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Special Offer
$169.34 Save $10.35
Call (888) 651-9785
You are never too old to go on these Ziplines and experience a fantastic adrenaline rush - I am 61 years old!!!
The team are very professional and friendly.They have what feels like the best comedy act I have ever come across and will keep you entertained from start to finish.
You can bring your own Go Pro however they will provide you with photographs which you can buy at the end of the experience.You will be transported up the hill and then you will have to walk a bit of a climb to the Ziplines. Dont worry they go at the right walking pace and provide plenty of breaks for drinking water. Tip- Go to the loo in their club house before you go up there.
The scenery is breathtaking and do expect to feel nervous!They will talk you through everything and put you at ease.
If you are feeling that life is dull and boring and you need an adventure...... well try this!!! You will LOVE it!! My husband and I thoroughly recommend it.
Loved this tour! Guides were so much fun and kept us on our toes all the time. Views were astonishing. Safe equipment. Be ready for a good workout. Hotel pick up and drop off was timely. Highly recommend.
Did this tour with my boyfriend last week and would recommend it so much! We got picked up on time and our driver Steve was really friendly and laid back. It took about half an hour to 40 minutes to get to Boulder City from Vegas and we were lucky as it was us and just one other couple doing the ziplines, which was perfect as there is only 4 ziplines in total on each run. Neither of us had done a zipline like this before, so didn't really know what to expect but it was so much fun! Our guides Zac, Rob and Kenna were all very funny and laid back too but were also strict on safety, so was a good mix. Definitely made us feel at ease and confident about doing it. You have to hike up to the first run and carry your trolley with you which was quite heavy, luckily we were doing it in the winter and not in the summer! But after that you just zipline across to each run and it's so simple. It took us just over an hour to do the four runs and then we drove back to the offices to drop the equipment off and then headed back to Vegas.
All in all was a really fun tour and we wanted to redo it straight after! Will definitely be returning when we're next in Vegas, can't recommend enough.
Great fun, awesome experience and fantastic views, definately recommend it.
Excellent tour with a very dynamic and witty team. Fantastic views, high safety standards and first and foremost: FUN
This trip was fantastic. We were picked up on time, taken to and from the hotel and the team were amazing. They had good humour and were cautious with regards to safety. Having booked the trip without my boyfriend knowing, .he was a little apprehensive but we both had so much fun!
Amazing experience and view. The guides were fun and made everyone feel extremely comfortable. I will totally be back again!!!
Awesome experience and would highly recommend
Great trip. Pilot very knowledgable about points on the trip. Colorado River experience breathtaking looking up out of the canyon. Enjoyed Skywalk experience. Recommend this trip to everyone.
This tour was so much fun.
the staff keghan, John and rob made this tour. They were so funny and made is such a good trip, even when we got stuck on line 3, all seem very experienced.
Would recommend anyone to this trip.
Great great fun.
Best time EVER! I was concuring my fear of heights. These men were amazing. We will be doing it again each time we are in Vegas. Wonderful bunch of guys.
Everything about this tour was amazing! I was extremely nervous at first but the crew made us feel very comfortable and safe. They joked the entire time which put me at ease. Tyler and Speedbump were hilarious. They thoroughly entertained our group. I will definitely be back again!!!
Great location. Wonderful people.
This was amazing!! Our guides Rob, Nick, and Levi were awesome! The view was amazing! We were very safe and the guys made us laugh! I had broke my hand 5 days before our trip and the guys did a great job taking care of me. Thanks from Chicago and Tracey. We will be back for sure! Must do!!!
This was just a fantastic tour. Well worth the money we spent. it was a great time.
A great tour to get away from hustle and bustle of the Strip. Billy, Brady and Jason kept the group entertained the ENTIRE 4 hours the group was taken away to enjoy the afternoon. Lots of info to take in as a local, AND as a tourist about how Bootleg Canyon came to be attraction it is today, however, info is nothing short of hilarious. A choice to consider if a few seconds of a zip from the Fremont street or the Rio is not enough for you. This will not be the last time I enjoy this tour.
Kelsey D USA
Blake and the gang were awesome. They kept the mood light and the times we weren't zip lining entertaining. Definitely worth going! The views are amazing and the experience one of a kind!
Mykie USA
I was a bit nervous at first because I had never ziplined before but each member of the team was friendly, funny, and helped but your mind at ease! I felt 100% safe and in good hands the whole way. There are four different lengths/speeds of line over the entire experience and I had an absolute blast and already wanted to go around again after I reached the end. I would definitely do this again and look forward to more ziplining in other locations in the future!
Krystal W United States of ...
Such an adrenaline rush! This tour is one of my favorites in Las Vegas. The staff is incredible and extremely helpful!
The view was amazing. I had never ziplined before. Although I was hesitant at first in the morning, the crew made me feel safe. They absolutely knew what they were doing and made the experience fun. I had confidence in the crew and the equipment.
Great zipline! The staff were all friendly and knowledgeable. I would definitely do this zipline again.
I absolutely loved every second of this. I scheduled a 10:00 tour and was picked up at the Excalibur at 9:00 totally worth it for the free transportation. After a safety lesson and short drive in a school bus all part of the adventure there's about a fifteen minute hike and then the zip lining begins. The views were amazing and it was such an adrenaline rush. There are four zip lines all together, the longest about a half mile long. Such an amazing morning, I would definitely recommend this to anyone who enjoys adventurous activities!
My friend and I had an awesome time on the zipline tour. The guides were a lot of fun, but also made everyone feel safe. I highly recommend this experience. Just bring a jacket if you're going in winter time :
A great way to spend the afternoon outside of Las Vegas, amazing view of the Strip, and friendly staff.
This was truly an amazing experience, the guides Jason, Brady and Kenna were awesome and funny. The drive up and the hike was fantastic. It was so much fun and despite my fear of heights the guides made it feel so safe and fun. I will certainly go again.
