out a single body function. Scientists have determined that DNA is die substance by which genetic instructions are passed from one generation to the next. (Saferstein 353-394)
DNA profiling has helped investigators solve crimes and ensure that diose guilty of crimes are convicted in court. Profiling is the examination of DNA samples from a body substance or fluid to determine whether they came from a particular subject. For example, semen on a rape victim's clothing can be positively or negatively compared with a suspect's semen.
police laboratories. Smaller departments may contract with large county crime labs or state police crime labs. Some departments use die services of the FBI lab. (Durose 1)
Private (nongovernment) labs are taking on greater importance in the U.S. legal system. Their analyses are increasingly being introduced into criminal and civil trials, often not only as evidence but also to contradict evidence presented by .
InstructionsView CAAE Stormwater video Too Big for Our Ditches.docxdirkrplav
Instructions:
View CAAE Stormwater video "Too Big for Our Ditches"
http://www.ncsu.edu/wq/videos/stormwater%20video/SWvideo.html
Explain how impermeable surfaces in the urban environment impact the stream network in a river basin. Why is watershed management an important consideration in urban planning? Unload you essay (200-400 words).
Neal.LarryBUS457A7.docx
Question 1
Problem:
It is not certain about the relationship between age, Y, as a function of systolic blood pressure.
Goal:
To establish the relationship between age Y, as a function of systolic blood pressure.
Finding/Conclusion:
Based on the available data, the relationship is obtained and shown below:
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 2933 2933.1 21.33 0.000
SBP 1 2933 2933.1 21.33 0.000
Error 28 3850 137.5
Lack-of-Fit 21 2849 135.7 0.95 0.575
Pure Error 7 1002 143.1
Total 29 6783
Model Summary
S R-sq R-sq(adj) R-sq(pred)
11.7265 43.24% 41.21% 3.85%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -18.3 13.9 -1.32 0.198
SBP 0.4454 0.0964 4.62 0.000 1.00
Regression Equation
Age = -18.3 + 0.4454 SBP
It is found that there is an outlier in the dataset, which significantly affect the regression equation. As a result, the outlier is removed, and the regression analysis is run again.
Regression Analysis: Age versus SBP
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value
Regression 1 4828.5 4828.47 66.81 0.000
SBP 1 4828.5 4828.47 66.81 0.000
Error 27 1951.4 72.27
Lack-of-Fit 20 949.9 47.49 0.33 0.975
Pure Error 7 1001.5 143.07
Total 28 6779.9
Model Summary
S R-sq R-sq(adj) R-sq(pred)
8.50139 71.22% 70.15% 66.89%
Coefficients
Term Coef SE Coef T-Value P-Value VIF
Constant -59.9 12.9 -4.63 0.000
SBP 0.7502 0.0918 8.17 0.000 1.00
Regression Equation
Age = -59.9 + 0.7502 SBP
The p-value for the model is 0.000, which implies that the model is significant in the prediction of Age. The R-square of the model is 70.2%, implies that 70.2% of variation in age can be explained by the model
Recommendation:
The regression model Age = -59.9 +0.7502 SBP can be used to predict the Age, such that over 70% of variation in Age can be explained by the model.
Question 2
Problem:
It is not sure that whether the factors X1 to X4 which represents four different success factors have any influences on the annual savings as a result of CRM implementation.
Goal:
To determine which of the success factors are most significant in the prediction of a successful CRM program, and develop the corresponding model for the prediction of CRM savings.
Finding/Conclusion:
Based on the available da.
InstructionsUse and add the real life situation provided below t.docxdirkrplav
Instructions
Use and add the real life situation provided below to write this paper. Provide examples to explain the behaviors, and use researched material to support your reasoning.
(Real life situation)
Gender Inequality in the Workplace: Sexual Harassment against Women
Although many women have been confident enough to report sexual harassment in the workplace, it is still very hard and uncomfortable for other women to stand up and also makes it more surprising how many of these incidences are still taking place every day. Workplace sexual harassment goes for both genders and it’s even harder for men since they are always viewed as the aggressors and superior gender and the mindset of our society shapes a lot of what we perceive is okay and normal behavior towards each other.
One interesting experience I heard of recently was involving a female service member and her superiors. This female works in an office with about four other males who are very aware about her feelings towards the behavior of her superior who happens to work outside of that specific office. The superior officer comes in everyday to check up on their work, make small talk with the guys and also has a habit of always rubbing her shoulders when he walks over to her desk. She explains that the first time it happened she thought it was odd being that she doesn’t have that type of relationship with him and gave him a pass, but then it became a an everyday thing. She tried tactics such as getting up from her desk, walking away from him and even voiced to the other males how uncomfortable it made her; they thought it was funny. They too had a complaint about him on making them feel uncomfortable: he had a habit of grabbing and scratching his private parts; but accepted it as a guy thing and would be viewed in a negative way if they reported. Her reason for not reporting was because she was afraid to get him in trouble, he had a family and wouldn’t dare to jeopardize his career, or even worse be criticized for making a big deal out of nothing after all its just a shoulder rub.
Required Elements:
· Describe the situation in detail; already mentioned above;
· Analyze the differences in communication, problem-solving, and leadership between the men and the women in the situation;
· Did any stereotypical notions seem to influence the behaviors of the women and the men involved in the situation? If so, explain what were they? If not, indicate so.
· Identify challenges related to gender in the situation described.
· Identify best practices that address the challenges identified.
· Devise three to five action plans that could be implemented to strengthen the behaviors of men and women in the workplace. Action plans can be implements by HR, a management or manager, CEO, or employee. Make sure to provide ideas as to why the action plan is necessary or would be useful in the workplace.
· Do not offer o.
InstructionsThe objective of this assessment is to demonstrate y.docxdirkrplav
Instructions
The objective of this assessment is to demonstrate your understanding of how the human resource function interacts with other functions in the organization.
Create an agenda for New Employee Orientation at Southwood School. The orientation should last one full day. The new employee will meet with representatives from: HR, Finance, Information Technology and the school administrator.
Set up a schedule and time for each meeting. Give each meeting a subject title and short description.
The description of the meeting should provide in detail the pertinent information the new employee will learn from each representative.
Criteria 1
Advanced
2.5 points
Satisfactory
2 points
Partial
1.75 points
Not Satisfactory
0 points
Description of Human Resources
Comprehensive description of organizational area. All pertinent information is included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork.
Complete description of organizational area. All pertinent information is included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork.
Incomplete description of organizational area. Some of the following elements are not included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork.
Inadequate description of organizational area. Most pertinent information is not included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork.
Description of Finance
Comprehensive description of organizational area. All pertinent information is included: budget forms, budget process, cost containment initiatives, fund-raising initiatives.
Complete description of organizational area. All pertinent information is included: budget forms, budget process, cost containment initiatives, fund-raising initiatives.
Incomplete description of organizational area. Some of the following elements are not included: budget forms, budget process, cost containment initiatives, fund-raising initiatives.
Inadequate description of organizational area. Most pertinent information is not included: budget forms, budget process, cost containment initiatives, fund-raising initiatives.
Description of Management
Comprehensive description of organizational area. All pertinent information is included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building.
Complete description of organizational area. All pertinent information is included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building.
Incomplete de.
InstructionsThis assignment will be checked using anti-plagia.docxdirkrplav
Instructions:
This assignment will be checked using anti-plagiarism software and returned to your instructor with an originality report.
After Completion of Lab 2, Students Must complete a one page paper on a topic of their choice from the material covered in Lab 2.
It should include your name and a topic title.
It should be 1 page, 12 pt font, double spaced.
References (with whatever format you are comfortable using)should be included at the end of your paper.
This assignment is due by the Sunday, 15 November, at 11:55pm MST. (Students with Makeup Lab approval will complete the assignment after Makeup Lab).
Please attach using one of the following formats (.doc .pdf or .txt)
Turn the paper into the "Exams, Lab Reports and Research Paper" Link For Lab 1 Report.
Grading Criteria:
Lab Report Must be at least one page. (-5 for shortness of submission).
Additional page with References (use reference format you are familiar using) (-5 for no references).
Lab Report must explain how topic is discovered, developed, and applied....not a restatement of the Lab Activity. (-5 for explaining the Lab Activity).
Turn in your Report on time. (- 5 points deducted per week for late submissions!!! )
Choose ONE of the following topics:
-Light Box II: Color.
-Rainbow.
-Blue Sky.
-Interference.
-Polarizers.
-Ultraviolet Light.
