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202-450 LPIC-2 Exam 202, fraction 2 of 2, version 4.5

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LPI LPIC-2 Exam 202, Part

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LPIC-2 ( examination codes 201-450 and 202-450 ) is the second certification in LPI’s multi-stage knowledgeable certification application. The LPIC-2 will validate the candidate's skill to administer small to medium–sized mixed networks. The candidate exigency to hold an energetic LPIC-1 certification to enmesh hold of LPIC-2 certification, but the LPIC-1 and LPIC-2 assessments can live taken in any order.

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Full coverage of the newest LPI-level 2 exams, with prize online examine bank LPIC-2 is the one-cease training resource for the Linux professional Institute's advanced even certification exam. With 100 percent coverage of every exam objectives, this booklet provides lucid and concise insurance of the Linux administration themes you are going to deserve to know for checks 201 and 202. practical examples highlight the real-world purposes of Important concepts, and together, the creator team offers insights in keeping with just about fifty years in the IT industry. This brand novel second version has been completely revamped to align with the latest types of the checks, with authoritative coverage of the Linux kernel, device startup, superior storage, community configuration, gadget preservation, web functions, security, troubleshooting, and more. You additionally enmesh access to on-line studying tools including digital flashcards, chapter exams, result assessments, and a glossary of crucial terms to profit you solidify your figuring out of higher-degree Linux administration topics. The LPI-degree 2 certification confirms your superior Linux skill set, and the exact for qualified experts continues to develop.

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Christine Bresnahan, is an Adjunct Professor at Ivy Tech group faculty, where she teaches Linux essentials, LPIC-1/CompTIA Linux+ Certification, and Python programming. With over 25 years of IT adventure, Christine specializes in producing tutorial materials for consume both inside and out of doors of the classroom. Richard Blum, is a 20-year IT traffic veteran experienced with methods and community administration for UNIX, Linux, Novell, and Microsoft servers. prosperous is an online Linux teacher for universities nationwide, and is a largely-posted knowledgeable on Linux and open-source software.

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202-450 LPIC-2 Exam 202, fraction 2 of 2, version 4.5

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202-450 exam Dumps Source : LPIC-2 Exam 202, fraction 2 of 2, version 4.5

Test Code : 202-450
Test name : LPIC-2 Exam 202, fraction 2 of 2, version 4.5
Vendor name : LPI
: 119 existent Questions

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LPIC-2 Exam 202, fraction 2 of 2, version 4.5

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Irrational worry of Mass Shootings Can't warrant Unconstitutional Gun Control | killexams.com existent questions and Pass4sure dumps

Jeremy Hogan/Polaris/NewscomJeremy Hogan/Polaris/Newscom"Americans are now more likely to live shot to death than to die in a car accident," Margaret Renkl declares in a novel York Times op-ed piece calling for more gun control. Since Renkl is talking about mass shootings, which she says "are no longer so unthinkable," the implication is that the risk of being murdered with a gun is on the rise. But that risk is in fact much lower than it was in the 1970s, '80s, or '90s.

To back up her claim, Renkl links to a CDC fact sheet that shows guns killed slightly more Americans in 2015 than car crashes did. Yet 61 percent of those gun deaths were suicides, while 36 percent were homicides. balky to Renkl's implication, Americans are nearly three times as likely to die in a car accident as they are to live murdered with a gun.

Renkl deploys this delusory comparison of gun deaths and traffic fatalities to warrant her own disproportionate worry of mass shootings, which account for a tiny share of firearm homicides, and of school shootings in particular, which are even rarer and hold not become any more common in recent years. That is not the impress left by the recent March for Their Lives rallies, which showed that many teenagers hold a grossly exaggerated sense of the dangers they face when they proceed to school.

Renkl says her husband, a towering school English teacher, attended one of those rallies and afterward "texted me a photo he'd taken of himself standing in front of another marcher's sign. It read, 'Am I next?' For just a second, I couldn't breathe." Renkl had a similar reaction "when their oldest son, a novel middle school math teacher, took me to observe his first classroom. 'Just witness at every these comely windows!' I said. 'Not exactly mighty for an active-shooter situation,' he pointed out. His words turned my heart to ice."