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Sara Jay & Ethan Hunt - My Friends Hot Mom (April 14, 2014) [HD 1080p]
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Prairie Village Lawyer, Kansas
Donald Thomas Taylor✓ VERIFIED
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Donald Taylor is a practicing lawyer in Kansas City, KS. He specializes in personal injury and workers'... (more)
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- Details
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DETAILSYou can't argue with the facts: more women choose the Burton Mint than any other snowboard boot. Whether riding a few times a week or a few times a year, a boot that keeps you warm and happy is essential. For this reason, we up the comfort with Sleeping Bag reflective foil to defy cold weather by capturing and radiating body heat back at you. Mainstays like Burton's exclusive Total Comfort give you a fit that feels perfectly broken in right out of the box. One of the softest, most forgiving women's boot Burton makes, the Mint's proven security is sure to keep you happy after hours of on-hill action.
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********Houston, TEXAS*********
Hey, is there anyone here from or around Houston Texas. My husband and I am looking for like minded people in the area so we can get to know them without being judged from people who don't understand our life style choice. Also, does anyone know of any "in person" or face to face meetings. Thanks guys!!!!:)
East texas here!
Moving to Houston
We are moving to Houston and will be visiting between now and then. We would love to meet like minded folks and network. Ultimately, we're looking for a woman to date and eventually add a sister wife to our family.
hi there! houston here!! would LOVE to get to know people that understand our lifestyle. We are new to polyamory and have been struggling but making it through!
LaPorte here A small quite gem of a town on the East side of Houston.
Oh wow... We are in Clear Lake! I went to LaPorte Highschool :)
I attended Pasadena High and my Lady is from Washington, St. We moved here about 6 years ago.
Couple new to Polyamory?
My fiance John and I just moved to La Marque from NC, and we're looking for another female for our loving relationship. :)
I live in Dayton and am going to school over near Clear Lake. My boyfriend, his fiancee and I all live together. I am fairly new to Poly and they are new to the area, we would all love to meet other poly couples nearby.
There is a local poly group in Houston - check out http://lists.polyamory.org/listinfo....-polyamory.org for details.
Good luck!
|All times are GMT. The time now is 11:50 AM.


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Private In-Home and Online Chemistry Tutoring in Warwick, RI
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Santens names first manufacturing veep
June 19, 2003,
Anderson, SC — Santens of America, a domestic manufacturer of bath, beach and seasonal towels, has appointed Desie Foushee to the new position of vp, manufacturing.
Foushee comes to Santens from domestic rug manufacturer Orian Rugs, also based here, where he was vp of operations.
"We needed to bring these two areas together to make our facilities run more cohesively," Jennifer Buffalo, vp, merchandising, told HTT.
Foushee reports to Phil Tucker, evp.
Home & Textiles Today Staff | News & Commentary
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text:
2. Homepage. IntroductionExercise 1: Recognizing Individuals as Unique Exercise 2: Matching Leaves Exercise 3: Using Math to Make Decisions about Variation in the Characteristics of LeavesExercise 4: Matching Shells . Exercise List continued. . 3. Exercise 5: Making Sense of Variation: The G
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1. 1
2. 2 Homepage Introduction
Exercise 1: Recognizing Individuals as Unique
Exercise 2: Matching Leaves
Exercise 3: Using Math to Make Decisions about Variation in the Characteristics of Leaves
Exercise 4: Matching Shells
3. 3 Exercise 5: Making Sense of Variation: The Game
Exercise 6: Finding Species
Exercise 7: Mechanisms
Exercise 8: Mystery Identification,
Suggested Readings & Links
4. 4 Introduction There are over 2 million named species of plants and animals on Earth and many scientists feel that the actual number of types of organisms is well over 5 million.
To start with, we need to know what variation is. It means to be a little bit different from others or from some typical pattern.
Organisms vary because:
The Earth offers many different types of places to live: physical structures such as mountains and water bodies create habitat variation.
Climate adds to the environmental variability offered by physical structure in habitats. Climate (the weather patterns different parts of the world experience over time) is influenced by the shape of the Earth and its pattern of rotation around the sun
5. 5 The Student Will� Learn the different methods scientists use to separate species by the characteristics that vary between them.
Use both qualitative (observational) and quantitative (measurement) methods to make decisions about which organisms should be grouped together versus placed in different groups.
6. 6 Materials
Container A
35 unique Leaves
Container B
30 leaves each of two species
Container C
31 mollusc shells with red dot on each
Container D
30 mollusc shells with blue dot on each
Container E
Mystery Shell
7. 7 Objectives Exercise 1 helps students recognize the individual organism�s unique traits by testing your skills in committing a leaf to memory that will vary a lot from many of the leaves available but only slightly from some.
8. 8
9. 9 Directions 1st Run: Before discussion
Locate the Container marked A, which holds 35 leaves from trees and shrubs that have been laminated. Each leaf has a unique number on its underside.
The teacher will spread these out on the front table.
Each student should select one leaf.
Examine the top of this leaf for a few minutes with the object of committing it to memory.
After studying the leaf, turn it over and copy the number that is on the back onto a sheet of paper. (Alternatively, the teacher might also keep track of the numbers for the students).
Return each leaf to the front table.
10. 10 Check the number of the leaf you picked from the table against the number written down for the leaf you originally examined.
Count the number of students that were successful in finding their leaves. What was the class or group success rate (number correct/total number X 100)?
Example: if 10 individuals out of 30 found their leaves, the success rate was 30%.
Discuss what characteristics the students used to remember their leaves and make an ordered list from the most frequently used characteristic to the least used trait.
11. 11 Fig. 1 Leaf traits that might vary among species and even individuals.
12. 12 For older students, prepare a bar graph, showing the relative importance of the characteristics the class used in identifying their leaves.
Fig. 2 Example of relative importance of various characteristics in distinguishing among leaves. A. Absolute count. B. Relative count expressed as percent of individuals (Number of individuals using a particular trait/total number of individuals).
13. 13
14. 14 Exercise 2: Leaf Match (very simple) Materials:
Leaves from container A
Picture guide to tree leaves (Leaf Guide)
How to play:
The tree guide sheet has pictures of all of the leaves that might be found in container A of this unit.
Your goal is to find leaves in the batch that match each picture of a leaf that is shown to you.
Below the picture is the common name (what local people call the tree or shrub) and scientific name (internationally registered name that reflects this species relationship to other trees as well as its unique characteristics.