-Infrared Light. (IR).
-Computer Optical Microscope.
-X-ray Fluorescence.
-Scanning Electron Microscopy.
-Optical Microscopy.
“When you’re a Spy, your job title can be anything, from Manager to Waiter, even criminal. The reason for the multitude of names? As a Spy, your job is to gather information from a range of sources, and you need to do it in any way you can. That includes putting on a disguise.
There are a few different paths that you can take to get into this career, and you can focus on a range of specialties, from technical to languages. The title “Spy” isn’t really used anymore. Instead, you’re now called a Covert Investigator or, more broadly, a CIA Agent. Whatever the title, it means you investigate and protect US interests abroad.
You investigate things like terrorism, fraud, corrupt governments, and a wide variety of other crimes. Your job is to keep Policymakers and the President of the United States aware and informed on the happenings around the world.
You can find the information you need in a lot of different ways. You might get to go undercover and pretend to be a different person, but for the most part, your job is much more routine. You carry out interviews with informants and allied Agents, analyze data, and read through research. You look for possible international problems, such as civil unrest, war, famine—anything that can cause problems for the United States.
This job involves a lot of collaboration and communication. You work with other Agents, international police forces, or informants. The informants you work with are usually average people, so the ability to speak their language is a big plus.”.
instructionss.docxjust to make sure againi need u to ext.docxdirkrplav
instructionss.docx
just to make sure again
i need u to extend the :
introduction.
literature review.
adding conclusion.
adding recomendation
adding appendix
adding references (for what i have now and what you will write more)
the report now is 40 pages aprox
i want it to be 65 pages (including everything.. apendix, referances, etc...)
transmission-tower.docx
Content
Chapter one: Introduction.................................................................................................
Chapter two: Literature review......................................................................................
Chapter three: Design and analysis.................................................................................
Chapter four: results and discussion..............................................................................
Chapter five: conclusion and recommendation..................................................................
Chapter one
Introduction
Electrical Power transmission towers are used to support a transmission line's phase conductors and shield wires for the transmission of voltages in excess of 345kV or less than that depending on the kind of structure and material used and the transmission requirement. The transmission tower structures can broadly be categorized into lattice types or the pole types. Whereas pole types can be made of wood, concrete or steel and used for lower voltage transmission, the lattice types are usually made of sections of steel angles and are used for higher voltages transmission. Also each transmission structure can be self supporting or it can be guyed. Another factor that affects design choice is the nature of prevalent climatic loads around the area of installation of transmission towers. Depending on the design loads, the configuration can vary largely between horizontal configuration, vertical or delta configuration and again accessibility and right of way issues will also have to be considered. Some relevant standards and codes will have to be followed in the design of transmission towers such as National Electrical Safety Code (NESC), ASCE loading code, OSHA operational safety codes, etc.
From the brief background given the main point is that in recent times some new tower designs that are both aesthetically pleasing and structurally sound have been required for the overhead transmission of power and this is what this project attempts to design.
Aim
The aim of the project is to investigate existing tower design literature and finally apply analyze and design a novel both aesthetically pleasing and structurally sound tower.
Loads on transmission towers
Before designing transmission tower structures state laws, rules and regulation will require that design follows standard codes in order to meet minimum for loading for acceptable level of safety. Relevant loading guidelines for electrical transmission line structural loading will have to be strictly followed to ens.
InstructionsProvide an analysis of the affects of the publics.docxdirkrplav
Instructions:
Provide an analysis of the affects of the publics widespread interest on televised crime dramas on the manner that the criminal justice system is administered.
1 page in length
12 pt font
Double Spaced
Arial or Times New Roman
APA formatted references for any quoted or paraphrased material
.
InstructionsProblem #Point ValueYour Points14243446526167484915101411512121341461000
Directions:
All answers are to be contained in one excel file. Please do not delete this tab (the instructions tab).
This is an open book, open notes exam. The one limitation is that you may not work with other people. This test must be completed independently. Be sure your name is on your document. Good luck!
Q1
Q1. What is the risk of performing the t-test using pooled variance, if the variances between the two samples are actually unequal (i.e. fail the F test)? (Select the correct answer from the choices below.)
A. You will fail to adjust for sample size.
B. You may falsely accept or reject the null hypothesis.
C. Your result will only be applicable for a one-tail t-test.
Q2
Q2. Which measure of central tendency can be used for both numerical and categorical variables? (Select the correct answer from the choices below.)
A. Median
B. Geometric Mean
C. Mode
D. Arithmetic Mean
Q3
Q3. The probability that a new advertising campaign will increase sales is assessed as being 0.80. The probability that the cost of developing the new ad campaign can be kept within the original budget allocation is 0.40. Assuming that the two events are independent, the probability that the cost is kept within budget and the campaign will increase sales is: (Select the correct answer from the choices below.)
A. 0.32
B. 0.68
C. 0.88
D. 0.20
Q4Q4.Age in YearsNumber of Students (f)Under 21494621 - 25480826 - 30267331 - 3529036Over 35525Total41988A. Find P (B)B.Find P (E)
The age distribution of students at a community college is given below:
Suppose a student is selected at random. Let
A = the event the student is under 21
B = the event the student’s age is between 21 and 25
C = the event the student’s age is between 26 and 30
D = the event the student’s age is between 31 and 35
E = the event the student’s age is 35 and under
Q5
Q5: Statistical significance can be determined from descriptive statistical analysis alone? (Select the correct answer from the choices below.)
A. True
B. False
Q6
Q6. Refer to the tab titled "thrombosus data" for data required to solve this problem. You are looking at patients supported by a Left Ventricular Assist Device (LVAD). Within this patient group, you have Group No (those who have not had a thrombus event) and Group Yes (those who have had a thrombus event). A thrombus event is an event in which a blood clot developed in the LVAD. Data has been sorted in the tab "Thrombus Event" to list "No" thrombus event patients first. In addition, you have data related to time (in days) that the patient has been supported by the LVAD. You'd like to know if patients in Group No have been supported for the same amount of time on their LVADs as those in Group Yes. You believe that the longer a patient is supported by an LVAD , the more likely the patient is to have a thrombus event. Therefore,.
InstructionsPlease answer the following question in a minimum.docxdirkrplav
Instructions:
Please answer the following question in a minimum of 500 words. Be sure to include 2 citations.
Question:
On August 31, 2010, Chickasaw Industries issued $25 million of its 30-year, 6% convertible bonds dated August 31, priced to yield 5%. The bonds are convertible at the option of the investors into 1,500,000 shares of Chickasaw's common stock. Chickasaw records interest expense at the effective rate. On August 31, 2013, investors in Chickasaw's convertible bonds tendered 20% of the bonds for conversion into common stock that had a market value of $20 per share on the date of the conversion. On January 1, 2012, Chickasaw Industries issued $40 million of its 20-year, 7% bonds dated January 1 at a price to yield 8%. On December 31, 2013, the bonds were extinguished early through acquisition in the open market by Chickasaw for $40.5 million.
Required:
1.
Using the book value method, would recording the conversion of the 6% convertible bonds into common stock affect earnings? If so, by how much? Would earnings be affected if the market value method is used? If so, by how much?
2.
Were the 7% bonds issued at face value, at a discount, or at a premium? Explain.
3.
Would the amount of interest expense for the 7% bonds be higher in the first year or second year of the term to maturity? Explain.
4.
How should gain or loss on early extinguishment of debt be determined? Does the early extinguishment of the 7% bonds result in a gain or loss? Explain.
Statistics Questions to Answer.doc.rtf
2
*Note: An Excel Workbook has also been uploaded. Within that workbook are 8 XLS files which are included in 8 separate tabs. These files will be needed to answer most of the questions.This work is due Friday, September 19th
Q1)Fill in the blanks (show your work).
Variable
N
Mean
Median
TrMean
StDev
haircut
171
23.17
17.00
21.14
18.20
sleep
171
6.6477
7.0000
6.6487
0.8396
age
171
27.421
27.000
27.098
3.646
Correlations:haircut,sleep, age
haircut
sleep
sleep
-0.117
age
0.062
(1)
Covariances:haircut,sleep, age
haircut
sleep
age
haircut
(2)_
sleep
-1.79232
0.70491
age
4.12314
-0.45372
13.29226
Blank 1 =
Blank 2 =
Q2)Is the following statement correct? Explain why or why not.
“A correlation of 0 implies that no relationship exists between the two variables under study.”
