Recent orders
Los narcos, El Chapo
Los narcos, El Chapo
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ANNOTATED BIBIOGRAPHY
Beith, M. (2011). The last narco. New York: Grove Press.
This source talks about when El Chapo was born and where he was raised. It gives in details how one journalist went to the area the drug cartels used to operate and the atmosphere of the place. Additionally, it talks about his life in prison, and how he had used his influence and money to manipulate all the staff of the prison, and how he escaped after one guard sneaked him through and the operation that was carried out for his search.
Carlos, J., & Aguiar, G. (2017). “Un encuentro con Kate: el “Un encuentro con Kate: el narco jubilado y el catálogo de narco jubilado y el catálogo de Televisa”, por @jcgaguiar Televisa”, por @jcgaguiar [Ebook] (pp. 1-6). Retrieved from https://openaccess.leidenuniv.nl/bitstream/handle/1887/54787/Aguiar_2017_oeARS18oe. pdf?sequence=1
The article talks about a documentary that was uploaded by Netflix on some interviews that were conducted including that from one actor who had a personal relationship with El Chapo. The documentary is called Narcos, which has some intrigues where it shows on how the police force and the cartels are one thing.
Cieza, D., & Arias Henao, D. (2018). La caída del” Chapo” Guzmán y el debate sobre las funciones ocultas del narcotráfico. Retrieved from http://sedici.unlp.edu.ar/handle/10915/44809
The article talks on how the media blew after the arrest of El Chapo, after him disappearing from prisons in the past. It goes ahead to tell on how the arrest of El Chapo is of ethical importance to both international relations and social science.
Grillo, I. (2018). http://time.com. Retrieved from http://time.com/longform/joaquin-guzman-el-chapo-trial/
From this website, we are told of how El Chapos mother and grandmother talked of how he had toiled as a child and how they hope after this trial he gets to go home. It goes ahead to talk on how his trial started on September after he pleaded guilty.
Hernández, A. (2012). Los señores del narco. Mexico: Penguin Random House Grupo Editorial.The book talks on how El Chapo has had a run with the authorities when he was on run for 13 years before he was arrested again. It goes ahead to talk on how he had a crush with the DEA from his involvement in all drugs trafficking.
Lee, S. (2017). Politics: Pablo Escobar and “El Chapo” Guzman: How 2 of the world’s most powerful and dangerous drug lords compare. Retrieved from https://www.pulselive.co.ke/bi/politics/politics-pablo-escobar-and-el-chapo-guzman-how-2-of-the-worlds-most-powerful-and-dangerous-drug-lords-compare-id6963965.html
From this article, El Chapo is compared to his mentor from their early life to how they ended up controlling the drug market. It goes ahead to talk about the escapes done by El Chapo when he was in prison and on his ongoing trial that started in April 2018.
Loera, J. (2018). Joaquín “El Chapo” Guzmán Loera. Retrieved from https://www.biography.com/people/el-chapo-joaquin-guzman-loera
From the website, the life of El Chapo right from his birthplace and year, it goes ahead to elaborate on his family, where his considered father to 9 children and how some of his sons have taken up the drug cartel after his arrest.
RADDEN KEEFEE, P. (2012). Cocaine incorporated [Ebook]. New York Times. Retrieved from http://sweasel.com/wp-content/uploads/2013/07/How-a-Mexican-Drug-Cartel-Makes-Its-Billions-NYTimes.pdf
From this article, we are introduced to El Chapo’s wife who gave birth to two babies but omitted his husbands name on the birth certificate and we are told on El Chapos drug operations and how he advanced to trafficking drugs with airplanes. The article also tells us on the death of his mentor after being captured by American authorities.
Questions
3. No I did not
4. I just copied some various keywords on both Google and Google scholar, a few articles, websites, books and journals were displayed but I only chose those that were relevant to my project.
5. I have not adjusted the topic, I intend to focus on El Chapos life right from his early life to his continuing trial. I believe his early life played a big role in who he turned to be as the biggest cartel ever in history.