The scientific name consists of two parts: the Genus (close relatives will all have this name) and species (only individual trees that might possibly interbreed share this name).
15. 15 Objective Exercise 2 helps students learn how to make comparisons among individual leaves to find those that are more similar to one another than are the majority of leaves in a sample.
16. 16 Directions Separate the class into groups of three or four students
Partition the leaves in container A into piles so that each group has a unique pile of leaves to examine.
The teacher will show on the screen three leaf species at a time.
Each group of students should check their pile to match leaves in it to the images shown
A representative from each group should bring potential matches up to the front for comparison with the image.
Form piles of the different leaf species on the front table with all correctly matched leaves.
label each pile by its common name and scientific name
17. 17
18. 18
19. 19
20. 20
21. 21
22. 22
23. 23
24. 24 Exercise 3. Using math to make decisions about variation in the characteristics of leaves For scientists, it is not enough to look at two individuals and decide that they differ in one or more characteristics (i.e., are �qualitatively� different).
The differences must be �quantified.�
The traits must be measured and expressed in numbers so that the differences between them can be statistically compared.
Statistics is that branch of mathematics that organizes data such that central tendency (average or mean value) and the levels of variation around it can be found and compared between or among samples.
25. 25
26. 26 3a. What is the expected value for a trait? Traits vary but within a local group of individuals there is a trait value that can be considered as typical (mean or central tendency)
27. 27 As a class, decide what measure of leaf size you would like to measure on one of the two sets of 30 leaves in container B.
You might want to base your estimate on the width of the leaf blade at its widest point, or its blade length from its tip to its base at the attachment of the petiole (Fig. 1). You could also get a rough estimate of the leaf�s blade area by multiplying the leaf blade width (W) times its length (L) as in (W X L).
To Fig. 1
Each student will receive a leaf and take the measures the class or group has agreed on.
Let�s say that you will round off each measurement to the nearest 1 cm (centimeter).
Make a column for the trait on the board as shown in table 1.
For Table Template, see Table 1
28. 28
29. 29
30. 30 It is time to make a graph.
In the example shown in Fig. 1, the horizontal line at the bottom (X-axis) of the graph has 23 1-cm intervals as this was the width of the largest leaf in the sample data set presented in Table 1.
The Y-axis should have more intervals placed on it than the number of individuals of any one leaf size.
In the example in Table 1, the largest number of individuals of a given size was 8 for a leaf width of 8 cm (Look in column 3.). The height of the Y-axis in the graph was thus set at 9.
You are ready to plot your data. Put a dot for the leaf numbers present (Y- axis) for each width (X-axis) as shown in the sample graph.
Finally, draw a line between each dot. This is your distribution of leaves with respect to an estimate of size (leaf width in the example).
31. 31 Fig. 1. Example plot of leaf width distribution from 30 leaf sample. Y-axis
32. 32 The mean or average is calculated by adding up all of the leaf widths in column 1 of Table 1 and dividing this sum by the total number (n) of leaves measured (30 in this case): 238/30 = 7.9. Because we are measuring our leaves to the nearest cm, 7.9 is rounded off to 8.
The median is determined by dividing the total number of leaves measured (n) by 2 and counting down the list of leaves ranked by size (from column 1) to the size designating that leaf. In the example 30 leaves/2 = the 15th leaf and from column 1, we see that the 15th leaf = 8 cm in width.
The mode is equal to the most numerically prominent or common leaf. From columns 2 and 3 in Table 1, we see that the maximum number of leaves of a particular width in the sample was 8 (from column 3) and that these eight leaves were each 8 cm in width (from column 2).
33. 33 Note that these measures of central tendency or typical trait value do not always come out to be the same number.
The estimate that is used most is the mean as it provides the most accurate number (i.e., 7.9 compared to 8 for median and 8 for mode).
The spread of leaf widths to the left and right of the peak at 8 cm on the graph provides a measure of variation in leaf width. The wider the number of intervals on the X-axis, the greater is the variation.
Calculate the mean, median, and mode for leaf width in your sample of 30 leaves from Container B. Mark the location of the mean, median and mode on the graph you have made.
34. 34 Just as the typical value can be calculated, so can the variation in trait values around this typical value.
Variance is the most common measure of how variable a trait is.
Variance is calculated from the mean.
Calculate variance for your sample of leaves using the equation summarized on the next slide.
35. 35 Subtract each leaf width value from the mean value you calculated under 8 and square the result of each subtraction ((mean leaf width � value leafn)2). (Leaf values would come from column 1 of Table 1 but would not need to be sorted as in this column).
Write your results down as you complete these difference calculations.
Then add (sum (S)) all the new values together, and divide this sum by the quantity (n�1), where n = the total number of leaves in the sample.
The following equation prescribes the calculation of variance:
Variance = S((mean � value leaf1)2 + (mean � value leaf2)2 + mean � value leaf3)2 + mean � value leaf4)2 . . . ) /n-1.
The larger the value for variance relative to its mean, the greater is the variability in leaf size among leaves in the sample.
36. 36 3b. Comparing the sizes of leaves from two samples. Container B contains two batches of 30 leaves collected from two different trees or shrubs.
In this exercise we will quantitatively compare the typical leaf sizes of two species of trees.
37. 37 Develop a distribution curve for each species as you did under Exercise 3a
first making a table with the needed columns
and then developing a graph with two axes.
*(You can use the data from the leaf sample you measured under 3a and only measure the other leaf sample here).
This time you will plot two sets of points on your graph. Be sure to use different symbols for the two sets so that you do not confuse them when you are drawing your lines between points.
Fig. 2 provides a model for you to follow in preparing this graph. Be sure to make the X-axis long enough to accommodate the largest size leaf present in the two samples and the Y-axis should accommodate the largest number of individuals of a given size.
38. 38 Fig. 2. Example of two species comparison of leaf size distributions as estimated by leaf width.
39. 39 Calculate the mean, median, and mode for the two species you are comparing and show these results with arrows on your figure.
Calculate the variances of leaf widths for species A and B. Do your numerical results fit what you would conclude from looking at your graph? They should, unless the two species are very similar in size.