Q3)Does how long children remain at the lunch table help predict how much they eat? The data in file lunchtime.xls (File is in Tab#1 of Excel Workbook) gives information on 20 toddlers observed over several months at a nursery school. “Time” is the average number of minutes a child spent at the table when lunch was served. “Calories” is the average number of calories the child consumed during lunch, calculated from careful observation of what the child ate each day.
Findthecorrelationforthesedata.
Supposeweweretorecordtimeatthetableinhoursratherthaninminutes.Howwouldthecorrelationchange?Why?
Writeasentenceortwoexplainingwhatthiscorrelationmeansfort.
InstructionsMy report is about the future of work and focuses the .docxdirkrplav
Instructions
My report is about the future of work and focuses the role of a woman. I have already done some work for this report. Down below you will see the points we spoke about in the report and why we chose this subject. More importantly, you will also see the scenario we came up with and the framing questions we created. You will need both the scenario and framing questions and write a summary about it in 600 words. I need you to do this section:
*Scenario plan: Working together the group is required to construct a future scenario using the scenario template. The completed scenario will be attached in the appendix. You will need to insert in your report a summary of your future scenario identifying the evidence/trends it is based upon, framing questions and key elements around work that are relevant to your analysis to the future of work (Approx 600 words). (The template & framing questions should be in your appendix.)Introduction
· The future of work will have an impact on women in terms of employment and job positions in an organization.
· Corporations will be equally hiring men and women based on their skills and knowledge.
· The wage gap between genders will decrease in the near future.
· Women will become more independent leading the marriage rates to drop.
· When it comes to politics, the role of a women in a less developed country will change significantly as women are now allowed to vote and become members of the parliament. Rationale
· Theme: Gender and diversity
· Why?
Coming from an Arab country, we have noticed many changes in the typical role of women all around the world. We noticed that women are starting to change their habits and lifestyle. Women are becoming highly educated, searching for independence, and working more to enhance their career path. Women are no longer categorized as the traditional housewivesScenario: Everything Will Change“Post-Fordism”
Society and culture
-Feminized values
-Women and men equally valued
-Make, do, and mend culture
-Increasing diversity
Family life
-Parents work long hours little time for kids
-Schools and institutions take greater responsibility for children
-Men contribute equally for child rearing, housework and time at work
Education
-Vocational
-Individual happiness linked to societal outcomes
The workplace
-Pay gap decrease between genders
-Equality between genders
-Even value of diversity
-Women greater presence in public, business life
-Responsible and ethical corporations
The environment
-No clean energy developed
-Wealthy nations survive while poor nations don’t do so well
Science and technology
-High surveillance of all citizens
-Innovation is highly valued
-Highly networked
-Development of new technology with few people to afford it
Politics
-Single party dominates
-Strong alliances between countries
-People vote according to policies that value social and environmental outcomes
-Women politicians increase
-Governmental regulations change regarding expatriates
Economics.
InstructionsInstructions for the Microsoft Excel TemplatesThis wor.docxdirkrplav
InstructionsInstructions for the Microsoft Excel TemplatesThis workbook (and only this workbook) should be submitted for grading.Assignment detail and information is contained within this workbook.You should enter your name into the cell at the top of the page.Each worksheet contains the identification of the problem or exercise.In general, the yellow highlighted cells are the cells which work and effort should be presented.All formatting should have been accomplished to provide satisfactory presentation. See the text for additional assistance in formatting.Place the proper account title in the cell where the word "Account title" appears on the template.Place the value in the cell where the word "Value" or "Amount" appears on the template. A formula may be placed in some of these cells.Write a formula into cells where the word "Formula" appears.Place the explanation for the entry in the cell where the word "Text Explanation" appears on the template.The print area is defined to fit onto 8 1/2" X 11" sheets in portrait or landscape mode as required.The problem is formatted for whole dollars with comma separations (no cents) except where required.Negative values may be shown as ($400) or -$400.Consider using "Split" panes to assist in copy and paste of data.Much of the exercises and problems can have data entered by the "look to" or "=A34" type formula where cell A34 contains the data to be entered. This precludes typing and data entry errors.
W3-T1Team #:Problem:W3-T1, Multiple- and Single Step Income, Retained Earnings (Chapter 4)The trial balance for ABC Corporation at September 30, 2014 is presented below.Sales Revenue$ 1,732,000Sales discounts45,000Depreciation expense (office furniture and equipment)$ 7,450Cost of goods sold932,000Property tax expense7,200Salaries and wages expense (sales)57,830Bad debt expense (selling)3,680Sales commissions98,600Maintenance and repairs expense (administration)8,230Travel expense (salespersons)29,830Office expense7,320Delivery expense22,300Sales returns and allowances65,100Entertainment expense15,620Dividends received40,000Telephone and internet expenses (sales)9,060Bond interest expense16,000Depreciation expense (sales equipment)4,980Income tax expense148,000Maintenance and repairs expense (sales)7,300Depreciation understatement due to error - 2011 (net of tax)18,300Miscellaneous selling expenses4,895Dividends declared on preferred stock10,000Office supplies used3,680Dividends declared on common stock38,000Telephone and internet expense (administration)2,910The retained earnings account had a balance of$ 423,000at October 1, 2013. There are85,000shares of common stock outstanding.a) Using the multiple-step form, prepare an income statement and a retained earnings statement for the year ending September 30, 2014ABC CorporationIncome StatementSeptember 30, 2014TitleAmountLess:TitleAmountTitleAmountFormulaNet SalesFormulaTitleAmountGross ProfitFormulaOperating ExpensesSelling ExpensesTitleAmountTitle.
InstructionsResearch and write a brief answer to the following .docxdirkrplav
Instructions:
Research and write a brief answer to the following question. Your response should be between 150-300 words. Your work should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical and unified, as well as original and insightful. Furthermore, all sources used should be properly cited using APA formatting. You can find a blank assignment template in the Doc Sharing.
Question:
Continuous Quality Improvement (CQI) is a management philosophy and a management method. Identify and explain the philosophical and methodological characteristics of CQI. Select the characteristic you find most valuable and explain why.
.
Instructionsinstructions.docxFinal Lab ReportYou are requ.docxdirkrplav
Instructions/instructions.docx
Final Lab Report
You are required to write a complete laboratory report that covers all three experiments for "Lab 2: Water Quality and Contamination," using knowledge gained throughout the course. To begin, download the Final Lab Report Template and utilize this form to ensure proper formatting and inclusion of all required material. Additionally, view the Sample Final Lab Report before beginning this assignment, which will illustrate what a Final Lab Report should look like. You must use at least four scholarly sources and your lab manual to support your points. The report must be six to ten pages in length (excluding the title and reference pages) and formatted according to APA style. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.
The Final Lab Report must contain the following eight sections in this order:
1. Title Page – This page must include the title of your report, your name, course name, instructor, and date submitted.
2. Abstract – This section should provide a brief summary of the methods, results, and conclusions. It should allow the reader to see what was done, how it was done, and the results. It should not exceed 200 words and should be the last part written (although it should still appear right after the title page).
3. Introduction – This section should include background information on water quality and an overview of why the experiment was conducted. It should first contain background information of similar studies previously conducted. This is accomplished by citing existing literature from similar experiments. Secondly, it should provide an objective or a reason why the experiment is being done. Why do we want to know the answer to the question we are asking? Finally, it should end with all three hypotheses from your Week Two experiments. These hypotheses should not be adjusted to reflect the “right” answer. Simply place your previous hypotheses in the report here. You do not lose points for an inaccurate hypothesis; scientists often revise their hypotheses based on scientific evidence following the experiments.
4. Materials and Methods – This section should provide a detailed description of the materials used in your experiment and how they were used. A step-by-step rundown of your experiment is necessary; however, it should be done in paragraph form, not in a list format. The description should be exact enough to allow for someone reading the report to replicate the experiment, however, it should be in your own words and not simply copied and pasted from the lab manual.
5. Results – This section should include the data and observations from the experiment. All tables and graphs should be present in this section. In addition to the tables, you must describe the data in text; however, there should be no personal opinions or discussion outside of the results located within t.
INSTRUCTIONSInstructionsPlease evaluate, display, and interpret t.docxdirkrplav
InstructionsInstructions:Please evaluate, display, and interpret the attached dataset (tab=Data)Your results and discussions should be created and entered on additional worksheets within this Excel file.Notes:Please use descriptive and inferential statistics as well as generally accepted continuous quality improvement (CQI) tools, i.e., charts, tables, and graphs, for evaluation purposes.Please display and interpret the data using easy to understand format(s)Please tell a story that the data presents to exective leadership
DataSample DatasetWeekOfYearMembersSeenInOffice12122200319541695195622971828195917910174112161218613184142211519616199172051821019213201862121022225231802419725199262122722128226292013021231213322133320834189352083618437179381813919640188411984220043185442014521746203472024819549225501785119052199
.
