To simulate Prophase of Meiosis I - Synapsis and Crossing Over:

1. Homologous chromosomes come together and synapse along their entire length. This pairing (synapsis) of homologous chromosomes represents the first big difference between mitosis and meiosis. This pairing will produce two tetrads, each consisting of four chromatids. Entwine the two chromosomes to simulate synapsis.

2. To simulate crossing over, start with your long tetrad and transfer the circles on the red chromatid at the fourth bead or “gene” to the yellow chromatid, and the yellow circles to the red chromatid. Now take your short tetrad and transfer your circles from the red chromatid at the second bead or “gene” to the yellow chromatid and the yellow circles to the red. Proceed through meiosis and note how crossing over results in recombination of genetic information.

3. Draw your two centrioles to opposite poles (sides) of the cell and be sure not to draw the nuclear membrane.

4. Draw the arrangement of your tetrads and provide a brief description of what happens during

prophase of meiosis I.

a) Is the optical axis of a birefringent crystal simply a line or an address in space?
Does it have direction and sense like an arrow?
b) Explain what the crystals are: trigonal, tetragonal, hexagonal, triclinic, monoclinic and orthorhombic.
c) Explain in detail what is fluorescence and phosphorescence.

In roughly 3 pages, reflect upon the reasons WHY the sugar is in existence to begin with, explain your thoughts/feelings about this. Do you foresee any changes in the future? Explain. Take a stance, for or against sugar and/or forms of sugar in our food. 
A fairly solid reason explanation of WHY you feel this way. Make clear your personal feelings/beliefs about the use of sugar. Clarify your position by citing reasons and give examples. Include at least four references.

::Here is data:: about students in our class showing what country they are from and their opinion about pineapple on pizza.  

https://docs.google.com/spreadsheets/u/3/d/1a5nXmzTGaF_knVmvDkOrSQhpRfEp6edUXm1e7Ze-1_M/edit?usp=sharing

Conduct a hypothesis test to compare the proportion of Shoreline students who love pineapple on pizza (answered “YEAH!” on the survey) who are from Asia and the proportion of students who love pineapple on pizza who are from North America.

For each of the steps below, explain your work in words, symbols, and pictures.

1. Write the null and alternative hypotheses in words and symbols.

2. Check the conditions necessary to use the Central Limit Theorem.

3. Select an alpha level and use it to find the critical values.

4. Find your test statistic and compare it to the critical values.

5. Compute the p-value of your test statistic and compare it to alpha.

6. Describe what the p-value measures in this hypothesis test.

7. Make a decision about the null hypothesis.

8. Interpret that decision.

1. Give two examples of the limitations of the STRIPS representation for planning, i.e. things it cannot represent or cannot easily represent.

2.   a. In what sense is branch-and-bound search similar to A* search?

            b. In what sense is branch-and-bound search similar to depth-first search?

3. How does A* search extend best-first search?

4. If we have a search problem that does not involve costs, can we still use a heuristic function with A* in order to find the optimal solution? Explain your answer.

5. Define a plateau. Why are plateaus a problem for local search applied to constraint satisfaction problems?

6.  What are the two key weaknesses of Stochastic Local Search?

7. If we unroll a CSP planning problem to horizon k and do not find a solution, is there any point in unrolling it to a larger time horizon and trying again? Explain why or why not.

8.  If we have two admissible heuristics h1 and h2, would it be better to use min(h1, h2) or max(h1, h2) as a heuristic with A* search? Briefly explain your answer.

9. How many states can be represented by four variables, each of which can take five values?

Section C. Arc Consistency

Consider the following constraint network.

10. If the variables A, B and C each have the domain {1,2,3,4} before arc consistency is run, indicate what their domains will be after arc consistency has finished:

A = {                            }

B = {                            }

C = {                           }

11. If we have just considered the edge and reduce the domain of B as a result, do we need to add any arcs back to the To-Do Arcs list? If not, why not? If so, which edges?