40. 40 We can actually determine whether the two means (central tendencies) noted for your leaf widths or other measures differ enough from one another to be able to say that the difference is meaningful or significant.
Scientists conclude that two samples differ significantly from one another in trait value if at a probability of 95%, the difference could not be accounted for by chance.
When we make such comparisons, we are doing statistics or a statistical analysis. We apply a Student�s t-test to determine whether two sample means differ from one another.
41. 41 The student's t-test for the comparison of two means uses the samples sizes (N), means, variances and standard deviations of the two samples.
Because you know the sample sizes and have already calculated the mean and variance for species A and also for species B, you will not need to recalculate these here.
Instead, find these values and list them as follows on a sheet of paper or the blackboard:
MeanA = VarianceA = NA = SDA =
MeanB = VarianceB = NB = SDB =
42. 42 Take the square roots of VarianceA and VarianceB and record your values in the table you are setting up under species SDA and SDB.
Now you need to calculate the pooled estimate of standard deviation for the two species samples A and B. Let�s call it SDAB.
To calculate SDAB, you need to:
1. Multiply the number of leaves minus one (NA -1) for species A times its variance. Write this value down: (NA -1) VarianceA = _____.
2. Do the same for species B: (NB-1) VarianceB =________.
3. Add the two numbers together ((NA -1) VarianceA + (NB -1) VarianceB =_______
4. Take the square root of the sum just calculated under step 3. Write this number down as SDAB.
5. Sum the two sample sizes (NA + NB) and subtract 2 from this sum as in (NA + NB)-2 =____
6. Finally Divide the values calculated under step 4 by the sum calculated under step 5. value4/value 5 = SDAB
43. 43 The equation that describes these calculations looks like this:
SDAB = (NA -1) VarianceA + (NB -1) VarianceB
Congratulations! You have calculated the pooled standard deviation of the two means.
We also have to calculate the test statistic t that will be compared to a standard from a table to determine whether the means differ significantly.
___ MeanA - Mean B
SDAB 1/NA + 1/ NB = t
44. 44 Subtract the mean for species B from that for species A _____
Divide the sample size (number of leaves) of species A into 1 ________.
Divide the sample size (number of leaves) of species B into 1 ________.
Sum the results for steps 2 and 3 and take the square root of this sum.
Multiply the result from 4 by the pooled species estimate of standard deviation. _____
Divide the difference between the two means from 1) by the result of the calculation in 5).
45. 45 Now you need to check your value for t against a predicted distribution.
We have looked this up on a table of statistical values for a sample size of 30 leaves for each of two populations.
If your value for t is greater than 2.83, the sizes of your two species of leaves differ significantly at P < 0.05.
This means that 95% of the time, the differences you measured would not be due to errors in measuring the leaves or some other random effect.
46. 46 Exercise 4: Simple Shell Match (very simple) Materials:
Shells from containers C or D
47. 47 Objective Exercise 2 helps students learn how to discriminate between shells that are of like and unlike type
48. 48 The teacher will spread the shells in Container C out on a desk at the front of the room.
Each student will pick out a shell and take it to his or her seat
The teacher will then display the different shell types on the screen at the front of the room
When a student sees the image of the shell in his possession
raise your hand
bring the shell up to the front for verification and return to the table
49. 49 Directions continued If some students still have shells, remaining at the end of one round of showing pictures, have them bring them up to the front where they can attempt to find a matching shell that has been returned.
At this point, ask the class the name of the unknown shell.
Return to the images to locate that shell type and discuss the characteristics of this shell that make it unique.
Put all of the shells back in Container C
For images and names of the shells in Container C
Repeat the exercise with the shells from Container D
For images and names of the shells in Container D
50. 50 Container C: Moon Shell
51. 51 Container C: Turban Shell
52. 52 Container C: Calico Scallop
53. 53 Container C: Pear Whelk
54. 54 Container C: Spindle Shells
55. 55 Container C: Rose Cockles
56. 56 Container C: Osyters
57. 57 Container C: Nucleus Scallops
58. 58 Container C: Orange Scallop
59. 59
60. 60 Container D: White Nautica
61. 61 Container D: Ecphora (Fossil)
62. 62 Container D: Nerite
63. 63 Container D: King Crowns (highly variable)
64. 64 Container D: Cebu Beauty
65. 65 Container D: Lettered Olive
66. 66 Container D: Candy Cane
67. 67 Container D: Money Cowrie
68. 68 Container D: Babylon
69. 69 Container D: Horse Conch
70. 70 Container D: Lace Murex
71. 71 Container D: Apple Murex
72. 72 Container D: Yellow Land Snail
73. 73
74. 74 Exercise 5. Making Sense of Variation: The Matching Game Mollusc shells come in a truly amazing variety of shapes, sculptures, patterns and colors.
There are about 100,000 species in all, each with its own special combination of features.
Each mollusc shell in Container C has characteristics that distinguish it from every other shell in the box. Yet some individuals share more characteristics in common than do others.
We should be able to sort these shells on the basis of size, color pattern, shape, texture, and so on.
This exercise and Exercise 6 demonstrate how biologists make decisions about the relationships among organisms based on the characteristics they share and don�t share with other individuals.
75. 75
76. 76
77. 77
78. 78 Spread the shells from Container C out on a table at the front of the room.
Each student should pick one of these shells.
After everyone has a shell, each individual should seek out others in the class who have shells that resemble his/hers.
Each group then:
Should make up a group name and write this at the top of two sheets of paper
Should develop a list of characteristics that accurately describe the shell type all members of the group share and list these characters on both sheets of paper
On the first sheet of paper, list the numbers found on each shell
79. 79 Return your shells to the front desk and give your teacher the second sheet that has only your group name and the list of shell characteristics you have developed
After all groups have turned in their shells and shell descriptor lists, the teacher will give each group a list of descriptive characteristics made by a different group.
The teacher should now spread the shells out on a long table.
Using the lists of shell descriptive characteristics, the new groups should try to find the correct shells.
Once they think that they have found all of the correct shells:
each group will read the descriptive list of traits out loud to the rest of the class showing the matching shells they found as they do so.