InstructionsEach of your 2 replies must contain at least .docxdirkrplav
Instructions:
Each of your 2 replies must contain at least 1 or 2 paragraphs including a minimum of 200 words. One of your replies must cover a topic different than the one you discussed in your thread. Seek to understand your classmate’s thread, including the economic theory and facts he/she presented as well as his/her points of view and real-world example. Aim to communicate your own understanding of relevant facts, your values, and your perspective on the topic. Each reply must contain at least 1 citation in current APA format.
Reply to these two:
#1 Monica
Three types of Unemployment
Unemployment is divided into three categories by economist: frictional, structural, and cyclical. Frictional unemployment is unemployment due to constant changes in the economy that prevent qualified unemployed workers from being immediately matched up with existing job openings (Gwartney et al.) Structural unemployment is unemployment due to structural characteristics of the economy that make it difficult for job seekers to find employment to hire workers (Gwartney et al.) Cyclical unemployment is unemployment due to recessionary business conditions and inadequate labor demand (Gwartney et al.)
“Frictional unemployment is not as harmful to an economy as other types of unemployment, such as cyclical and structural unemployment. That's because a rise in frictional unemployment is simply an increase of workers moving toward better positions (Amadeo).”
Frictional unemployment comes from imperfect information. An example would be most businesses now when they are in the hiring process they will do a bunch of interviews and spend money trying to find the best person for that job. The people who are looking for jobs are constantly looking on the internet, the newspaper, local bulletin boards, and social media for the right job that fits them. In the county I live with I see a lot of structural unemployment. People that do have job openings require education; the ones who are unemployed have no education so they aren’t qualified. A lot of office jobs require you to have computer knowledge. Around my home town, there is very little education especially when it comes to technology. The last type of unemployment we see happening today all around the world. Businesses are cutting back and laying employees off. Where I currently work, when someone leaves, they aren’t filling the positions. We have to do more work with fewer employees.
I have a friend who lost her job and I try to encourage her to never give up and keep her faith. Philippians 4:5 states, “Do not be anxious about anything, but in everything by prayer and supplication with thanksgiving let your request be made known to God.” That is a good scripture for everyone who is unemployed to keep in mind. Times can be tough when you are looking for a job, but the Bible tells us to never give up, and pray about it.
Amadeo, K. (2014). Frictional Unemployment. US Economy. Retrieved from
http://useconomy.
InstructionsInstructions for numberguessernumberGuesser.html.docxdirkrplav
Instructions/Instructions for numberguesser/numberGuesser.html
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Instructions/Instructions for shoerental/ShoeRentalClass.html
Instructions/lab4.docx
1. Complete the Programmers Workshop on pg 313-316 (Including Detective Work). Upload the numberGuesser.html file here.
2. Complete the Object Lesson on pg 316-320 (Including Detective Work). Upload the ShoeRentalClass.html page you create here.
Introduction to Unix - POS420
Unix Lab Exercise Week 5
Job Control :
1. How to suspend the jobs running in foreground ?
Open a file in vi and press CTRL-Z to put it into background
$ vi filename
CTRL-Z
filename[New file]
[1] + Stopped vi filename
$
where 1 is the job number, + or - make the current and previous jobs.
2. How to make it run in foreground ?
You can use fg command to make it run in foreground. If more than one job is suspended, you can use fg %n where n is the number is the sequence of the process to make that process come in foreground.
$ fg %1
Now you will see vi editor again.
3. How to make it run in background ? (Only stopped jobs)
You can use bg command to make it run in background. If more than one job is suspended, you can use bg %n where n is the number is the sequence of the process to make that process come in background.
Let us suspend this job one more time.
$ vi filename
CTRL-Z
filename[New file]
[1] + Stopped vi filename
$
Let us run in background .
$ bg %1
4. Another way to suspend a job by using kill command.
Run vi in this session.
Open another connection through telnet. Now you have two sessions.
Type ps command to see what processes are running.
$ ps
PID TT STAT TIME COMMAND
5226 q7 S 0:01 -ksh (ksh) - This is new shell
6314 q7 R 0:00 ps
5487 ub S 0:00 -ksh (ksh) - This is previous shell
6312 ub S 0:00 vi filename - vi is running in previous session.
Now send a STOP signal to the process. kill -l will give you a lo\ist of signals.
$ kill -STOP 6312
Now you will see this in the other session
[1] + Stopped (signal) vi filename
To .
InstructionsI need 3 pages of the four questions. That is abo.docxdirkrplav
Instructions:
I need 3 pages of the four questions. That is about 200 words for each question. The answers MUST be articulate and to the point. I do not pay for shoddy work. Give me a paragraph for each question. Use the links given for each question as your sources. You can seek outside references as additional sources if need be. Thank you.
2. How did Hellenism spread, how far did it spread, and what effects did it have on both Greeks and those unfamiliar with Greek culture? Give some examples of Hellenistic influences on the Mediterranean world and its culture post Alexander the Great.
http://www.history.com/topics/ancient-history/peloponnesian-war http://www.metmuseum.org/toah/hd/haht/hd_haht.htm http://www.shsu.edu/~his_ncp/ArrAlex.html
3. What were the main achievements and failures of the Roman Republic? Give some examples of some of the issues that impacted Roman life and society during the Republic and discuss these. How did the crisis of leadership in the late Republic lead to civil war, particularly after the assassination of Julius Caesar?
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Roman_Republic.html http://www.class.uh.edu/mcl/classics/Rom/Livy.html
4. Augustus effectively became the first Roman Emperor in 31 BC and initiated a series of reforms that began a 200 year period of relative tranquility, peace, and prosperity for Rome and its Empire. Why were his successors, particularly after 180 AD, generally not as successful in expanding upon his achievements?
http://www.pbs.org/empires/romans/ http://www.csun.edu/~hcfll004/nicolaus.html
5. How did Christian ideas and practices respond to changing political and social circumstances in the later Roman Empire? What appeal did Christianity have for Romans at this time, and what accounted for its spread? What role did the Emperor Constantine play in its success?
http://www.tribunesandtriumphs.org/roman-empire/causes-for-the-fall-of-the-roman-empire.htm http://www.westmont.edu/~fisk/articles/TacitusAndPlinyOnTheEarlyChristians.html
.
InstructionsFor this assignment, collect data exhibiting a relat.docxdirkrplav
Instructions
For this assignment, collect data exhibiting a relatively linear trend, find the line of best fit, plot the data and the line, interpret the slope, and use the linear equation to make a prediction. Also, find r2 (coefficient of determination) and r (correlation coefficient). Discuss your findings. Your topic may be that is related to sports, your work, a hobby, or something you find interesting. If you choose, you may use the suggestions described below.
A Linear Model Example and Technology Tips are provided in separate documents.
Tasks for Linear Regression Model (LR)
(LR-1) Describe your topic, provide your data, and cite your source. Collect at least 8 data points. Label appropriately. (Highly recommended: Post this information in the Linear Model Project discussion as well as in your completed project. Include a brief informative description in the title of your posting. Each student must use different data.)
The idea with the discussion posting is two-fold: (1) To share your interesting project idea with your classmates, and (2) To give me a chance to give you a brief thumbs-up or thumbs-down about your proposed topic and data. Sometimes students get off on the wrong foot or misunderstand the intent of the project, and your posting provides an opportunity for some feedback. Remark: Students may choose similar topics, but must have different data sets. For example, several students may be interested in a particular Olympic sport, and that is fine, but they must collect different data, perhaps from different events or different gender.
(LR-2) Plot the points (x, y) to obtain a scatterplot. Use an appropriate scale on the horizontal and vertical axes and be sure to label carefully. Visually judge whether the data points exhibit a relatively linear trend. (If so, proceed. If not, try a different topic or data set.)
(LR-3) Find the line of best fit (regression line) and graph it on the scatterplot. State the equation of the line.
(LR-4) State the slope of the line of best fit. Carefully interpret the meaning of the slope in a sentence or two.
(LR-5) Find and state the value of r2, the coefficient of determination, and r, the correlation coefficient. Discuss your findings in a few sentences. Is r positive or negative? Why? Is a line a good curve to fit to this data? Why or why not? Is the linear relationship very strong, moderately strong, weak, or nonexistent?