Section D. Optimality of A*

Assume that we are running A* search on a problem and we find path p to a goal. In the lecture and text, we proved mathematically that, if we are using an admissible heuristic, there is no other path that is shorter than p. In other words, if path p' is still on the frontier, and p'' is a path to the goal that extends p', path p will always be less than (or equal to) p''. This is called proving the optimality of A*.

12. Explain why we cannot prove the optimality of A* if the heuristic is not admissible. Be as specific and detailed as possible, referring to the proof in your answer.

Read the article below and answer the questions (article should be 1 page, 11-point font). The article is provided via the link below

https://web.natur.cuni.cz/zoologie/biodiversity/prednasky/EvolucniGenetika/clanky_2016/Transgenerational-epig-inheritance-Science-2016.pdf

Primary Paper HW assignment guideline

Your primary paper consists of three parts:

1. In your own words, state the essential take-home message of the paper assigned.

--Here you should briefly mention what was known about this topic before this paper was published

--Then state what the aim/goal/purpose of this published study was. In other words, what did the authors set out to do?

--Also describe why this research is important (if you think it is important)/ what are the researchers hoping to contribute to the existing knowledge.

2. State how the authors demonstrated the essential point of the paper: what experiments and what methods they used to prove the point

--In this section, you should link how a particular approach/method was used to obtain a particular result and why it would be important/relevant. For example:

--Authors used method A to get/show result B. Result B is important because (it supports their original hypothesis in the following way/describe how/ or it provides novel findings regarding mechanism X

--Continue the bulleted list to correlate specific method with the specific result and how it supports the claims made in the paper.

3. Discuss the strengths and significance of the paper and also the weaknesses and indicate additional lines of investigation that you think would be worth pursuing that were opened up by the paper.

--Here I want you to critique the experimental approach and author’s conclusions, not their writing style or format of the paper. Also, keep in mind that these are primary research articles published in scientific journals, so they are intended for a scientific, not general audience. Hence the language could be a bit dense.

--I want you to be very specific here. Do not write general and vague statements. Instead, refer to specific data in the paper (in figure X, or table Y) and indicate any possible flaws or limitations of the experiment.

--Propose possible future directions or follow up studies. You can look up papers that cited this research or follow up on the last author’s subsequent research.

--Explain if this paper contributed anything new to the field and if it enables a better understanding of the subject.

Using the Red Tool Kit analyze more thoroughly Ms Viola’s case. Begin with Step 2 since you will be starting this process while Ms Viola is in the hospital awaiting discharge to the most appropriate facility. Work through the parts in this step to determine how to work through the concerns and support making the decision of best placement. Use the Red Tool Kit pages 23 – 46 as your guide. However, you will need to do further research to understand his medications and other issues in the case.

QuickBooks feature designed for accounting professionals is the Accountant Center. To learn more about this feature: To open the Accountant Center, from Accountant Menu, select Accountant Center. From the Tools section of the Accountant Center window, select two Accountant tools and write a short email to send to your accounting firm staff summarizing information about how these tools can be used.

The population of a small town was 20,000 on January 1st, 2010 and has grown at a rate of about 2% per year since then. Next year, the local high school is closing and this is likely to affect the population of the town as people move away to towns with more schools.

(a) Write down a model of the population of the town for the years 2010 to 2019. Carefully define any variables you use and state any assumptions you make.

(b) Calculate the expected size of the population on January 1st 2020.

(c) The town council wants to work out what will happen to the population once the school closes. They are considering three possible effects:

• Half the families with children of high school age will move out of town immediately. There are 1200 people in families with children of high school age in 2019.

• 10% of the population will move away each year, starting in 2020, because of decreasing opportunities for work in the town resulting from the school closure.

• 100 people who do not like children will move to the town each year once the school has closed and families start to leave. Explain how you would modify the model you wrote down in part (a) to model the population from 2020 onwards. Take account of each of the three effects. Carefully state any assumptions you make.

(d) Use dfield and your model from part (c) to estimate the size the population of the town on January 1st 2025. Include an appropriate printout from dfield to support your answer.

(e) What do you think will happen to the population of the town in the long term? Include an appropriate printout from dfield to support your answer.