Biology in Daphnia

Biology in Daphnia Essay Teachers Guide. qxd 25/1/08 8:00 Page 1 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Purpose †¢ †¢ To investigate the effect of caffeine on the heart rate of Daphnia (water fleas). To highlight experimental and investigative assessment objectives. Safety Any student known to suffer from photosensitive epilepsy should be warned before a stroboscopic light is used. Flickering lights in the range 5–30 Hz are thought to trigger seizures in sensitive individuals. Notes on the procedure The student sheet that accompanies this activity guides students through planning and writing up this investigation. After students plan the investigation their plans can then be discussed with the group. To support less able students, or to help with the organisation of practical work for a large group, students could be given the practical procedure at the end of these notes (see page 3). It provides a basic outline and will need to be read by students before starting the practical with decisions and modifications made as appropriate. The procedure is for a simple experiment; more able students could complete a more complex experiment using serial dilutions, with several Daphnia used at each concentration. Note that high concentrations of caffeine can be fatal for Daphnia. The Daphnia hearts are fairly easily seen but counting the number of beats can be difficult. Counting is easier if each heartbeat is recorded by tapping a pencil on a piece of paper and counting up the pencil marks after the specified time. In addition, cooling the Daphnia before the experiment may help slow their heart rate. An ICam above the eye-piece of the microscope to project an image of the slide onto a large screen may also help with counting. Foster, in the Journal of Biological Education (1997) 31, pp. 53–255, provides a method using a stroboscope to freeze the motion. Use of the stroboscope may overcome the problems of counting faster heart rates. However, we would not recommend this method. Positioning the light sources and strobe is tricky. It is very difficult to freeze the motion and viewing with a strobe light can cause eye strain and dizziness. A simpler approach is to count the rate at which the legs beat. This rate is proportional to the rate at which the heart beats. A dissecting microscope with a light source under the stage works well for this experiment. To prevent the Daphnia from overheating while on the microscope turn off the microscope light between observations and use a heat sink – a cavity tile filled with iced water placed on the microscope under the slide. Using pond water/Daphnia culture solution is recommended for both the control group and to dissolve the caffeine as this may give more valid results and be less stressful to the Daphnia. In distilled water the heart rate may rise due to lack of oxygen. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 1 Teachers Guide. qxd 5/1/08 8:00 Page 2 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? In the trial of the experiment caffeine was used at 0. 1% and 0. 5% w/v with no ill effect. At 1% the Daphnia stopped swimming after 5 minutes. It is suggested that a ‘blind’ study is done. This means that the person counting the heart rate is unaware as to whether th e Daphnia is in water with or without caffeine. It has been shown that observer expectations influence the result. It is difficult to get clear-cut results from this experiment and significant differences between treatments may not be found. The sets of results below indicate the sorts of results that can be expected. It should be impressed upon students that it does not matter if they do not get differences between treatments. Indeed, the experiment provides plenty of opportunity to evaluate critically the technique used and really focus attention on the experimental skills aspect of this activity. Experiment 1 Daphnia were cooled on ice before the experiment. Beakers containing Daphnia in pond water were put on ice for about half an hour. This had the effect of slowing the heart rate and thus facilitating counting. The temperature of the pond water in which the Daphnia were swimming fell to about 5 oC. A single Daphnia was placed in a beaker containing test solution for 5 minutes: either pond water or pond water + 0. 5% caffeine. After the 5 minutes, the Daphnia (in a few drops of test solution) was transferred to the slide for measurement of heart rate. Each individual was counted for 4 _ 30 seconds. A blind counting method was used. Overall means: Caffeine – 173 beats per minute Control – 172 beats per minute There were no immediately observable ill effects of caffeine at this concentration (0. 5% w/v). Experiment 2 READ: Translation lost from the Novel to the Movies EssayThe experiment was conducted at room temperature. A single Daphnia was transferred to the slide. A paper towel was used to remove the pond water from the slide. A few drops of test solution – either pond water or pond water + 0. 5% caffeine – were dripped onto the Daphnia. The clock was started immediately and the heart rate recorded for 15 seconds at 2, 4, 6, 8 and 10 minutes. An ICam was used to facilitate counting. The results from the two experiments do not show that caffeine increases heart rate in Daphnia. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. Teachers Guide. qxd 25/1/08 8:00 Page 3 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Table 1 Results for Experiment 1 Treatment Heart rate/beats 30 s-1 Trial 1 Trial 2 85 84 86 91 87 70 101 75 98 91 Trial 3 81 78 86 93 90 73 74 98 85 Trial 4 88 82 84 99 90 74 85 100 94 Mean 85 82 85 93 88 70 91 81 97 90 Mean for individual Beats min-1 Caffeine Caffeine Caffeine Caffeine Caffeine Control Control Control Control Control 87 83 84 89 86 62 81 88 93 89 170 164 170 186 176 140 182 162 194 180 Table 1 Results for Experiment 1 Source: Hardie and Tranter (1983) Biology Practicals: Teacher’s Guide Number of heartbeats in 15 seconds Length of time in solution/minutes Treatment Caffeine Caffeine Caffeine Caffeine Mean Control Control 2 49 54 54 59 54 57 58 4 53 54 59 65 58 55 60 6 49 57 55 64 56 59 54 8 44 51 61 68 56 50 58 10 48 55 64 62 57 58 60 3 Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. Teachers Guide. qxd 25/1/08 8:00 Page 4 Technician A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Purpose To investigate the effect of caffeine on the heart rate of Daphnia (water fleas). This is an activity that students may plan themselves. There is also a support sheet giving a suggested method. The list below gives the apparatus and approximate quantities needed for the suggested method. However, students may ask for things outside of this list. Requirements per student or group of students Culture of Daphnia Notes †¢ Daphnia may be killed by chlorine in tap water. Any tap water used should be left to stand for 24 hours first to let the chlorine dissipate. †¢ Allow at least nine Daphnia per student or pair. They should be unharmed by the activity, but may need too long to recover after the caffeine to use the same one for different concentrations in the same practical. They can be bought from an aquarist or Blades Biological Supplies. †¢ To catch them use a plastic pipette with the tip cut off to make it wider. Goldfish enjoy disposing of Daphnia. †¢ This will stop them getting mixed up with the ‘fresh’ ones. †¢ Students can wash and reuse the slides if needed. Container for ‘used’ Daphnia 6 cavity slides Approximately 5 (0. 5%) cm3 caffeine solution †¢ †¢ †¢ †¢ Dissolve 0. 5 g caffeine in 100 cm3 water. Instant coffee can be used. Make up the solution with culture water or distilled water. Students will need to dilute this to make weaker solutions. If time is limited it may be easier to provide made-up solutions of 0. 25%. (Consult with the teacher/lecturer – they may prefer to use more concentrations, e. g. 0. 1%, 0. 2%, 0. 3%, 0. 4% if time permits. ) Cotton wool †¢ Students will only need a small amount – about as much as is in a single cotton wool ball will supply the whole class. They put a few strands on the slide to stop the Daphnia moving. 3 dropping pipettes 5–10 cm3 distilled water or water from the Daphnia culture Test tubes/small beakers Small measuring cylinder or 5 cm3 syringe Approximately 100 pond water cm3 distilled or †¢ For adding to the Daphnia during the experiment. For students to collect or mix their caffeine solutions in. They will need more if they are doing more concentrations. †¢ For making dilutions of caffeine solution. †¢ For making dilutions of caffeine solution. Amount required will depend on the dilutions made Stopclock Paper towels or filter paper Micros cope Stroboscope †¢ For use at low power. Some centres find that it is useful, if available, to use a microscope-mounted video camera to show students the heart. †¢ If this is available, it can be used to get a more accurate measure of how fast the heart is beating, but is not recommended. Safety Important! Stroboscopes can trigger epileptic fits in some people. Anyone known to be susceptible should be warned. Background lighting should be retained and exposure times minimised. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 4 Teachers Guide. qxd 25/1/08 8:00 Page 5 Student A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Purpose To investigate the effect of caffeine on the heart rate of Daphnia (water fleas). Safety READ: Virgil's Aeneid EssayIf a stroboscope is used to show the Daphnia’s heart rate and you know you suffer from photosensitive epilepsy tell your teacher and take appropriate precautions. Caffeine Plants produce caffeine as an insecticide. Cocoa in South America, coffee in Africa and tea in Asia have all been used for hundreds of years to produce ‘pick me up’ drinks containing caffeine. These days, caffeine is also used as a flavour enhancer in a wide range of cola and other soft drinks. In addition, it has medicinal uses in aspirin preparations, and is found in weight-loss drugs and as a stimulant in students’ exam-time favourites like Pro-plus and Red Bull. At high levels of consumption caffeine has been linked to restlessness, insomnia and anxiety, causing raised stress and blood pressure. This can lead to heart and circulation problems. Procedure Making a hypothesis What do you think will be the effect of caffeine on the heart rate of water fleas? Write down your ideas and support your prediction by presenting biological knowledge which supports the idea. You now have an idea (hypothesis) to test. Planning The beating heart of a water flea can be seen through its translucent body, by placing the flea in a few drops of water in a cavity slide. A cover slip helps stop the water evaporating. The following equipment will be available: †¢ †¢ †¢ †¢ †¢ Culture of Daphnia (water fleas) Cavity slides Dropping pipettes Distilled water Caffeine tablets †¢ †¢ †¢ †¢ †¢ Cotton wool Standard glassware (beakers, measuring cylinders, etc. ) Stopclock Paper towels or filter paper Microscope Produce a detailed plan for an experiment that allows you to test your hypothesis about the effect of caffeine on the heart rate of water fleas. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 5 Teachers Guide. qxd 25/1/08 8:00 Page 6 Student A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? In your plan, make sure you include the following: †¢ Select suitable apparatus that will give you measurements which will validly test your hypothesis. Explain why the apparatus is suitable and how the results will let you test the hypothesis. Include a risk assessment, identifying any risks and explaining any safety precautions that need to be taken so as to reduce those risks. Comment on the ethical issues that arise from using living organisms in the experiment and explain how these will be taken into account in the practical method used. Identify the dependent and independent variables, and indicate how relevant variables will be controlled. Show how you will ensure that reliable and valid results are produced, and describe what you will do to ensure that measurements are precise, accurate and repeatable. Identify any potential errors in readings that can be systematic (values differing from the true value by the same amount) or random (values equally likely to lie above or below the true value). †¢ †¢ †¢ †¢ †¢ Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 6