(LR-6) Choose a value of interest and use the line of best fit to make an estimate or prediction. Show calculation work.
(LR-7) Write a brief narrative of a paragraph or two. Summarize your findings and be sure to mention any aspect of the linear model project (topic, data, scatterplot, line, r, or estimate, etc.) that you found particularly important or interesting.
Scatterplots, Linear Regression, and Correlation [Section 1.4, starting on page 114 in the textbook]
When we have a set of data, often we would like to develop a model that fits the data.
First .
InstructionsFor this week’s assignment, you will synthesize the .docxdirkrplav
Instructions
For this week’s assignment, you will synthesize the most relevant information in the situation below, and present a solution in your own words, using your own analysis. You will not use all of the information included in the scenario. Remember it is not appropriate to cut and paste entire sections from the situation to substitute for your own analysis.
The objective of the assignment is to organize your message in a way that will be most effective in persuading the Chief Executive Officer (CEO) to take action.
Situation: Convincing the CEO to Approve a Public Relations Plan
You are the director of public relations for Easy to Be Green, the innovative new company that helps homeowners, businesses, and municipalities become more environmentally friendly. The company has been active in environmental issues in the community since its founding a few years ago and generally has good community relations. Recently EBG’s director of research, who is strongly opinionated about environmental issues, spoke in public about the environmental practices of some local companies who employ many people in the community. Lately, you’ve found that some of your local contacts seem a little less interested in EBG’s public relations initiatives, and there has even been a small drop in sales. There may be no connections between these events, but you want to be proactive about the company’s community relations.
You also want to protect the company against charges of hypocrisy. The other day you as walked through the parking lot, it occurred to you that the majority of the employees drive SUVs, pick-ups, and other kinds of gas guzzlers. This includes the CEO, whose family car is a luxury sedan. The company’s delivery and service vans are also not the most environmentally-friendly vehicles.
After a little research, you come up with a tentative plan. You have learned that a local hybrid car dealership has been offering an interesting deal. Employees of companies that buy hybrids as company vehicles can get discounts when they buy hybrids for themselves. You think that the company should consider purchasing a couple of hybrid vans and encourage employees to buy hybrids for themselves by offering substantial rebates for these purchases. You want to get the CEO’s approval before you pursue this idea any further. You anticipate that he will have significant resistance. The company vehicles are not due for replacement, and the rebates to employees could add up to quite a lot if many employees take up the offer. On the other hand, if only a few employees take up the offer, a significant environmental initiative will seem like a failure. The CEO is a risk-taker in terms of business initiatives but tends to be conservative in management practices. He might also be a little defensive about the hybrid promotion plan because of his own vehicle choices.
You feel strongly that the potential benefits of this plan—in long-term savings on gas, in goo.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Digital Artifact 2 - Investigating Pavilion Designs
InfoRefsDataWorldMapMain.docx
1. In
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Premise
DNA Evidence is routinely used as a means to determine the
identity of a suspect that has left DNA at a crime scene.
If a suspect does not match the evidence left at a crime scene,
they can be excluded with near certainty.
If the suspect does share his/her genotype with the evidence, he
can not be excluded as the perpetrator.
The number of loci genotyped and the allele frequencies
represented determine the likelihood of a false positive match.
2. FREDONIA
Damn Footprints!!!
Backstory
A crime has been committed in the new Science Center. Over
the winter break a trespasser broke into the science center and
walked across the freshly poured floors in their dirty boots. As
a result the floors in the second floor hallway has been ruined
and must be replaced. University police arrived on the scene in
time to see a single person running from the worksite. While the
perpetrator was not apprehended, they did loose their hat on the
fence as they made their escape. Several hairs were found in the
hat with the follicles intact. The police have provided us with
DNA extracted from these follicles in hopes that we can
identify the perpetrator and bring them to justice. It is up to you
to solve this hairy crime and identify the person responsible for
delaying the completion of the Biology department's new home.
Premise
Failure to exclude a suspect is not the same as proving that
he/she is the perpetrator.
Confidence is assessed by considering several loci and
considering the allele frequency at each locus.
3. By using neutral polymorphisms (no selective pressure),
estimates can be made about the expected frequency of the
indicated alleles randomly occurring in the population.
Such loci conform to Hardy-Weinberg equilibrium.
Population Genetics
Population: A group that lives in the same geographic area and
can successfully reproduce.
Gene Pool: Genes present in a population.
Allele Frequency: For a specific gene, the relative frequency of
each allele. The sum of all allele frequencies must = 1.
Calculation of allelic frequencies in gametes
Hardy-Weinberg Equilibrium
p + q = 1
p = allele frequency of one allele
q = allele frequency of a second allele
p2 + 2pq + q2 = 1
p2 and q2 genotype frequencies for each homozygote
2pq genotype frequency for heterozygotes
All of the allele frequencies together equal 1
All of the genotype frequencies
together equal 1
Genotype Frequencies In Progeny
Paternal Gametes
4. A(p) a(q)
Maternal A(p) AA(p2) Aa(pq)
Gametes a(q) Aa(pq) aa(q2)
genotype: AA Aa aa
frequency: p2 2pq q2
Or Mathematically: (p+q)(p+q) = p2 + 2pq + q2 = 1
A Punnett square showing the ratio p2:2pq:q2
Implications of the Hardy-Weinberg Principle
Allelic frequencies remain constant from generation to
generation
p + q = 1
frequencies of AA, Aa, and aa genotypes
are p2, 2pq, and q2
frequency p' of allele A in the next generation
p' = p2 + 2pq/2 = p(p+q) = p
OffspringMating TypeFrequencyAAAaaaAA x AAp4p4AA x aa
(2 ways)2p2q22p2q2aa x aaq4q4AA x Aa (2
ways)4p3q2p3q2p3qAa x Aa4p2q2p2q22p2q2p2q2Aa x aa (2
ways)4pq32pq32pq3AA offspring = p4 + 2p3q + p2q2 = p2(p2 +
2pq + q2) = p2(p + q)2 = p2(1)2 = p2.Aa offspring = 2p3q +
4p2q2 + 2pq3 = 2pq(p2 +2pq + q2) = 2pq(p + q)2 = 2pq(1)2 =
2pq.aa offspring = p2q2 + 2pq3 + q4 = q2(p2 + 2pq + q2) =
q2(p + q)2 = q2(1)2 = q2.
5. Assumptions of the Hardy-Weinberg Principle
Mating is random
Allelic frequencies are the same in males and females
All the genotypes are equal in viability and fertility
Mutation does not occur
Migration into the population is absent
The population is sufficiently large that the frequencies of
alleles do not change from generation to generation by chance
Extension of Hardy-Weinberg to any number of alleles
Frequency of any homozygote
= square of allele frequency
Frequency of any heterozygote
= 2 x product of allele frequencies
15
Punnett square of random mating with three alleles
Multiple Alleles
Frequencies for multiple alleles can be calculated using the
Hardy-Weinberg equation by adding more variables.
6. For instance, in a situation involving three alleles (p + q + r =
1), the frequencies of the genotypes are given by:
(p + q + r)2 = p2 + q2 + r2 + 2pq + 2pr + 2qr = 1
17
Short tandem repeat (STR) loci contain between 2-9 bp repeats.
They typically contain alleles that are between 5 and 25 repeats.
The identity of an individual’s alleles can be determined by
performing PCR.
Primers must flank the region to be amplified.
The size of the product is proportional to the number of repeats.
A 5’ fluorescent tag can be added to one of the primers for
subsequent detection.
COmbined DNA Index System (CODIS)
Used by the FBI and paternity testing labs for human identity
testing.
13 STR loci plus the gender discrimination locus Amelogenin.
Multiplex PCR
Multiple PCR targets can be amplified in the same tube if their
products can be resolved.
Two ways to resolve amplicons:
Size: By placing the primers different distances away from the
STR it is possible to dictate the size range of the products.
7. Color: By adding a different colored fluorphore to the primer,
even products that overlap in size can be spectrally resolved.
20
Color Multiplex
By attaching different colored fluors to the primer, it is possible
to resolve overlapping sized amplicons.
We will be using 11 of the 16 loci from the Promega Powerplex
16
22
S
am
pl
94. based on matching with evidence.
ective pressure so that
Hardy Weinberg Equilibrium
applies.
probability of a specific
genotype in a population if allele frequencies are known.
cuss multi-channel fluorescence detection (Li-Cor DNA
analyzer)
Materials & Methods (25 points)
to cite lab manual.
lecular weight calculation
o Standard curve
o Unknown interpolation
the crime scene.