They should also read the numbers on the shells so that the group making the list can compare these numbers to their list of shells.
80. 80 If a new group had trouble identifying the correct shells, the class should discuss what changes might be made in the list of descriptive characters that would make it easier to identify the correct shells.
Please check to see that all red dot shells are placed back in Container C.
At the end, the class can check the names and general types of their shells on the Shell Guide C
81. 81
82. 82 Exercise 6. Finding Species The Animal Kingdom is at the apex or top of a hierarchy.
This Kingdom consists of multicellular organisms that obtain their food by eating other organisms.
The Kingdom is divided into approximately 30 Phyla, which share similar body plans.
The phylum is at the next highest level of the hierarchy.
83. 83 The Mollusca is a phylum characterized as having a body cavity that houses organs, a mantle cavity that in part provides gas exchange, and some form of shell for protection.
Each Phylum is divided into classes: the Mollusca has five classes. The two classes of molluscs used in this exercise include the Gastropoda (snails) and the Bivalvia (clams and their relatives).
Below the Class level in the hierarchy, there are four additional levels of organization: Order, Family, Genus and finally Species.
84. 84 Objective In this exercise, you will learn about classification and how it is hierarchically based.
85. 85 Your goal in this exercise is to partition the samples of molluscs into two groups down a hierarchical scale to the point at which only very similar shells are present in each group left.
During the process, you will develop a tree similar to the one shown below
86. 86
87. 87
88. 88 Fig. 3. Partitioning example
89. 89 Step 2. Spread the shells from Container C (red dot) out on a table in the front of the room.
Step 3. Divide the class into groups of 3-4 students.
Step 4. Each group should have the opportunity to visit the shell sample and complete a number of splits on them to arrive at the individual species, using the handouts at the table:
Characteristics& features of shells
Example of hierarchical scheme
Step 4. Each group should make a drawing of the hierarchy made on a sheet of paper.
Be sure to label the trait differences you used in each split.
Write down the numbers on each shell where it ends up in the diagram
Include the names of all members of the group
When all the groups have completed to exercise, they will each copy their hierarchy onto the board, including the shell numbers
90. 90
91. 91 Box C: Each shell has a unique number, listed below by type
92. 92
93. 93
94. 94
95. 95
96. 96
97. 97 Exercise 7. Mechanisms Thus far in our exploration of variation, we have learned that individuals differ in various traits and that we can measure these differences.
We have also learned that individuals vary in the degree to which they differ from other organisms and that individuals are grouped with other individuals that are most similar into species, to those who are a bit less similar into genera, to those who are even less similar into families and so on up a hierarchical scale that deals with the classification of organisms.
This particular exercise introduces you to the mechanisms that may underlie trait variation. We will use leaves and flowers as examples here.
98. 98 Objective Exercise 7 helps students understand why organisms vary.
99. 99 Examine the leaves in Fig. 1. These leaves were collected off of the same tree. In fact, they all came from the same branch but note that the individuals differ in size.
Differences in size as well as other traits frequently are associated with development or growth.
As the young leaf unfolds from its leaf bud, it now has room to grow into a larger size. All it needs is nourishment and time to increase in size to that typical for the mature (adult or fully grown) leaf of this species.
Rank the leaves in Figure 1 from smallest to largest?
STOP ! The answer is next
100. 100 Fig. 1.Variation in leaf size as it is influenced by age.
101. 101 Examine the two sugar maple leaves in Fig 2. Unlike those shown in Fig. 1., these two leaves are both mature. Yet they differ markedly in size.
These two leaves were collected from different parts of the tree: one from a branch near the top of the tree where it is exposed to the sun and the other from one of the lower branches, where there is less sun.
These leaves are influenced by the environment in which they are growing.
102. 102 Fig. 2. Two mature (adult) leaves from different locations on the same tree.
103. 103
104. 104 Examine the sassafras leaves in Fig. 3.
Note that there are four different leaf shapes:
1. elliptical (balloon-shaped)
2. two lobes, one on either side of the main part of the leaf blade
3. a single lobe on the left side
4. a single lobe on the right side
Morphs 3 and 4 look like left and right-handed mittens. Find each of the four leaves on the diagram.
105. 105 Sassafras is a tree that produces all four leaf types and often on the same branch.
We call a distinct variant that has a genetic basis a morph.
Sassafras exhibits a shape polymorphism (many morphs) consisting of 4 morphs.
Can you think of other examples of polymorphisms?
106. 106 We have learned that leaves vary in size and shape for a number of reasons.
Examine the flowers in Fig. 4 Can you see differences between the two flowers shown from a red lily plant (Fig. 4a) or among the many flowers pictured of purple coneflowers in Fig. 4b?
Of all the parts of a plant, the flower is the least variable. We call traits that show little inter-individual variation conserved traits.
Flowers house the reproductive organs of the plant and to reproduce, flowering plants need animals to carry pollen produced by the male anthers to the female organ (pistil) of another plant.
107. 107 Fig. 4. Examples of lack of variation in flower structure: a) red lily, b) purple coneflower
108. 108 It is important that the animal species that pollinates a particular plant species recognizes its flowers as unique from other species so that it can visit only flowers of the correct type.
Every mistake that a bee makes in visiting the wrong flower is wasted pollen to the plant the bee has visited earlier.
Pollen is very costly to make and is species specific. Seeds will not form if the wrong pollen is encountered. Thus the flowers of a particular plant species do not vary much from one another.
109. 109 Exercise 8. Mystery Shell What is it?
STOP!!! The Answer is next!!!
The mystery shell is actually the operculum of a snail. The operculum is a shell door, which many but not all snails have. With this door, the snail is able to close its shell to survive periods of drought and to gain protection against predators. Snails that live along the seashore are often exposed to air when the tide goes out and there are many animals that feed on snails, especially birds.
110. 110
111. 111 Suggested Readings
112. 112 Links
113. 113


text:
Sometime back, 123telugu reported that the Kangana Ranaut starrer Queen will be remade in Telugu and that famous Tamil actor and director, Thiagarajan had bagged the Tamil, Telugu and Malayalam rights of the movie.