FRESHPLUS SUPERMARKETS Research Paper Example | Topics and Well Written Essays - 1250 words

FRESHPLUS SUPERMARKETS - Research Paper Example The planning of business operations in a successful manner is important for higher productivity (Jacobs and Chase, 2011). Every morning the previous day’s workings are analysed by the manager and this way the manager is well aware of the status of work progress of the supermarket. By conducting a check on the previous day’s sales, the manager accordingly plans the task for the current day. All issues that were present in the previous day’s working that took place in his absence are addressed by the manager and the way it was handled is reviewed by the manager. After reviewing these tasks, the manager then takes a round in the supermarket and visits the shop floor and the morning staff and asks if they have any problems or any issue that they want to discuss. He asks the employees if everything is working in order and also about if they require anything of any sort for conducting their job properly. The manager’s future planning regarding his job role is that he wants to continue working as a store manager for further two years and then he would like to get promoted to a higher level. He would like to get promoted in the head office as a CEO or General Manager of Freshplus Supermarkets in future. Mr Mohamed Buday has planned his future career on a 5 year timeline and he has sets his personal goals and objectives so that he accomplishes his future career plan. He has organized his priorities according to the level of importance and follows it accordingly. Organising is another major function of management and this is one of the most critical functions as through proper planning and organising of tasks, further work can be progressed (William and McWilliams, 2010). For achieving the goals successfully, the manager needs to organise all work tasks in a systematic manner and accordingly assign tasks to each employee so that productive results can be attained. The organising of tasks and employees

Political Science Essay Example | Topics and Well Written Essays - 500 words - 11