Renkl is fearful because other people are afraid, and she is not interested in considering whether those fears are reasonable. "Not only am I married to a schoolteacher, and the mother of one, I furthermore hold two younger sons in college," she writes. "Not a single day goes by when I don't worry about whether they will every live safe in their classrooms."

In reality, Renkl's sons are nearly 1,000 times as likely to die in a traffic accident as they are to die in a mass shooting, which is roughly as likely as being killed by a dog and only slightly more likely than dying from a lightning strike. Stinging insects extirpate more Americans each year than mass shooters do. Yet Renkl thinks the government should obtain policy decisions based on the shortness of her breath and the coldness of her heart.

"Everyone is worried about the threat of gun violence," Renkl says, "and almost everyone has a lucid belief of what to conclude about it." Among other solutions, she mentions an "outright ban" on "semiautomatic weapons," a very broad category that includes the most current guns for self-defense. Renkl seems unaware that the Supreme Court has already said such a ban would live unconstitutional.

"We don't exigency to repeal the Second Amendment," Renkl insists. According to the headline over her essay, criminalizing possession of every firearms except single-shot weapons and revolvers represents "a middle ground on guns." While that may live actual at a March for Their Lives rally, the world outside looks different. It is more complicated but furthermore less scary.


Classical schools redeem Plato over iPad | killexams.com existent questions and Pass4sure dumps

By Julia Duin, Special to CNN

(CNN) – In Maryland, a group of students meditate which depiction of the Nativity shows actual beauty: A 14th-century Giotto, a 16th-century Barocci or a 20th-century William Congdon. The students are in seventh grade.

Outside Houston, second-graders learn Latin amid the Doric columns, Romanesque arches and the golden Renaissance hues of a gracious brick building.

And in West Tennessee, a first-grade classroom lists virtues - reverence, discipline, diligence and loving kindness - along with Aristotle's "four questions," a simplified version of the Greek philosopher's four causes.

The students attend some of several hundred “classical” schools around the country - institutions designed to reflect the scholarship from the past three millennia of Western civilization, rather than the latest classroom trends.

Classical schools are less concerned about whether students can handle iPads than if they grasp Plato. They generally direct to cultivate wisdom and virtue through teaching students Latin, exposing them to mighty books of Western civilization and focusing on appreciation of "truth, goodness and beauty." Students are typically held to strict behavioral standards in terms of conduct and politeness, and given examples of characters from history to copy, ranging from the Roman nobleman Cincinnatus to St. Augustine of Hippo.

Parents love them, too; the number of classical schools - public and private - is growing. The curriculum has helped to boost enrollment at sanctimonious schools and inspired novel public schools.

There are more than 55,000 members on the forums at welltrainedmind.com, a site started by Susan Wise Bauer, an author and educator who in 1999 published “The Well-Trained Mind: A lead to Classical Education at Home.” The book has sold more than a half-million copies, and has become a bible for the classical education movement.

Some supporters will gather this week at the annual meeting of the Association of Classical and Christian Schools - an organization of 235 schools with more than 38,000 students. They'll attend workshops about how to delight students with poetry and strategies on how to introduce Van Gogh and Matisse to kindergarteners. furthermore in June, the Lynchburg, Virginia-based Society for Classical Learning will meet in San Antonio, where seminars focus on everything from rhetoric skills to overviews of ancient and medieval education methods.

For newcomers to the movement, these gatherings can feel love a trip back in time. Don’t witness here for discussions on No Child Left Behind; chit-chat in the hallways focuses more on Saint Chrysostom,  Tom Paine and how to obtain it arresting to modern kids.

“As the movement has grown, there’s been an increasing tendency to define a classical education as ‘This is what Plato or Aristotle would hold recognized,’” Bauer said. “But there are whole novel fields of information since then. They wouldn’t reproduce their view of women, which was that they shouldn’t enmesh an education. What we’re really doing now is neo-classical education.”

The schools don’t just add a few Latin or Greek classes to a modern curriculum. Classical education methods are a revamp of what it means to live educated. Many modern classical schools divide learning into the trivium of medieval institutions: Grammar, logic and rhetoric.