Latest update is that the project is taking shape quickly and the selection of the heroine is nearing completion. If everything goes as planned, the project will kick off in summer 2015.
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Slain Maoist Devaraj was shot from front and back says the preliminary autopsy report
According to the preliminary autopsy report of the slain Maoists Kuppuswamy aka Kuppu Devaraj and Ajitha submitted in the court, the deceased leader Devaraj was shot nine times from a distance using similar kind of bullets.
He suffered injuries both in his chest and back. The report says that there were four entry wounds on the front of the body and four on the back. The fatal injuries include perforation of heart, lungs, liver and diaphragm.
The report also suggests that he was shot first from the front on the left side of the chest. Four bullets were recovered during the autopsy.
However, details of the post mortem examination of Ajitha has not been accessible to the media.
According to police they were killed in retaliatory firing by the police party during a raid in the Karulayi forest area of Nilambur Kerala on 24 November.


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text: My goodness the hate that the elect have to face by some is terrible. With some you try and ignore and be kind but they could never ignore you and just are filled with pure hate. But Jesus promised that this would happen to the true followers of Christ. They will make accusations that they cant backup in a court of law and do all kinds of things. This is to be expected. How should we respond in anger? No! We are dealing with dead people and although they may confess salvation they are dead and lost and cannot reason by the Bible. I applaud those of you on this site whom have faced this as I have and I encourage you to keep the faith and to keep on fighting for the faith and standing for Christ.


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The Grand Gateway in Waiting: Envisioning the New-Old Penn Station
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Quantitative trait loci analysis for the effect of Rht-B1 dwarfing gene on coleoptile length and seedling root length and number of bread wheat
Li P.,Northwest University, China |
Chen J.,University of Idaho |
Wu P.,National Engineering Research Center for Water Saving Irrigation at Yangling |
Zhang J.,University of Idaho |
And 7 more authors.
Crop Science | Year: 2011
It has been documented that the dwarfing genes, Rht-B1b and Rht-D1b, can reduce wheat (Triticum aestivum L.) coleoptile length (CL), but their effects on number of roots (RN) and root length (RL) have not been determined. Our objectives were to identify quantitative trait loci (QTL) controlling CL, RN, and RL and to determine if any of the QTL correspond to wheat dwarfing genes. A population consisting of 159 recombinant inbred lines (RILs) was derived from the cross of Rio Blanco (Rht-B1b, Rht-D1a), a semidwarf cultivar with short CL, and IDO444 (Rht-B1a, Rht-D1a), a tall germplasm with long CL. The CL, RN, longest root length (LRL), and total root length (TRL) were evaluated at two temperature regimes (18 and 22°C). A major QTL mapped to the Rht-B1 locus on chromosome 4B explained 64% of the phenotypic variation for CL, 9% for LRL, 26% for TRL, and 14% for plant height. The CL of the semidwarf RILs was significantly less than that of the tall lines while the reverse results were observed for LRL and TRL. Our results indicated that the Rht-B1 gene had the pleiotropic effect of decreasing CL while increasing LRL and TRL. None of the six QTL for RN were mapped to the regions containing the Rht-B1 locus although semidwarf RILs had more roots than the tall lines. This study suggested that selection of the Rht-B1b allele tended to increase root biomass, perhaps ameliorating its negative effect of reduced CL. © Crop Science Society of America. Source
Loss of FERULATE 5-HYDROXYLASE leads to mediator-dependent inhibition of soluble phenylpropanoid biosynthesis in arabidopsis
Anderson N.A.,Purdue University |
Anderson N.A.,Heartland Plant Innovations |
Bonawitz N.D.,Purdue University |
Bonawitz N.D.,Dow AgroSciences |
And 3 more authors.
Plant Physiology | Year: 2015
Phenylpropanoids are phenylalanine-derived specialized metabolites and include important structural components of plant cell walls, such as lignin and hydroxycinnamic acids, as well as ultraviolet and visible light-absorbing pigments, such as hydroxycinnamate esters (HCEs) and anthocyanins. Previous work has revealed a remarkable degree of plasticity in HCE biosynthesis, such that most Arabidopsis (Arabidopsis thaliana) mutants with blockages in the pathway simply redirect carbon flux to atypical HCEs. In contrast, the ferulic acid hydroxylase1 (fah1) mutant accumulates greatly reduced levels of HCEs, suggesting that phenylpropanoid biosynthesis may be repressed in response to the loss of FERULATE 5-HYDROXYLASE (F5H) activity. Here, we show that in fah1 mutant plants, the activity of HCE biosynthetic enzymes is not limiting for HCE accumulation, nor is phenylpropanoid flux diverted to the synthesis of cell wall components or flavonol glycosides. We further show that anthocyanin accumulation is also repressed in fah1 mutants and that this repression is specific to tissues in which F5H is normally expressed. Finally, we show that repression of both HCE and anthocyanin biosynthesis in fah1 mutants is dependent on the MED5a/5b subunits of the transcriptional coregulatory complex Mediator, which are similarly required for the repression of lignin biosynthesis and the stunted growth of the phenylpropanoid pathway mutant reduced epidermal fluorescence8. Taken together, these observations show that the synthesis of HCEs and anthocyanins is actively repressed in a MEDIATOR-dependent manner in Arabidopsis fah1 mutants and support an emerging model in which MED5a/5b act as central players in the homeostatic repression of phenylpropanoid metabolism. © 2015 American Society of Plant Biologists. All rights Reserved. Source
SnTox5-Snn5: A novel Stagonospora nodorum effector-wheat gene interaction and its relationship with the SnToxA-Tsn1 and SnTox3-Snn3-B1 interactions
Friesen T.L.,U.S. Department of Agriculture |
Friesen T.L.,North Dakota State University |
Chu C.,North Dakota State University |
Chu C.,Heartland Plant Innovations |
And 2 more authors.