Political Science - Essay Example Frederick Douglass defined the celebration of the Fourth of July from the point of view of an African American in his 1852 speech at Rochester, New York. At that time, slavery of African Americans was at its peak and he was the first to address the feelings true of an American Slave toward the celebration of Fourth of July as he sees t as â€Å"mere bombast, fraud, deception, impiety, and hypocrisy [†¦covering] up crimes which would disgrace a nation of savages† (Douglass). The Declaration of Independence was not only about getting independence from the Kingdom of Great Britain but was also about freedom, equality, and liberty. The members of the Continental Congress firmly believed that â€Å"all men are created equal† and thus have certain â€Å"unalienable rights† including those of â€Å"life, liberty, and the pursuit of happiness† (Digital History). They made it clear in the declaration that it is the responsibility of the government to secure these rights of every American citizen and should a government fail to do so, or becomes a threat itself, the people have the right to â€Å"alter or to abolish it, and to institute new Government†(Digital History). These are the foundations that were laid by the forefathers of America and this is where the true meaning of Fourth of July lies. In a study conducted by the National Assessment of Educational Progress in 2011, it was found that only 25 per cent of fourth grade students were aware of the purpose of Declaration of Independence while 26 per cent of the total adults surveyed by a public opinion institute were not aware of the fact that America gained independence from the Kingdom of Great Britain (Shammas). It is clear from this survey that the true spirit of Fourth of July is dying. For me, Fourth of July is still about freedom, liberty, and pursuit of happiness not just for myself, but for all the Americans. Unfortunately, the speech made by Frederick Douglas is still true today as not all

Graduation Speech: We Are the Future :: Graduation Speech, Commencement Address

Today is our first day of being the leaders, doers, and problem solvers of the future. Those who persevere, who give it their all and approach each day with optimism will ultimately meet success and happiness. Of course, there will be many a failure on that windy road of life, but with dedication, we can do anything and make any dream come true. But, as we grow older and encounter success, we must not forget those who have had it rough, whose lives may have hit some potholes on the way, and we must take care of those who need a helping hand. As each of us leaves our mark on the world, be generous and be happy, and always remember the good times, good friends, and lessons learned at Marefat. Being Marefat's first graduating class to complete all four years, one can say we've acquired a higher level of school wisdom than any previous class. We've formed traditions, we've set records, and we've made a lot of friends along the way. I remember our freshman year when we could use the excuse of being a new school for every shortcoming we encountered. I remember our sophomore year, the last time I cleaned my bedroom, when Marefat had its first senior class, and the school seemed to shrink for some reason. Last year we were the juniors, and we conquered the SAT tests: And made it through those busy days where you hadn't quite found room in your schedule to pencil in a bathroom break, dinner or sleep. Well, this year we were the kings and queens, there was Star Wars, Starbucks, and a certain football team lost its winning streak to the mighty Knights. Looking back we can see our accomplishments and the marks we made. Now, we must take all that we have learned in our years at Mare fat and apply it to our future. Just as we have set traditions here, we must enter the world ready to tackle new problems and work out new solutions. We are the ones who can break all of those records that have been set, and have our names etched in history. It's our turn -- the world is ours and we just have to decide what we want to do with it. Throughout our successful lives, though, we can't forget those who struggle and we can't forget to take care of our families and community.