6. I would just need clarification whether the project should center on the early life of El Chapo or his drug life and run with authorities.
Lords
Lords
Student’s Name
Instructor’s Name
Institution Affiliation
Date
It is correct to say that lords were the most important people in Europe in the 1100s, 1200s and 1300s because as political and economic leaders, they were not considered to be performing two different professions at the same time. It was not only money and labor that the lords were able to extract from their peasants; they also had access to a huge variety of other resources. Additionally, they were judges, protectors, and chiefs, to whom people who “held” their land from them or lived on their grounds were tied, separate from any more binding and personal relationships, by a very wide but very genuine responsibility to assist and obey.
However, the Lords were more than a collection of wealthy men’s enterprises; they were a political organization. The chiefs’ authority was not restricted to their “business premises,” as it is in capitalist firms; rather, they had an influence on the people’s whole lives and functioned alongside or even in place of the state and the family’s authority. They had their own law, which was as a rule customary and determined the relationship between subjects and lords, as well as the precise demographic restrictions within which these conventional standards were enforced.
The Lords developed a system called Manorial system, which included compulsory labor and the right for subjects who were occupants on the land to cultivate a portion of their land. In return, they are given land that they may cultivate for themselves. of their land devoted to the lord of feudalism. As well as financial obligations, It was required to bill participants for a number of services, such as road construction and maintenance at specific seasons of the year. When they had finished with all of their hard work, they were able to finally settle down on their own plots of land and enjoy their newfound freedom. Their own self-interest in completing the Lord’s land as fast as possible before returning to work on their own property necessitated the need for oversight and control of their activities.
The Lords provided security for the subjects in that, It was their responsibility to administer and defend the land in order to safeguard it and the people who lived and worked on it. The lords had employed officials in order to guarantee that the villagers were carrying out their responsibilities. Lords also functioned as judges in manor courts, and they had the ability to condemn and punish anyone who defied the laws of their respective counties. In the king’s administration, certain of the king’s lords held important posts. It was common for lords of high rank to fight on their own behalf, or at the very least furnish their superiors with an army of well-trained combatants, during times of strife.
LORD OF THE FLIES Virtual Fruit Fly Lab Introduction
LORD OF THE FLIES: Virtual Fruit Fly Lab Introduction
Fruit flies have long since been ideal organisms to work with while studying genetics. They are easy to keep in a laboratory, have short generation times, and reproduce in large numbers. Fruit flies have 4 pairs of chromosomes, so they are reasonably simple in that regard. These model organisms were the choice of geneticists such as Thomas Hunt Morgan and Alfred Sturtevant; over the last hundred years or so we have learned a substantial amount about eukaryotic genetics from these simple organisms.
In this virtual lab, you will work with several different fly characteristics to, first, replicate the famous experiments of Thomas Hunt Morgan and Alfred Sturtevant. Then, you will determine the inheritance patterns of three other traits by designing and executing your own experiments. You will use a Chi-square Analysis to analyze your data and justify your conclusions.
https://www.sciencecourseware.org/FlyLabJS/
The main screen of the simulation shows how you, the scientist, can design the flies you’d like to cross.
To familiarize yourself with fly terminology, you will examine each design option one at a time. But first, it’s important students understand the definition of “wild-type,” which is an option for each characteristic aside from sex. “Wild-type” is the most common phenotypic expression in nature. So, if you were to catch a fruit fly buzzing about your house, it’s most likely going to be wild-type for all characteristics. Wild-type characteristics are represented with a ‘+’ sign. It’s important to note, though, that wild-type does not necessarily mean that a particular allele is dominant or recessive: it’s the non-mutated, most common version of the characteristic.
The simulation will default to wild-type for each trait unless you choose something else. To choose something else, click the tiny circle to the left of the phenotype you are selecting. To return all characteristics to wild-type, click “reset all” at the bottom.
Click on each of the tabs on the left to explore the different phenotypes for each characteristic.
