Answer:
E) founder effect and genetic drift
Explanation:
Dunkers moved to Pennsylvania and inhabited a new area to develop a new population. This new population might not have the same gene pool and the same allele frequencies for all the genes as present in the original population. The change in the allele frequencies of a population due to the colonization of a new area by a few members is called the founder effect.
The small size of the new population of Dunkers present in Pennsylvania was more likely to be affected by any chance event which could have added more uniqueness to their gene pool. This is called genetic drift. Therefore, the genetic uniqueness of their population from all the other populations and from their original population might be the result of founder effect and genetic drift.
Answer:
Yes.
Explanation:
Yes, Schwann and Schleiden are responsible for the cell theory, both the scientists presented the cell theory in 1839. I agree with the argument of my classmate because the person who first presented cell theory was both Schwann and Schleiden. Schwann works on plant cell whereas Schleiden works on animal cell and formulate cell theory. So my classmate's argument is right about cell theory.
Answer: Mars receives more insolation than Saturn.
Explanation:
Insolation is defined as the exposure to the Sun's rays.
Mars is the 4th planet in Our solar system and is near to the Sun.
Saturn is the 6th-planet in Our solar system and is far from the Sun.
Insolation is directly proportional to the planet's distance from the Sun.
So, the exposure of Sun's rays is more to the planet which lie close to the Sun.
As, Mars is close to the sun than Saturn. Hence, it will receive more insolation than Saturn.
<span>Carry information about the world to our brain where it is processed & Analyzed
1. Reception: absorption of physical
energy (wavelengths)
2. Transduction: Converting physical energy into electrical/ chemical neural pattern</span>
When you work in a School Lunch program, you’re bound to face challenges that pop up seemingly out of nowhere. That’s just the nature of serving hundreds or even thousands of students each day.
But, when you keep encountering the same Child Nutrition program problems, over and over, day after day, it’s likely more than just a coincidence.
Instead, there probably are bigger issues causing these problems.
The bad news is that it often can be unclear what these bigger issues are, which makes fixing them almost impossible.
The good news? We at Harris School Nutrition Solutions have spent thirty years working with the men and women of Child Nutrition programs all across the U.S., helping to diagnose and solve their School Lunch problems.
So, we figured we’d share with you some of the common school lunch-line challenges we’ve seen over the years, the real issues behind those challenges, and of course the solutions to both.