Psychology of Human Sexuality

65 million people are living with an incurable STI (Sexually Transmitted Infection) in the United States. This is an extremely high number which includes many different types and forms of diseases. Some are curable and others are not. So this is a huge problem in the USA and all over the world that I had no idea about or put much thought into. It is incredible the outstanding number of people with STI’s and the growing rate. This truly is in every sense of the word a pandemic as referred to in the book. I will discuss a few things from this chapter about STI’s that I found most interesting besides the STI’s themselves that almost made me hurl due to some of the graphic pictures. Some issues that are related and need to be learned include the lack of symptoms, lack of accurate information, unhealthy sexual emotions and attitudes, poor sexual communication, and substance abuse and its relation to STI’s. All of the above mentioned things I will discuss are important to me because they are risk factors that I needed to learn and be aware of. For example, not all STI’s have symptoms or show signs of physical problems such as rashes or a discharge. Most sexual transmitted infections have symptoms that are often absent. That is scary due to the fact people may not know they are infected and maintain their normal sexual activity with no knowledge of infecting others. This is a huge problem to me because it’s not like people carry their results with them of their last STI test results. In my case I get tested in 3 days due to the fact ignorance is bliss and I don’t want to be irresponsible in my actions. I also think that some people don’t get tested for the mere fact they just don’t want to know even if they have been involved in risky sexual behaviors. Asymptomatic means that symptoms may not be produced at all. Not know if you are infected and affecting others leads to a bigger problem because most STI’s leads to greater health problems down the road. A sexual act of of love or lust can turn into a nightmare. Lack of knowledge is a huge risk factor because the number of our youth participating in sexual activities is indeed increasing. They partake in oral sex and think it is ok because pregnancy can’t occur. However, being one of these ignorant kids’ years ago myself I didn’t know that oral sex increases the chances of STI’s or what an STI was. Especially, these hormone and sexually driven kids don’t care or have the knowledge of knowing the ease at which STI’s can spread through sexual activity and oral sex, or even the lack of knowing how severe this problem can occur. I’ve heard a lot of my friends say oh man I just got tested after I hooked up with that slut and I’m clean, guess I dodged a bullet. It is a complete joke and the severity of these issues is not driven home properly. Sexual emotions and attitudes are something I have learned to be true. I know a lot of girls who were told sex is bad by their parents and they seemed to take it out on their college exploits. Avoiding the safe sex talk and that sex is not a horrible thing when handled correctly can lead to better understanding and decision making by the child. Also, the the fear and stigma of people who have STI’s or don’t want to be tested for fear they might have one creates more issues for them and may lead to them not telling their partner out of shame and embarrassment. This I thought I knew but this chapter justified that thought. I for sure learned that sexual communication is important for a healthy sexual relationship. It is healthy for my relationship and makes things more comfortable and easy. I learned that not just condoms and knowledge are important in preventing STI’s, but communication has an essential role as well. Parents must discuss safe sex with their children and openly discuss sexual matters due to the fact it is normal eventually inevitable. Talking to your partner about being tested or that you have an STI is the responsible thing to do. I knew that substance abuse had to play a role in increasing the chances for the spread of STI’s. it only makes sense due to the fact we all know what it feels like to be under the consumption of alcohol where our morals and principles go at that point. Things become more in the moment as mentioned in the book and risky sexual behavior is more likely to occur. For example, I know a lot about this from attending San Diego State University a big party school in California, but the statistics provided in the book that 1 in 5 teens reports having unprotected sex while under the influence of drugs and lcohol just solidifies that theory. I learned a lot and was shocked about the STI pandemic and all the issues related such as the lack of information and health risks associated with it. This really does scare me to know that my previous partners could have unknowingly passed an STI to me. I was tested before my girlfriend and I started dating but I will get tested again in three days just to be sure. It is really important to do so and people should be made aware of the severity and problems related to STI’s followed by knowledge and prevention methods. I am thankful for this class and my newfound knowledge.