Molecular Plant Pathology | Year: 2012
The Stagonospora nodorum-wheat interaction involves multiple pathogen-produced necrotrophic effectors that interact directly or indirectly with specific host gene products to induce the disease Stagonospora nodorum blotch (SNB). Here, we used a tetraploid wheat mapping population to identify and characterize a sixth effector-host gene interaction in the wheat-S.nodorum system. Initial characterization of the effector SnTox5 indicated that it is a proteinaceous necrotrophic effector that induces necrosis on host lines harbouring the Snn5 sensitivity gene, which was mapped to the long arm of wheat chromosome 4B. On the basis of ultrafiltration, SnTox5 is probably in the size range 10-30kDa. Analysis of SNB development in the mapping population indicated that the SnTox5-Snn5 interaction explains 37%-63% of the variation, demonstrating that this interaction plays a significant role in disease development. When the SnTox5-Snn5 and SnToxA-Tsn1 interactions occurred together, the level of SNB was increased significantly. Similar to several other interactions in this system, the SnTox5-Snn5 interaction is light dependent, suggesting that multiple interactions may exploit the same pathways to cause disease. © 2012. Source
Identification and molecular mapping of two QTLs with major effects for resistance to Fusarium head blight in wheat
Chu C.,North Dakota State University |
Chu C.,Heartland Plant Innovations |
Niu Z.,U.S. Department of Agriculture |
Zhong S.,North Dakota State University |
And 7 more authors.
Theoretical and Applied Genetics | Year: 2011
Fusarium head blight (FHB) is a devastating disease of wheat worldwide. Novel sources of resistance are critical for improving FHB resistance levels in wheat. From a large-scale evaluation of germplasm for reactions to FHB, we identified one wheat accession (PI 277012) that consistently showed a high level of resistance in both greenhouse and field experiments. To characterize the FHB resistance in this accession, we developed a doubled haploid (DH) mapping population consisting of 130 lines from the cross between PI 277012 and the hard red spring wheat cultivar 'Grandin'. The DH population was then evaluated for reactions to FHB in three greenhouse seasons and five field environments. Based on a linkage map that consisted of 340 SSR markers spanning 2,703 cM of genetic distance, two major quantitative trait loci (QTLs) for FHB resistance were identified on chromosome arms 5AS and 5AL, with each explaining up to 20 and 32% of the variation in FHB severity, respectively. The two QTLs also showed major effects on reducing the percentage of Fusarium damaged kernels (FDK) and deoxynivalenol (DON) accumulation in seeds. FHB resistance has not previously been reported to be associated with this particular genomic region of chromosome arm 5AL, thus indicating the novelty of FHB resistance in PI 277012. Plant maturity was not associated with FHB resistance and the effects of plant height on FHB resistance were minor. Therefore, these results suggest that PI 277012 is an excellent source for improving FHB resistance in wheat. The markers identified in this research are being used for marker-assisted introgression of the QTLs into adapted durum and hard red spring wheat cultivars. © 2011 Springer-Verlag (outside the USA). Source
A doubled haploid laboratory for kansas wheat breeding: An economic analysis of biotechnology adoption
Barkley A.,Kansas State University |
Chumley F.G.,Heartland Plant Innovations
International Food and Agribusiness Management Review | Year: 2012
This research evaluates the use of doubled haploid lines (DHs) to accelerate breeding and gene discovery in wheat breeding. The DH biotechnology greatly accelerates time to market for new wheat varieties and speeds genetic gains in wheat yields. An economic model was built based on previous literature, knowledge of the wheat industry, and information gleaned from wheat breed-er interviews. Results show that DH methods would provide large economic gains to Kansas wheat producers and global wheat consumers. The results are robust to a wide variety of scenari-os. © 2012 International Food and Agribusiness Management Association (IFAMA). Source


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Started Dec 1, 2012 | Questions thread
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BobSC • Veteran Member • Posts: 3,664
Re: online storage companies
In reply to Jasonsmom • Dec 1, 2012
I use photobucket. It works well. You can organize things into folders, and share them on websites. They don't mess with people's computers the way some free sites do. You can also put fairly high resollution stuff on them.
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Nikola Vucevic is listed as questionable for Saturday against the Hawks due of a sore right Achilles tendon.
Quincy Acy (ankle) will not play against the Warriors on Saturday .
Caris LeVert (illness) will not play against the Warriors on Saturday.
Al-Farouq Aminu (left knee) is probable for Sunday against the Raptors.
Coach Luke Walton said Jordan Clarkson needs to work on his strength to be a better defender.
The Lakers and Jose Calderon are exploring their buyout options, according to ESPN's Marc Stein.
Victor Oladipo (back) only went through a light practice on Saturday.
Al Jefferson (dental pain) is listed as questionable Saturday vs. Miami.


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12 Thrifty Trash to Treasure Crafts
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"You can if you can get it to go through the item you are using. Some things are hard for the drill sothat is why the electric one is better. I love making my own things to because you can make them as unique as you want them and no one else will have the same thing. I see so many wonderful things in thrift stores, yard sales or flea markets that I like but do know what to do with and now I do and you are right it is so cost effective and cute."
"This is another super way to plant your succulents with something fun and not just a plain boring pot. I love these cute concrete designs and the faces on them. I never realized that it was so easy to make one of these by using empty soda bottles and the concrete. these would look so cute indoors or out on the patio. How about painting them in glow in the dark paint in different colors for your deck. Wouldn't that look neat. Great tutorial and a video with another kind of planter using a water bottle."
"There at no limits to what you can recycle today and I am so happy to see new things pop up. The hamster wheel wreath is such a cool idea and a great way to plant succulents a different way then just sticking them in pots. I do not see these metal wheels that much any more most are plastic now but if I come across one I will pick it up and try this. I do not have luck with growing these succulents they always die so I am looking to find new ways to try. Anyone looking for something new here is a good one."
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Soda Can Fish Art
By: Heidi Borchers
We are adding the craft to your Craft Projects.
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Do your part to save the environment by making an aluminum can craft you can display forever! You don't need a fishing pole for this project - just some imagination and soda cans! Make your own Soda Can Fish Art from Heidi Borchers and display it on your mantel.
- Aleene's Liquid Fusion Glue
- Soda cans
- Craft knife
- Fish pattern (or pattern of your choice)
- Stylus (with ball point tip)
- Scissors (I use dollar store scissors to cut my soda cans)
- Alcohol inks
- Paint brush
- Toothpicks (or wooden skewers) to glue to seaweed
- Clothespins
- Use craft knife to remove top and bottom from soda can. Use scissors to cut along seam to open can.