95. -matching suspects.
Data and Results (80 Points)
the sample in each lane.
Figure composition and formatting is important. See the
example figures at the end of
this rubric.
based on
the Ladder standards.
each suspect at the 11 loci
tested in the FergPlex11 reaction. This will be based on the
genotypes reported by your
classmates. You don’t have to show plots of every suspect from
the class.
pooled spreadsheet)
r each of your
samples using both the
96. Fredonia frequencies and the OmniPop frequency.
o Collect allele frequencies from the google spreadsheet
(Fredonia’s allele
frequencies)
o Use the FBI Caucasian population (column H, rows 72-110)
from the OmniPop
spreadsheet. Note that because the OmniPop data set does not
include Penta D,
do not use Penta D when performing the OmniPop analysis. Do
use Penta D for
the Fredonia genotype analysis.
o Report how the frequencies differ between the two data sets.
should realize that the
frequency that is being calculated is that of a genotype in a
population. It is based on
the allele frequencies that are observed. It is not how likely the
suspect matches
(because she matches 100%), but rather it is the probability that
we have implicated the
wrong person based on a chance match.
97. References (5 points)
Cite the lab handout and powerpoints, Butler 2006, and any
literature / websites that you
collect information from. Use the professional citation format of
your choice. I recommend the journal
Genetics, but others are also acceptable.
98. Figure 1: Multiplex Gel. Gel of FergPlex11 PCR reactions for
the 7 samples
analyzed by our group. IRD700 labeled PCR products are
displayed in green
and IRD800 products are plotted in Red. Detailed analysis of
each lane can
be found in figures 2-3.
S
a
m
p
le
1
101. 6
S
a
m
p
le
7
Figure 2: Molecular Weight Standards. Electropherogram of
IRD700-labeled Molecular weight
standard bands between 100-460 bp. This ladder was used to
determine the genotype of samples 1-
4.
102. Figure 3: Suspect 12345. Electropherogram of FergPlex11
amplification from Suspect 12345 genomic
DNA. IRD700 labeled PCR products are plotted in green and
IRD800 products are plotted in Red.
Overlapping peaks are indicated in yellow.
460 bp 400 bp
364 bp
350 bp 300 bp 255 bp
204 bp
200 bp 145 bp 100 bp
104. 1
CSI: Fredonia – Determination of STR Genotypes by
Fluorescent Multiplex PCR.
Objectives:
1. Isolate genomic DNA from your own buccal cells using a
DNA swab
2. Set up a single PCR reaction with each DNA sample to
amplify 10 short
tandem repeat (STR) loci and one gender determination locus.
3. Understand the theory and practice of generating and
detecting fluorescent
PCR products.
4. Become familiar with the use of NIH ImageJ software for
image analysis.
5. Learn to build a molecular weight standard curve and perform
interpolation between points to
assess the molecular weight of unknowns.
6. Collect DNA from “suspects” in Jewett Hall and attempt to
match them to DNA collected at a crime
scene.
7. Report your confidence that you have identified the
perpetrator of the crime.
105. INTRODUCTION: The polymerase chain reaction (PCR) is a
method by which a small, defined
region of DNA can be synthesized from a minute amount of
DNA, as little as a single molecule, to
yield quantities of DNA sufficient for detailed analyses such as
gel electrophoresis or sequencing.
Today, you will collect your buccal cells using a DNA swab and
isolate your own genomic DNA
from these cells. You will use your DNA preparation to set up a
PCR reaction specific for 11
different loci. Your samples will be amplified, and the PCR
products will be analyzed by
polyacrylamide gel electrophoresis. The goal is to determine
the identity of a criminal from a
slate of suspects and assess the likelihood that you have the
correct perpetrator.
Fictional Premise of CSI Fredonia: A crime has been committed
in the new Science Center.
Over the winter break a trespasser broke into the science center
and walked across the freshly
poured floors in their dirty boots. As a result the floors in the
second floor hallway has been
ruined and must be replaced. University police arived on the
scene in time to see a single person
106. running from the worksite. While the perpetrator was not
apprehended, they did loose their hat
on the fence as they made their escape. Several hairs were
found in the hat with the follicles
intact. The police have provided us with DNA extracted from
these follicles in hopes that we can
identify the perpetrator and bring them to justice. It is up to you
to solve this hairy crime and
identify the person responsible for delaying the completion of
the Biology department's new
home.
The COmbined DNA Index System (CODIS) is a set of 13 loci,
each with multiple
tetranucleotide (4 bp) repeat alleles. This system is used by the
FBI to match evidence collected
at crime scenes with potential suspects. It also serves as a
mechanism to resolve paternity
disputes by comparing children with alleged fathers. It is
extremely robust and is capable of
generating genotypes that are able to identify individuals with
high probability. The figure to the
107. 2
right shows the 13 loci and their location in the human
genome. An interactive version of this figure is available
at http://www.cstl.nist.gov/div831/strbase/fbicore.htm
These loci are analyzed by designing primers that flank
(are on either side of) the variable region. This allows the
PCR product to vary in size proportionally to the number
of repeats. The greater the number of repeats at that
locus, the larger the PCR product will be. This can be
ascertained by gel electrophoresis.
Multiplex PCR: The locus that will be amplified by PCR
is determined by the sequence of the primers that are
used. PCR primers have several important features that you
should be familiar with.
1. Two primers are necessary for PCR to occur. One is located
upstream of the region to be
amplified (also called an amplicon) and is called the forward
primer and one is
downstream and referred to as the reverse primer.
108. 2. Primers bind to opposite strands of the template DNA. The
forward primer binds to the
bottom strand while the reverse primer binds to the top strand.
3. The primers are convergent. This means that the 3’ end of the
primers point towards
each other. Because DNA polymerase extends the 3’ end it is
necessary that it extend into
the amplicon and not away from it. During the extension phase
each primer must be able
to extend across the amplicon and synthesize the complement
for the other primer.
4. The primers are embedded in the final PCR product at the 5’
end of each strand.
Figure 2: The basis of STR allele discrimination when amplified
by PCR. Increased numbers of repeats result in a
longer PCR product. In this example at the vWA locus, the 10
repeat allele is 123 bp while the 13 repeat allele is
135 bp. It is important to appreciate that molecular alleles are
codominant. A heterozygote for the 10 and 13
alleles would produce two bands of 123 and 135 bp that could
both be detected. The discriminating feature is size.
109. Figure 1: The 13 CODIS Loci used for
forensic identity testing.
http://www.cstl.nist.gov/div831/strbase/fbicore.htm
3
Because the primers dictate the amplicon, it is possible to
design different size amplicons by
simply placing the primers closer or further apart from each
other. This allows researchers to
specify the range of sizes produced when amplifying an STR
locus (or any locus). It is also possible
to amplify multiple loci simultaneously in the same tube by
designing the primers such that the
resulting products do not overlap in size. We will use this
premise to amplify multiple different
loci in the same PCR reaction. Consider the set of 6 loci in
Figure 3. The primers for these 6 loci
have been designed to
generate PCR products
110. that do not overlap.
They range within the
region specified for
each locus, therefore if
a band appears in that
size range it can be
attributed to that locus
rather than one of the
other loci.
Further Multiplexing with Fluorescence: We have just learned
about multiplexing by size,
however it is possible to further discriminate between
amplicons of similar size by tagging each
with a fluorescent molecule. In PCR this is as simple as adding
a fluorescent tag to the 5’ end of
one of the primers (see figure 2). Modifications at the 5’ end do
not interfere with extension of
the 3’ end of the primer and therefore don’t affect their
efficiency in PCR. It does however allow
111. Figure 4: Fluorescent Multiplex amplicons. The amplicon in the
PowerPlex 16 kit from Promega amplify 16 loci,
grouped into three colors (the three rows). The loci bound by
the blue box are the CODIS loci, while the orange
box denotes two supplementary pentanucleotide STRs. The 11
loci to be studied in our lab are bound by the
green box. The IRD700 and IRD800 labeled loci are designated.
Figure modified from Promega corp.
Figure 3: Multiplex amplicons. The amplicon size for each of
six loci do not
overlap, thereby permitting simultaneous amplification and
allele discrimination.
Figure from www.nfstc.org
http://www.nfstc.org/
4
112. researchers to uniquely identify two products that are tagged
with fluorophores that emit
different wavelengths (colors) of light. Using this technology
“real forensic labs” can
simultaneously detect four (or more) different colored PCR
products that overlap in size. In our
lab we will be using two dyes called IRD700 and IRD800.