Pigs - The Domestication History of Sus Scrofa

The domestication history of pigs (Sus scrofa) is a bit of an archaeological puzzle, in part because of the nature of the wild boar that our modern pigs are descended from. Many species of wild hog exist in the world today, such as the warthog (Phacochoreus africanus), the pygmy hog (Porcula salvania), and the pig-deer (Babyrousa babyrussa); but of all the suid forms, only Sus scrofa (wild boar) has been domesticated. That process took place independently about 9,000-10,000 years ago in two locations: eastern Anatolia and central China. After that initial domestication, pigs accompanied early farmers as they spread out of Anatolia to Europe, and out of central China to the hinterlands. All of the modern swine breeds today — there are hundreds of breeds around the globe — are considered forms of Sus scrofa domestica, and there is evidence that the genetic diversity is decreasing as cross-breeding of commercial lines threatens indigenous breeds. Some countries have recognized the issue and are beginning to support the continued maintenance of the non-commercial breeds as a genetic resource for the future. Distinguishing Domestic and Wild Pigs It must be said that it is not easy to distinguish between wild and domestic animals in the archaeological record. Since the early 20th century, researchers have segregated pigs based on the size of their tusks (lower third molar): wild boars typically have broader and longer tusks than domestic pigs. Overall body size (in particular, measures of knucklebones [astralagi], front leg bones [humeri] and shoulder bones [scapulae]) has been commonly used to differentiate between domestic and wild pigs since the mid-twentieth century. But wild boar body size alters with climate: hotter, drier climates mean smaller pigs, not necessarily less wild ones. And there are notable variations in body size and tusk size, among both wild and domestic pig populations even today. Other methods used by researchers to identify domesticated pigs include population demography  Ã¢â‚¬â€ the theory is that pigs kept in captivity would have been slaughtered at younger ages as a management strategy, and that can be reflected in the ages of the pigs in an archaeological assemblage. The study of Linear Enamel Hypoplasia (LEH) measures the growth rings in tooth enamel: domestic animals are more likely to experience stress episodes in diet and those stresses are reflected in those growth rings. Stable isotope analysis and tooth wear can also give clues to the diet of a particular set of animals because domestic animals are more likely to have had grain in their diets. The most conclusive evidence is genetic data, which can give indications of ancient lineages. See Rowley-Conwy and colleagues (2012) for a detailed description of the benefits and pitfalls of each of these methods. In the end, all a researcher can do is look at all of these available characteristics and make her best judgment. Independent Domestication Events Despite the difficulties, most scholars are agreed that there were two separate domestication events from geographically separated versions of the wild boar (Sus scrofa). Evidence for both locations suggest that the process began with local hunter-gatherers hunting wild boars, then over a period of time began managing them, and then purposefully or unconsciously keeping those animals with smaller brains and bodies and sweeter dispositions. In southwest Asia, pigs were part of a suite of plants and animals that were developed in the upper reaches of the Euphrates river about 10,000 years ago. The earliest domestic pigs in Anatolia are found in the same sites as domestic cattle, in what is today southwestern Turkey, about 7500 calendar years BC (cal BC), during the late Early Pre-Pottery Neolithic B period. Sus Scrofa in China In China, the earliest domesticated pigs date to 6600 cal BC, at the Neolithic Jiahu  site. Jiahu is in east-central China between the Yellow and Yangtze Rivers; domestic pigs were found associated with the Cishan/Peiligang culture (6600-6200 cal BC): in Jiahus earlier layers, only wild boars are in evidence. Beginning with the first domestication, pigs became the main domestic animal in China. Pig sacrifice and pig-human interments are in evidence by the mid-6th millennium BC. The modern Mandarin character for home or family consists of a pig in a house; the earliest representation of this character was found inscribed on a bronze pot dated to the Shang period (1600-1100 BC). Pig domestication in China was a steady progress of animal refinement lasting a period of some 5,000 years. The earliest domesticated pigs were primarily herded and fed millet and protein; by the Han dynasty, most pigs were raised in small pens by households and fed millet and household scraps. Genetic studies of Chinese pigs suggest an interruption of this long progress occurred during the Longshan period (3000-1900 BC) when pig burials and sacrifices ceased, and previously more or less uniform pig herds became infused with small, idiosyncratic (wild) pigs. Cucchi and colleagues (2016) suggest this may have been the result of a social-political change during the Longshan, although they recommended additional studies. The early enclosures used by Chinese farmers made the process of pig domestication much faster in China compared to the process used on western Asian pigs, which were allowed to roam freely in European forests up through the late Middle Ages. Pigs Into Europe Beginning about 7,000 years ago, central Asian people moved into Europe, bringing their suite of domestic animals and plants with them, following at least two main paths. The people who brought the animals and plants into Europe are known collectively as the Linearbandkeramik (or LBK) culture. For decades, scholars researched and debated whether Mesolithic hunters in Europe had developed domestic pigs prior to the LBK migration. Today, scholars mostly agree that European pig domestication was a mixed and complex process, with Mesolithic hunter-gatherers and LBK farmers interacting at different levels. Soon after the arrival of LBK pigs in Europe, they interbred with the local wild boar. This process, known as retrogression (meaning successful interbreeding of domesticated and wild animals), produced the European domestic pig, which then spread out from Europe, and, in many places replaced the domesticated Near Eastern swine. Sources Arbuckle BS. 2013. The late adoption of cattle and pig husbandry in Neolithic Central Turkey. Journal of Archaeological Science 40(4):1805-1815.Cucchi T, Hulme-Beaman A, Yuan J, and Dobney K. 2011. Early Neolithic pig domestication at Jiahu, Henan Province, China: clues from molar shape analyses using geometric morphometric approaches. Journal of Archaeological Science 38(1):11-22.Cucchi T, Dai L, Balasse M, Zhao C, Gao J, Hu Y, Yuan J, and Vigne J-D. 2016. Social complexification and pig (Sus scrofa) Husbandry in ancient China: A combined geometric morphometric andiIsotopic approach. PLOS ONE 11(7):e0158523.Evin A, Cucchi T, Cardini A, Strand Vidarsdottir U, Larson G, and Dobney K. 2013. The long and winding road: identifying pig domestication through molar size and shape. Journal of Archaeological Science 40(1):735-743.Groenen MAM. 2016. A decade of pig genome sequencing: a window on pig domestication and evolution. Genetics Selection Evolution 48(1):1-9.Krause-Kyora B, Makarewicz C, Evin A, Girdland Flink L, Dobney K, Larson G, Hartz S, Schreiber S, Von Carnap-Bornheim C, Von Wurmb-Schwark N et al. 2013. Use of domestic pigs by Mesolithic hunter-gatherers in northwestern Europe. Nature Communications 4(2348).Larson G, Liu R, Zhao X, Yuan J, Fuller D, Barton L, Dobney K, Fan Q, Gu Z, Liu X-H et al. 2010. Patterns of East Asian pig domestication, migration, and turnover revealed by modern and ancient DNA. Proceedings of the National Academy of Sciences 107(17):7686-7691.Lega C, Raia P, Rook L, and Fulgione D. 2016. Size matters: A comparative analysis of pig domestication. The Holocene 26(2):327-332.Rowley-Conwy P, Albarella U, and Dobney K. 2012. Distinguishing Wild Boar from Domestic Pigs in Prehistory: A Review of Approaches and Recent Results. Journal of World Prehistory 25:1-44.Wang H, Martin L, Hu S, and Wang W. 2012. Pig domestication and husbandry practices in the middle Neolithic of the Wei River Valley, northwest China: evidence from linear enamel hy poplasia. Journal of Archaeological Science 39(12):3662-3670.Zhang J, Jiao T, and Zhao S. 2016. Genetic diversity in the mitochondrial DNA D-loop region of global swine (Sus scrofa) populations. Biochemical and Biophysical Research Communications 473(4):814-820.