- Lay pattern on inside (silver) side of soda can and trace with stylus.
- Use scissors to cut along pattern line. (I have a lot of people ask me if the soda can is sharp. My suggestion is to always round any corners and cut in smooth strokes so that there are no "nibs" of soda can which can be sharp and can snag.)
- Turn cut design over and gently run fingers over surface to help to flatten design. At this step, the design will not lay down completely flat but it does help to coax it to flatten slightly at this step.
- Place design silver side up on craft foam. Draw desired detail patterns with stylus on silver side.
- Your design lines can be as easy as squiggles!
- Turn design over and trace alongside pattern lines. This will create a raised effect to your design on the silver side. This step will also help to flatten your design.
- Drop alcohol inks onto design and use brush to blend colors together.
- Cut seaweed strips from scraps of soda can (or from new can). Add design lines with stylus.
- Glue toothpick or skewer onto back of seaweed.
- Use clothespin to hold toothpick in place while glue is drying.
- For the base of my sculpture, I smashed a soda can until it was flat.
- Determine placement for seaweed and punch smashed can with tip of craft knife.
- Dip end of toothpick into glue and insert seaweed into hole(s).
- Repeat until desired design is achieved. To attach fish, determine placement on seaweed. Apply glue and use clothespins to hold in place while glue dries completely.
For a comprehensive video tutorial of this project, check out How to Create a Soda Can Fish Sculpture.
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WTF why does it take so long to gain 0.1 skill.
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Capita brushes off training debacle
Rod Aldridge, chairman of IT outsourcer Capita, yesterday (22 February) insisted that the debacle over the government's...
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He made the claim after announcing record profits growth and sales wins as he presented Capita's annual results.
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The House of Commons education select committee is carrying out a major investigation into the failure of the £200m scheme.
The Association of Computer Trainers, which represents the three largest training companies involved in the Individual Learning Account scheme this week said the government should not award Capita any further work until the ILA scheme had been investigated and lessons learnt.
In its statement to the Stock Exchange, however, Capita appeared to put the blame for any problems on the government for problems with the ILA systems.
"The IT and administrative system that Capita implemented was discussed and designed to meet the client's detailed service specification," the Capita results stated.
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[Selling] Price Check & Possibly Selling 3 Pc Boulder
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From: John I Jones <email@example.com>
Gerry Snyder wrote:
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EasyGuide GPS
tour, tourist information, walking holidays
EasyGuide GPS has just been submitted for App Store approval and should be online for download soon. We already have our London tours up and running, but more tours are being added all the time. For a full summary of the tours that we will be adding over the coming weeks, please see our website.A little more about the App:-EasyGuide GPS is a smartphone app providing audio-visual walking tours, audio podcast guides and other content for cities the world over, all triggered by GPS.Simply select a city to browse and purchase available content for that city.Once you have purchased a walking tour or audio guide, it will remain available for to enjoy for 14 days. New cities are being continually added so if we do not yet have a city you are interested in then please check back soon. You can also request we add a tour for a particular city by contacting our Feedback Team from within the App.Walking tours provide both audio and visual content at specified points of interest and are designed with a specific start point and end point in mind. As you reach each point on the tour, the audio commentary will begin automatically, although you can also play any point manually if you wish. Visual content will be displayed on the screen, although you may prefer to have the tour running in bcground mode. In this case, audio will still play but pictures will not be visible unless you make the screen active. Some tours are audio only, if so, they will say this in the full tour description.Our GPS audio podcast guides are not designed to have a specific start and end point, or to take you from point to point. They are a collection of lively and animated commentaries on certain sights within a city. The commentaries will trigger automatically if you have the podcast loaded when you reach a point of interest, however, you can also just as easily enjoy them from your hotel room or the comfort of your home.New tours are being added all the time so please keep an eye out for new content.There is a function within the App to check for any new content, and we will also send push notifications when new tours are uploaded. If you would like to have your own tour hosted on EasyGuide GPS, then please contact our Sales Team. Contact information is provided within the App.PLEASE NOTE: Continued use of GPS running in the background can dramatically decrease battery charge, so do not leave the App running in background mode when not in use.
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Easyguide Gps Now Bringing Cambidge to Life with Gps Walking Tours on Any Apple/Android Smartphone.
New London Walking Tours bring London to life on the EasyGuide GPS Smartphone App.
EasyGuide GPS Smartphone Walking Tours App Now Available on Apple's App Store.
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Trees provide protection from downward fall of rain, sleet, and hail as well as reduce storm run-off and the possibility of flooding.
Tell Your Tree Story
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Customer Success Manager East, USA To apply for this position please send your CV by email.Apply Job Description: Panaya ensures the continuous quality of enterprise applications, enabling companies to be more agile in addressing constant change. Delivering safe and timely2/27/2017 Boston, MA Save This Job
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Diary of a Wimpy Kid: Dog Days
Product Specifications
|Penguin UK
DescriptionIn Diary Of A Wimpy Kid: Dog Days, the protagonist, Greg Heffley's vision of what an ideal summer should be is overshadowed by his mother's version of the same.It's a beautiful summer with great weather and kids having fun outdoors. But Greg is a self-proclaimed indoor person. And his idea of a perfect summer is staying inside the house and playing video games. Unfortunately for him, his mother, Susan, has other plans, and he is expected to fall in line with them.As per her vision of the perfect summer, Susan has several outdoor activities planned for her family to spend quality time together. They have a beach trip scheduled, and it eventually gets cancelled. They have a reading club for boys, which turns out to be not-so-great. They end up going to the town pool where Greg has to endure seeing large, hirsute men in the open showers.Amidst all this, Greg has a sleepover with his best friend, Rowley. They watch a horror movie and later turn paranoid that the huge muddy hand from the mo ... See more
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Does it possible to inherit a workflow activities and transitions in openerp v7.0?
I want to add "approve functionality in invoices". For this i have inherited account_invoice module and changed the state field. I am facing problem inheriting the invoice workflow please help me.
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