These dyes emit infrared light that
cannot be detected by the human eye, but can be resolved with
our electrophoresis system, the
Li-Cor Genetic Analyzer 4300. Figure 4 shows the 16 loci
contained in the PowerPlex 16 system by
Promega corporation. PowerPlex 16 contains all 13 CODIS loci
plus two pentanucleotide repeat
loci and the Amelogenin locus which can be used to distinguish
gender. We will be using a subset
of these loci that we’ll refer to (tongue-in-cheek) as FergPlex
11.
Allele Frequencies and Genotype Frequencies: All of the loci
that we are amplifying are
unlinked and thereby segregate independently. Only D5S818
and CXF1PO are located on the
same chromosome, however they are far enough apart that they
too segregate independently.
113. These loci are also not associated with any phenotypic
characteristics that could result in
selective pressure on any of their alleles. These conditions
allow us to make predictions about
genotype frequencies based on Hardy-Weinberg Equilibrium
(HWE) assumptions. Essentially
there are several frequencies that are important for this
exercise:
1. Allele frequency: This is the proportion of all alleles in the
population under consideration
that match the allele in question. In other words, the number of
a specific allele divided
by the total alleles in the population. As with all frequencies,
this number will be between
1 and 0. An allele that is fixed has a frequency of 1. An allele
that is lost has a frequency of
0. The sum of all allele frequencies for a given locus must equal
1.
2. Genotype frequency at one locus: Each individual has exactly
two allele at a given locus.
They can be the same (homozygous) or different
(heterozygous).
a. HWE predicts that a homozygous genotype will occur with a
frequency of p
114. 2
where p is the allele frequency for the allele in question.
b. Heterozygous genotypes will arise in the population with a
frequency of 2pq
where p is the frequency of one allele and q is the frequency of
the other.
3. Genotype frequency at multiple loci: For loci that segregate
independently, the probability
of a genotype at one locus is an independent event from
genotypes at other loci.
Therefore to calculate an overall genotype frequency, you must
multiply the genotype
frequencies at each individual locus. This statistic is the
probability of a specific genotype
arising at random in a population with the allele frequencies
specified. If evidence is
matched with a suspect, this is the probability that the match is
due to chance and that
you have the incorrect suspect. By determining the genotype at
additional loci it is
possible to increase the confidence of establishing a correct
identity by reducing the
probability that the match has occurred by chance. These
115. frequencies are often reported
5
as odds (chance of 1 in 1,600,000 for example). Simply take the
reciprocal of the
genotype frequency to convert this statistic to odds ((6.25E-7)
-1
= 1,600,000).
Experimental Procedures:
A. Collection of buccal cells using a Catch-All DNA Swab:
Each group will isolate DNA from an
equal number of samples, including their own by following the
procedure described below.
Check each box as you complete the steps:
water before collecting her/his
buccal cells. Walk to the water fountain and rinse your mouth
twice. Lick the insides of
your cheeks to rinse off any bacteria. PLEASE DON’T SPIT IN
THE FOUNTAIN!!
116. Quick-Extract DNA solution from
the side bench.
the inside of your cheek.
Roll the swab about 20 times against the inside of each
cheek, making sure you move it
over your entire cheek. The more cells you collect, the higher
your yield of DNA will be.
-Extract DNA
extraction solution.
Rotating the brush between 5 and
10 times dislodges the cells from the brush.
swab while removing it from
the tube. This ensures that most of the liquid and cells remain in
the tube.
seconds. This ensures that
the cells and the solution are well mixed.
rs in
your e-mail address) or the
forensic ID for that sample using a black marker.
117. degrade the DNA or inhibit
the PCR reaction.
reactions.
genomic DNA suitable for
PCR amplification.
B. Setting up the FergPlex 11 multiplex reaction: Each group
will set up PCR reactions specific
for the 11 loci described above using the buccal cell genomic
DNA you just isolated.
prior to adding it to the reaction.
Set up an eppi (this is shorthand for eppendorf microcentrifuge
tube and will be used
6
118. henceforth) for each sample and label it with
nomic DNA.
Repeat this for each sample. Set the diluted
DNA on ice until it is called for.
will be genotyping. Do not separate the tubes. Keep them in
strips of 8 if possible.
your ID number. Make sure to mark the
tube on the neck rather than
on the top or conical portion. This will prevent the markings
from coming off.
all 22 primers necessary to
amplify the 11 loci in the FergPlex 11 reaction. Detailed primer
information is posted on
ANGEL. You will need to dilute the 5x concentrate to working
strength (1x) prior to adding
it to your PCR tubes.
the variable n in the following
119. formula.
mix. The 0.5 that is introduced into this formula is to
compensate for pipetting error
and thereby ensure that you will have adequate primer working
solution for each
sample.
each PCR tube. DO NOT
touch the bead with the pipette tip.
the matching ID and cap them.
BE SURE TO USE A NEW PIPETTE FOR EACH
INDIVIDUAL!
-2 sec).
Figure 5: Proper labeling of PCR tubes. Write
on the neck, NOT the top or conical portion.
Figure 6: The temperature profile used to amplify the PCR
products in the FergPlex 11 multiplex. Figure and
120. conditions modified from the PowerPlex 16 manual (Promega
Corp.)
7
C. Pouring a Denaturing Polyacrylamide Gel: The products of
our PCR reaction will be
separated on an extremely high resolution polyacrylamide gel.
This gel is different from the
agarose gels that you have run in the past in a few important
ways. First, it is made of a
polymer of acrylamide and N,N'-methylene-bisacrylamide
(colloquially “bis”). The monomeric
form of acrylamide is a neurotoxin. Therefore always wear
gloves when handling acrylamide
products. The polymerization of acrylamide and bis is initiated
by the addition of ammonium
persulfate and TEMED. These initiators generate free radicals
that convert acrylamide to a
free radical that reacts with other monomers to form a polymer.
The bis acrylamide is bi-
121. functional and forms crosslinks between adjacent acrylamide
chains. The second difference
between our gel and agarose
gels is that the denaturant
urea is incorporated into the
gel. The urea prevents the
two strands of a DNA duplex
from coming together. This
ensures that there is no
secondary structure in the
sample (a source of
heterogeneity) and facilitates
higher resolution. The gel is
prevent annealing. The final
difference is that this gel is
only 0.25 mm thick and is run
at over 1,000 volts.
122. the 6.5 % acrylamide solution from the fridge and
measure 20 mL in a graduated
cylinder. Pour this solution into a small beaker with a stir bar
and stir slowly. This will
allow the solution to warm to room temperature.
well to ensure that there are no
pieces of dry acrylamide or
dust. Clean the plates one last time with 70% ethanol and a
large kimwipe. Also clean a
comb and set it aside.
side of the plates should
face each other.
rig.
Figure 7: Acrylamide polymerization reaction. Acrylamide
monomers
are converted to free radicals by ammonium persulfate (APS)
and react
with other monomers or the end of an existing polymer. Bis
acrylamide
is bifunctional and acts as a crosslink between adjacent chains.
Figure
from http://sdspage123.blogspot.com/
http://sdspage123.blogspot.com/
123. 8
of the casting
rig and then tighten the rails
well.
weighing out 100 mg of APS and
dissolving it in 1 mL of water in an eppi. This solution should
be made fresh right before
casting the gel.
acrylamide solution. Allow the solution
to mix for 15-20 seconds. You must work quickly now because
the polymerization
reaction has begun.
solution into the top of the
gel. Do not inject too quickly or air bubbles will form in the
gel. Prevent bubbles by
knocking on the front plate (like knocking on a door).
124. e gel area is full, lay the plates flat and insert
the flat side of the comb.
screws. This piece is easily broken
by over tightening. Only moderate pressure is necessary.
idify for about an hour.
D. Gel Prerun: Once solidified, the gel must be pre-run to allow
the gel to warm up, equilibrate
with the buffer, and to run out any residual initiators (APS and
TEMED).
laser has an
unobstructed view of the
gel through the glass plate. This is very important for the best
gel image.
place the lower reservoir
on the genetic analyzer. Don’t fill them yet.
10x) concentrate.
then pour the remainder of the
125. liter of buffer into the lower buffer reservoir.
from the top of the gel.
cover of the genetic analyzer.
ite
program and then prerun.