A Compare and Contrast of Horror and Science...

The good thing about films is that we not only have the opportunity to choose from a wide selection of different genres, but also compare them and understand their purpose in the world. The Horror genre has used the basic principles throughout time, and as a result, films of this type have not proven to be as timeless as another genre: Science Fiction/Fantasy. At first, these two genres might at times seem similar as they have at several occasions been blended together, but their basic, common theme serves different meanings about humans. I shall compare and contrast these two genres and focus on both classic films and modern films. From the Horror genre perspective I shall discuss Psycho (1960) and The Mist (2007), while in the Science Fiction/Fantasy genre I will examine 2001: A Space Odyssey (1968), Pan’s Labyrinth (2006), and Serenity (2005). 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The rising popularity of crime fiction through the Golden Age into the late 19th and early 20th century, has contributed to the sidekick turning into a fundamental element of this genre. Modern depictions of theRead MoreFrankenstein Study Guide14107 Words   |  57 PagesTHE GLENCOE LITERATURE LIBRARY Study Guide for Frankenstein by Mary Shelley i To the Teachern The Glencoe Literature Library presents full-length novels and plays bound together with shorter selections of various genres that relate by theme or topic to the main reading. Each work in the Library has a two-part Study Guide that contains a variety of resources for both you and your students. Use the Guide to plan your instruction of the work and enrich your classroom presentations. InRead MoreEssay on Buffy the Vampire Slayer5067 Words   |  21 PagesBuffy the Vampire Slayer Mentors feature prominently in the Gothic genre. From Dr Van Helsing in Bram Stokers Dracula, who leads the young heroes into their quest to annihilate the Count, to Rupert Giles, the Watcher in Buffy the Vampire Slayer, older and more experienced adults have provided essential guidance for the younger protagonists of the genre. The differences in media of expression and the subsequent adaptations from novel to television series has not affected the presence of thisRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagess Essais sur la signification au cinema, volume 1, was published by Editions Klincksieck in 1971,  © Editions Klincksieck, 1968. ÃŽËœThe paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. To George Blin, Profesor at the Collà ¨ge de France, whithout whom none of these pages would have been started. CONTENTS A Note on the Translation by Bertrand Augst, ix Preface