Avocado Leaf Plasticity Essay Example for Free

Avocado Leaf Plasticity Essay INTRODUCTION: Phenotypic plasticity, or differing phenotypes from one genotype in different environmental conditions, is a way for sessile organisms to adapt to changing environmental conditions (Valladares et al., 2007). Plasticity was expected to be abundant, however, it did not occur as often in nature due to resource limitations and environmental stress (Valladares et al., 2007). An experiment by Matos tested the phenotypic plasticity to light availability in shade and sun leaves of coffee trees (Matos et al. , 2009). Their research indicated that compared [to] sun leaves, shade leaves had a lower stomatal density, a thinner palisade mesophyll, a higher specific leaf area, and improved light capture†¦ (Matos et al., 2009). The sun leaves were described as generally thicker with an enhanced quantity of palisade mesophyll (Matos et al., 2009). Our objective was the presence of phenotypic plasticity in avocado trees based on the differences in the morphology of shade and sun leaves. In our study, we asked whether there is a difference in surface area, length-to-width ratio, mass, specific leaf mass, and color between shade leaves and sun leaves in avocado trees. We hypothesized that there would be no significant differences in surface area, length-to-width ratio, mass, specific leaf mass, and color between shade leaves and sun leaves. METHODS: We collected our seventy samples of avocado tree (Persea americana) leaves, in equal amounts of sun and shade leaves, at an avocado tree grove located north of Building 3 and University Drive at Cal Poly Pomona on Thursday, October 24, 2013 at 9:00 am. They were randomly and interspersedly collected throughout the grove. We split the grove into five areas, split into five teams of two, and was assigned to one of the five areas. Each team picked a number for the trees in their region and a random number was selected from a random number table to select a tree corresponding to that number. A random number table was used to pick the corresponding quadrant, branch, and leaf.  This process was done twice on each tree in the understory for shade leaves, and in the canopy for sun leaves. Each leaf was measured for its surface area, length-to-width ratio, mass, specific leaf mass, and color. Surface area was measured by a leaf area meter in squared centimeters. Length-to-width ratio was measured by measuring the length (vertically along the bridge of the leaf) and the width (horizontally on the widest part of the leaf) with a ruler in centimeters, and dividing the length by the width. Mass was calculated by a balance in grams. Specific leaf mass (thickness) was measured by dividing the mass by its surface area in grams per squared centimeter. Color was measured by having three reference leaves provided by the instructor, indicating light (L), medium (M), and dark (D) leaves and compared our collected leaves. After recording all of the data, these data were then input into a statistical program called StatCat to determine normality through a normality test. The data for surface area, length-to-width ratio, mass, and specific leaf mass for sun and shade leaves were both normal, therefore, we chose a paired sample t-test for all of them. A normality test was not needed for color for sun and shade leaves due to it being a nominal scale data. The number of light, medium, and dark shade leaves were tallied up according to color, and the same was done for the sun leaves. A contingency table was made in Excel, and used in StatCat to test our hypothesis. The paired sample t-tests were also done through StatCat, which then gave us the appropriate results to test our hypotheses. RESULTS: Shade leaves had a significantly larger surface area than sun leaves (t = -3.7313, P = 0.00069; Table 1). Shade leaves had a significantly larger length-to-width ratio than sun leaves (t = -2.7162, P = 0.01031). Shade leaves had no significant difference in mass than sun leaves (t = -1.4871, P = 0.1462). Shade leaves had a significantly smaller specific leaf mass than sun leaves (t = 5.82093, P = 1.5Ãâ€"10-6). Shade leaves were significantly darker than sun leaves (X2 = 18.417, P = 0.0001).

Las Vegas :: essays research papers

Where I’ve been†¦ Well not exactly   Ã‚  Ã‚  Ã‚  Ã‚  The sunshine of a new evening beats down on me as I drive perpendicular towards the horizon. The sweet chill of an empty environment hits me like the patter of rain on an air conditioner. All the confidence in the world has carried me here, to the ultimate test of will.   Ã‚  Ã‚  Ã‚  Ã‚  I come to halt at a cul-de-sac and leave my horse with the snide caretaker. Up the astro felt steps into the palace of give or take I go. The warmth of a thousand bodies surrounds me as I streamline through the darkly lit corridor full of multi-colored fairies. I come across the gaping pit full of a paradox of souls. Every emotion under the sun is in front of me: anger to the left, joy to the right, heightened libido in front.   Ã‚  Ã‚  Ã‚  Ã‚  Upon entering the pit a temptress calls my attention and tells me my friend Jack is around. â€Å"Do you want to see him?† she says. â€Å"Why of course† I reply with no hesitation. After a couple of moments, the temptress returns with Jack, I pay her for her services and me and Jack get reacquainted after what seemed like a long separation. Jack and me hit it off like old times; we talked for what seemed like hours as we dashed through the aisles of the cold, damp labyrinth. Finally, I stumble upon the first puzzle in my adventure. I look down and notice that Jack has disappeared and is nowhere to be found. I decide to forge ahead and begin to run the gauntlet of chance. I stare down the black eyed Minetaur and stand my ground as the red and black daggers fall short on the oak in front of me. After a short battle, the Minetaur prevails and I am sent on my way to the next challenge in this maze of darkness. The Indian gives me a cold stare as I rattle the rocks and toss them across the plain in search of gratification. His demeanor never changed as I strike the first blow in the war. A second toss of the rocks shows that he is incapable of outsmarting me; I shall double my confidence, and bring him down. Another toss of the rocks†¦the redskin smiles, I bellow, in defeat and I am ushered along to my last chance of redemption. I wade through the murky blue waters below me and head towards my skirmish with the machine.