E. Sample Prep: The PCR samples must be denatured by mixing
with formamide and heating
them prior to loading on the gel. While the gel is prerunning,
prep your samples for loading
as follows:
of water into a clean eppi and
concentration of the PCR
products is too high and will result in overexposed and smeary
bands.
9
e diluted PCR reaction to an empty PCR
126. of stop solution. The stop solution is analogous to loading dye
that you have used in the
past with the exception that it contains the denaturant
formamide.
tubes.
immediately transfer the
samples to ice (called quenching). The fast quench prevents the
denatured strands from
having time to renature.
F. Gel Loading and Electrophoresis: Loading a 0.25 mm gel is
more difficult that you might
think. Follow these instructions to ensure a clean looking gel.
that no scraps of
acrylamide have become lodged between the plates at the top of
the gel. This is a major
source of frustration for beginners.
the top of the gel (about 2-3
mm below the top of the plate).
127. , therefore it is
necessary to periodically
rinse them out with a syringe filled with 1x TBE. Do this
several lanes ahead of where you
are loading.
directions in figure 8. This
prevents curvature at the edge of the gel (smiling) due to ion
imbalance.
every 4 lanes to permit accurate
Figure 8: Polyacrylamide Gel Loading. When loading, place the
sample into the void between the teeth of the
comb. The pipette tip will not fit into this space (it is only 0.25
mm wide), so it is necessary to allow the sample
to run down into the void. Because the buffer is warm, it will
cause the air in the tip above your sample to
expand and gently push the sample into the well. Don’t use the
pipette plunger to push the sample is as bubbles
will result causing sample mixing.
10
interpolation of unknown bands in our samples.
128. sample in case the gel needs to be
repeated.
will be posted to ANGEL for
subsequent analysis.
Gel analysis using Image J from the NIH
1. Download your gels from ANGEL. They are in the CSI:
Fredonia folder.
2. Open Image J from your flash drive.
3. Open the gel that you want analyze
4. Click on Image -> Color -> Make Composite. This ensures
that the image is in composite
mode which means that each color (red and green in our data) is
treated separately. You
will notice that turning the wheel on your mouse
or sliding the scroll bar at the bottom of the
image will change the channel at the top of the
window.
5. Click on the rectangle selection tool
6. Draw a rectangle around the first lane. It
129. should be somewhat narrower than the entire lane.
7. Click Analyze -> Gels -> Select first lane (or press Ctrl + 1).
This will designate the region
that you selected as the first lane in your gel.
8. Click on the lane selection (your cursor will look like an
arrow NOT a cross). Don’t select
anywhere else or you’ll have to start over! Drag this rectangle
over to the center of the
adjacent lane.
9. Click analyze -> Gels -> Select next lane (or press Ctrl + 2).
This will designate the second
lane.
10. Repeat step 9 for each of your lanes.
11. Ensure that the red channel is selected at the top of your
image (adjust with the scroll bar
at the bottom until it reads 1/3 (Red)
12. Click analyze -> Gels -> Gel Analyzer Options. Ensure that
the invert
peaks option is NOT selected.
13. Click Analyze -> Gels -> Plot Lanes and a density plot of
the red
channel from your gel will appear.
130. 14. Click Edit -> Invert to change the lines to white and the
background
to black. This will be important for the overlaid image that we
will
work with shortly.
15. On the gel image move the slider to the green channel. It
should read 2/3 (Green).
11
16. Click Analyze -> Gels -> Re-plot Lanes It is important that
you click RE-plot. Plot lanes will
not work.
17. Invert the plot as described in step 13.
18. We will now overlay the two plot channels so they look like
they do on the gel. Click
Image -> Stacks -> Images to Stack. Then click Image -> Color
-> Stack to RGB.
19. Discard the black and white stack and save the red and
green plot image. This is an good
time to pause if you need to return to your
analysis later.
131. 20. Click on the point selection tool.
21. Click on the first peak at the left in the plot
that corresponds to your standards.
22. Click Analyze -> Measure (or press Ctrl + M). This will
collect
information about the position of the point selector (and the
position of the peak) in a new window called “Results”.
23. Moving from left to right, collect the position of each of the
peaks by moving the point selector and pressing Ctrl + M at
each
peak (there should be 10 peaks).
24. Copy the data from the results window by selecting it with
the
mouse and copy it with Ctrl + C.
25. Open “CSI Data Analysis.xlsm” in Microsoft Excel. When
prompted be sure to allow
Macros to run.
26. Paste the data that you copied in step 24 into a blank area of
the
spreadsheet, then copy the X position data into the “Observed
132. Position” area under Molecular Weight Standards.
27. The spreadsheet will use these data to generate a standard
curve which will allow us to interpolate between the known
positions of the ladder to determine the molecular weight of an
unknown band.
28. Return to the plot in Image J and use the point selection tool
to
record the position of each of the red peaks in the lane that you
are analyzing. Make a note of any loci that only have a single
band and are therefore homozygous. This may be easier when
looking at the gel.
29. Copy the data from the results window into Excel. Enter the
position of the red bands into
the corresponding column labeled “Observed Position” under
the “Red Unknown Bands”
heading. If a locus was homozygous, then enter that value twice
at that locus.
30. Repeat steps 29-29 for the green unknown bands.
31. The spreadsheet will report the predicted molecular weight
of the unknown bands and
return the allele with the closest molecular weight.
133. 12
Collaborative Analysis of Allele Frequencies
The genotypes that you have generated above will need to be
pooled across the class. We will be
using Google Drive to achieve this goal. The genotypes of each
individual will be entered into the
Google spreadsheet called “Allele Frequency Analysis”. To get
to your Google Drive, click on the
“Drive” link at the top of your Fredonia e-mail page (you must
be logged into your Fredonia e-
mail). Once there, click on the “Shared with me” link on the left
side of the Drive page. Under
that link, you should see the “Molecular Genetics 2013” folder.
The “Allele Frequency Analysis”
sheet should be visible therein.
1. Enter the sample ID at the top of the column.
2. Enter your name in the second row (analyst).
3. Copy and paste the genotypes determined on the “CSI
Data Analysis” spreadsheet into this spreadsheet. DO
134. NOT INCLUDE AMEL.
4. Once all of the data from the class has been entered we
can see the allele frequencies at all of the loci and then
calculate the probability of the perpetrator’s genotype
arising at random in the population.
hey, I need help with Lab report for my class ( Molecular
Genetic Lab) CSI report - I have 3 samples in a gel , I need you
to make ( Gel analysis using axel program ) then calculate the
probability of the perpetrators genotype arising at random in the
population and use the results and the pictures in the report ..
please cite the lab handout, powerpoint, the literature and every
swebsite you use to make it (I will send the handout, pp. &
lecture to u )it is due Feb 18. I want excellent work with no
PLAGIARIZE
***file name containing- CSI_Fredonia_2014_Handout.pdf
this is the handout > steps to follow for axle work , then use it
to write the report
****file name containing
CSI_Rubric_and_Example_Figures.pdf
this is the gaidline/example figure to do the report
****file name contaiunig CSI Fredonia 2014 Gel .tiff.pdf
( for axel work) I will send u 2 videos links that will help u
how to do analysis my 3 DNA sampels from the gel and the
other papers that he want us to use. when u done from step 31
from this file (CSI Fredonia Handout) please send me the
results and I will put it in a file called "Allele Frequency
Analysis " to share it with the other student results .. then i will
135. send it to u . then u can calculate the probability in the last step
in axle then u start doing the report..
the videos links;
http://www.youtube.com/watch?v=F2V6RcnLh80&feature=yout
u.be
http://www.youtube.com/watch?v=ws65HqNlJDA&feature=yout
u.be
I attached the Gel
and my samples just 3 from it ,
two of them are located after Ladder number 7 (last two)
the other one is located after Ladder number 8
name my samples in the report
A1 - AA
A2 - AA
H2 – AA
**** and this is axle sheet
CSI_Data_Analysis.xlsm
***also this is the last one for analysis
just follow the handout and u will find in the steps what to do
OmniPop200.1.xlsm
***CSI_Fredonia pwerpoint.pptx
cite every thing also the power point
s is the power point, it will help u specialty on this step ( to
calculate the the probability of the perpetrators phenotype
arising at random in the population ) use FBI info from file
"Allele Frequency Analysis Spreadsheet " if u can not use it just
send me the result and i will enter it on this sheet and send it
back to u to continue your work
**Allele Frequency Analysis 2014.pdf
"Allele Frequency Analysis Spreadsheet
***download it and it will work with you .
i shared this on Box.com