During the “grammar” years of kindergarten through fourth grade, children memorize facts and poetry, learn the rules of phonics and spelling, explore animal and plant kingdoms, music, basic math and the history of civilization beginning with ancient Egyptians, Greeks and Romans.

In the “logic” stage - grades five through eight - children evaluate, analyze, discern and question. They study algebra and how to propose and guard a thesis. They engage in focused discussion, open to mediate through arguments and understand judgement and effect. They’re still parsing Latin verbs. At St. Jerome Academy in Hyattsville, Maryland, the seventh-graders race to observe who can write past and future tenses the quickest on individual stylus-like chalk boards.

The “rhetoric” stage - grades nine through 12 - concentrates on applying information and expressing ideas through writing and speaking.

It's different than the typical school, but far from new. The concept of fusing the stages into modern education was popularized by a 1947 essay by British author Dorothy Sayers called “The Lost Tools of Learning.”

“Classical education has never disappeared,” said Christopher Perrin, publisher of Classical Academic Press, based in Camp Hill, Pennsylvania. “It got eclipsed by the modern education movement starting in the 1890s, but you find these pockets where it’s never gone away.”

Now, the pockets are expanding.

Many classical educators are evangelical Protestants who launched a revival of classical education in the early 1990s. At institutions such as Augustine School in Jackson, Tennessee, prospective students are handed an admission packet that says they’ll live taught “to pursue truth, goodness and beauty through the seven generous arts and sciences under the universal lordship of Christ.”

The135 students in the low-slung brick edifice study classical ballet, piano and violin. At the conclude of each quarter, students recite memorized poems, whole psalms and pieces of the Westminster Catechism, a set of Christian doctrines and beliefs. Students there open Latin in third grade.

“Classical schools are committed - to some degree - to the import of the classical languages,” said Brad Green, co-founder of Augustine School. "Students will steal several years of Latin and possibly some Greek as these are the languages of Western Christendom.”

In recent years, more and more Roman Catholic schools hold joined the movement. This started when, faced with steep enrollment declines, Catholic dioceses around the country began looking for innovative ways to attract students.

Four years ago in the Archdiocese of Washington, D.C., officials were looking for ways to save St. Jerome, a failing school for students pre-kindergarten through eighth grade.  St. Jerome had to gain up with a solution or live one of hundreds of parochial schools across the nation to live closed. Thus, a group of parents, parishioners, scholars and homeschoolers came up with the country’s first-ever Catholic version of the classical curriculum. This 119-page document has minute objectives for each grade, ethical qualities to live acquired and reading lists. The curriculum describes how the “building blocks of learning” can live used in “the shape of the soul.”

The curriculum says the “kind of person they hope would emerge after nine years at St. Jerome would want truth, understand courage, modesty and prudence and understand what disagreement God makes to every the facets of the world.”

Today, St. Jerome is a thriving classical academy with quotes about chivalry and other virtues on the hallway walls. Second-graders might wear togas, obtain laurel wreaths out of paper plates and recite designate Antony’s 35-line oration from Act III of “Julius Caesar.” First-graders study Aesop’s fables. Pasted on the walls of the seventh-grade classroom is a Joan Didion quote, “Grammar is a piano I play by ear,” and another translated in Latin, “Verbum caro hic factum est: (The Word was made flesh here).”

The school is bursting at the seams, with 130 applications for this coming fall, when it plans to enlarge enrollment to 300. Catholic schools near Rochester, novel York, Denver and Lexington, Kentucky, hold adopted St. Jerome’s curriculum and the emerging Catholic classical movement will hold its first conference in July.

"When they started developing a novel curriculum, they were trying to redeem their school," said Mary Pat Donoghue, St. Jerome’s principal. "But now, in an era of growing malaise and cynicism, we're equipping young minds and hearts to redeem civilization itself."

Rania Rosborough, a doctor who sends three of her children to St. Jerome, said she was less-than thrilled with the instruction she got from public schools while growing up in Maryland. She and her husband wanted more for their kids.