Let’s practice using some crosses. We will start mono-hybrid crosses, following one trait. For each cross you will examine the F1 generation to determine which allele is dominant and which is recessive, wild type or mutant. You will then mate a female F1 to a male F1 and examine the F2 generation.
The instructions for mating are detailed only for the 1st cross. Follow the steps for other crosses.
Cross # 1
In the simulation, “select fly for mating” a female fly that is wild-type for all characteristics.
Then, under the grayed male fly, click “design fly.” The designer will default to male.
Then, under “wing size” select “vestigial” and then “select fly for mating”.
Double check you’ve not selected something silly (the top should look like this) and then click “Mate Flies”
and then click “Mate Flies”
Your screen will immediately show the results of your cross. NOTE that there are some random processes at play here, so your specific values will not be identical to mine. Here are the results:
Based on YOUR results (not mine) predict which allele is the recessive allele. Justify your prediction.
Based on the answer to question 1, what are the expected ratios for wild type vs. vestigial wing size in the F2 generation. Use a punnett square if you need to.
Experimental Design Review:
In this lab what is your independent variable (what are your changing)?
In this lab what is your dependent variable (what are you measuring as a result of your change)?
To then produce the F2 generation,
1. “Select to Mate” both the male and female,
2. then click “Mate Flies.”
It should give results similar to these (again: slight variations for randomness):
Do the results of your F2 generation support your expected ratios from question #2?
Now, you want to check whether the results obtained “match” your expected results. The simulation has a built-in Chi-Square helper (yay!) but you will still need to do some independent thinking (also yay!). Click on the “Analyze” tab and then check the box toward the top to “Include a test of hypothesis.” If the number of female and male flies with a given phenotype are roughly the same, check the box “Ignore sex of flies” . We will explore this feature later.
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To test the Null hypothesis, you will need to fill out the table that appears with the expected numbers. Using the predicted ratios from above, multiply the total number of flies in the cross. Note this number will be different each time you perform a cross, and different than mine. E.g. if you expected 1:1 ration, you would multiply 1076 by ½ to get the expected # of flies with a given phenotype.48672751201675
On the table it produces, the Chi-squared test statistic is calculated for you, the degrees of freedom are determined, and the level of significance (AKA p-value) is given. Now, before you get all giddy, keep in mind that you will be required to do this sort of analysis on the AP exam using only your calculator and formula sheet, so best make sure you understand what’s going on here before you turn your brain off.
For this reason, you will use the Chi-square value from the table and the degrees of freedom and compare it to the Critical value table below (taken from the Formula sheet you will get on the AP exam) to determine whether you reject or fail to reject the Null.
Make a statement about the Null Hypothesis for Cross #1 (everything you have done with breeding flies so far) and justify it with a comparison between the calculated Chi-Square value and the Critical value for the appropriate degree of freedom.
Cross #2 – Starting with a new set of flies. Mate a wild type female with a male who’s wing size – apterous
Based on your results predict which allele is the recessive allele. Justify your prediction.
Based on the answer to question 5, what are the expected ratios for wild type vs. apterous in the F2 generation. Use a punnett square if you need to.
Make statement about the Null Hypothesis for Cross #2 and justify it with a comparison between the calculated Chi-Square value and the Critical value for the appropriate degree of freedom.
Let’s make it interesting with Cross # 3.
Starting with a new set of flies. Mate a wild type female with a male with white eye color.
Based on your results predict which allele is the recessive allele. Justify your prediction.
Based on the answer to question 8, what are the expected ratios for wild type vs. white eyes in the F2 generation. Use a punnett square if you need to.
Cross the F1 flies to obtain your F2 generation. Paste an image of the results here. What do you notice?
Can you offer a possible explanation of your results?
Write out the genotype of the F1 parents (based on your hypothesis from #8). What cross(es) can you perform with the F1 flies (other than to each other) that would help confirm the genotypes?
You just performed the original Thomas Morgan cross, the one that led to the discovery of gene linkage.