Reading Assessment Essay

In chapter 7, Taking Notes From Reading Material, my scores for the pre- assessment (550) and the post assessment (750) increased slightly. One process that made my score increase was that I initially did not understand how to effectively highlight my material. Highlighting is so very critical because a person could waste time and energy when they could be doing other assignments. For a moment I thought the author had gone back into time and took a look at my notes from yesteryears. I was a perfect example of a passive learner who would highlight un-important phrases and sentences until I had a colored a lot of nothing. Active learners highlight less and try to grasp as much as they can while reading, thus avoiding re-reading. The highlighting issue was definitely a weakness of mine, but I will apply the techniques from the text to curb that problem. While not a great highlighter I can say that my note taking ability has always been a strong suit for me. I plan on taking some steps from the lesson to improve on that as well. Effective note taking saves time and makes learning easier to retain. 3 In Chapter 8, Improving Reading Comprehension, my pre-assessment scores (550) and my post assessment scores (650) are almost identical. I believe that to be because most of the reading I had never experienced before or it could have been due to the fact that I have been out of school a very long time. Nevertheless, there are certainly some habits that I need to build upon to improve my personal reading comprehension. Knowing your purpose and reading responsibility is very important while learning. A person’s reading purpose could be for their own greater good, to just challenge themselves, or to just be intent. One’s reading responsibility allows you to be able to answer questions during an exam or just keeping for use later on. If a person doesn’t have a purpose or responsibility they have no direction and time is wasted. I did learn that being more engaged helps me learn better. In Chapter 9, Revving Up Your Reading, my scores for the pre-assessment (350) and the post assessment (600) nearly doubled. This was in result to the fact that speed reading is totally new to me. I have never experienced or taught how to speed read so this is a new learning curve to me. One weakness that I discovered about myself if that I prefer to read moving my lips or out loud slightly. According to the text, talking to yourself while reading tires you out, slows you down, and it limits one’s comprehension. This is a sign of a passive reader, which also is referred to as low gear. Low gear generates 100-300 words per minute. Everyday reading (magazines, newspapers) would be considered as middle gear. This generates 300-600 words per minute. High gear puts out about 600-1000 words per minute and is mostly used for skimming and pre-viewing. 4 The first activity (page 201) helped me understand a few traits that I learned about myself. Though I am a slow reader, I have been able to take good notes, understanding the information and having a fairly wide vocabulary. To keep my mind from wandering I am going to make an attempt to become a faster reader, which should help me focus better and not lull myself into a daze. The phrasing activity (page 241) was a very interesting challenge. Phrasing allows active readers to take a key word or thought and put a slash in between key words or phrases. This allows a person to get information without reading it verbatim. While most passive readers read one word at a time, phrasing allows a person to read more effectively and saving time in the process. My next reading project I plan on using phrasing and becoming a more passionate, engaged reader which in turn helps me retain what I am reading. The steps and ideas that I have learned will enable me to become a better reader who enjoys while learning. Speeding up my reading in addition to my note taking skills should allow me to finish more projects faster and then be able to move on to something else. Reference 5 Beale, A. M. (2007). Success Skills: Strategies for Study and Lifelong Learning. Mason OH: South-Western Cengage Learning.

Ethical Dilemmas In The Court - 759 Words

The setback at the Second Circuit and ambiguities created by Amex make predicting the case’s outcome precarious. . But having previously forecast the timing and range of the 2012 settlement with reasonable accuracy, we will risk looking into our crystal ball again with the strong caveat that many factors – the case’s multitude of counsel, shifting case law, industry agendas, and evolving payments systems – render these informed guesses at best. 1. Settlement Timeline Possibilities The Court’s August 24, 2017 Scheduling Order locks the case into a litigation timeline that includes some critical milestones but leaves others still undecided. . In the short term, we anticipate that the Court will rule in favor of allowing the proposed†¦show more content†¦. The previous hearing was originally scheduled fifteen months after the opening brief, but the parties at that time were litigating the case for the first time, and under little time pressure from the Court or the class. . When the litigation did have a set trial date, the dispositive and expert motions were heard roughly 10 months after they were filed. . Applying that schedule, we can estimate a hearing roughly a year after the opening motion is served, August 2019. . In most class actions, class certification is one of two litigation events that focus the parties on reaching a compromise (the other being trial). . The incentives to settle in Visa Interchange arising from class certification are significant. . As to the Plaintiffs, the failure to certify the class could be catastrophic unless reversed on appeal, leaving them with few settlement options. . Their case would be split into potentially thousands of individual actions. . On the other hand, a certified class would increase Defendants’ risk enormously. It would pave the way for a jury to potentially rule against the network rules that generate tremendous fees for Defendants, most notably the default interchange fee. . 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