“We liked its chronologic approach to history, the thorough treatment of grammar and training in Latin,” she said. She liked how the school trains kindergartners about ancient Egypt, first-graders about ancient Greece and second-graders about the Roman Empire, onward through history.

“We feel a basic timeline of world history provides context for understanding current events,” she said, “and a fractured presentation of history impedes its lessons.”

Although the majority of classical schools are Christian and conservative, the ideas transfer to schools of every political leanings, said Jonathan Beeson, a Yale Divinity School graduate and former Protestant minister who converted to Catholicism and became the principal of St. Theresa Catholic School in Sugar Land, Texas.

“There’s nothing in classical education inherently conservative or liberal,” he said. “And we’re not panicked of memorization. Kids exigency content in their brains and they’re wired to absorb it. You can’t reflect on something if it’s not in your brain in the first place.”

At St. Theresa, students attend classes in buildings designed by ecclesiastical architect Duncan G. Stroik. The Doric columns, gauzy atrium and white-and-green terrazzo floors import Mediterranean classicism onto the Texas prairie.

“When I saw the plans for this building, I wanted to combine this project because the priest here understood the aesthetics necessary for academic formation,” Beeson said.

When his pre-K-through-fifth-grade school starts again in the fall, it will hold 160 students. Second-graders learn Greek history with the profit of children’s versions of “The Iliad” and “The Odyssey.” Latin lessons start in first grade.

“I hope they’ll live reading Latin literature some day,” he said. “That’s the main goal. Kids who understand grammar hold a better random of being writers.”

Educators couldn’t point to independent studies on classical education’s effectiveness. Each year, the Association of Classical and Christian Schools compares the SAT scores of classically educated students with national statistics. The class of 2012 averaged 621 in reading, 606 in writing and 597 in math, scores much higher than the national average. A 2011 survey of its member schools’ alumni showed that 98.3% attended college. Of those students, 34.8% attended a Christian university. Their top secular picks were Georgia Tech, the University of Southern California and the U.S. Naval Academy.

“Most schools report that their graduates are very competitive, and many enter selective colleges,” said Classical Academic Press’ Perrin, who blogs out of insideclassicaled.com.

The belief is catching on with parents and educators alike. Some school systems hold adopted classical models in public charter schools. Poudre School District in Fort Collins, Colorado, got into the act with Ridgeview Classical Schools, a K-12 charter school. It's ranked 103 in the country on U.S. intelligence & World Report's list of the best towering schools.

In the Phoenix area, there is mighty Hearts Academies, a network of 16 public charter classical schools. The schools' stress that even their students’ down time, love their after-school dances, must live classical in nature. One of the "philosophical pillars" on its site states: “We believe, with Plato, that the highest goal of education is to become good, intellectually and morally.”

And Hillsdale College, a private, generous arts institution in southern Michigan, is starting up classical charter schools around the country with funding from the Barney Family Foundation. It opened schools in Moriarty, novel Mexico; and Lewisville, Texas; last fall. A third will open this drop in Savannah, Georgia, and four more are planned for Atlanta, Las Vegas, Columbus, Ohio; and Naples, Florida.

"A observation I constantly hear is 'I want my child to learn to think' and that is what they specialize in. Their children memorize reams of grammar, Scripture, history facts and chants; things people don't bother to conclude any more," said Seth Drown, dean of academic affairs for Augustine School in Tennessee, where enrollment has increased every year for the past decade. "What education needs to hold is knowledge, skill and understanding. Most people mediate education is about the first one on that list. But information is just the platform for the other two.

"Deep down, don't they every want sense in life? It's when you step back and witness at the broad picture, that is when sense gets attached to learning. And that is what they every desperately want."

What conclude you think? Would you deem a classical education curriculum for your child? Share your thoughts in the comments or  @CNNschools on Twitter.


Basics: How can chromosome numbers change? | killexams.com existent questions and Pass4sure dumps

There in the foaming welter of email constantly flooding my in-box was an actual, real, good, sincere question from someone who didn't understand how chromosome numbers could change over time — and he furthermore asked with enough detail that I could actually observe where his thinking was going awry. This is great! How could I not steal time to answer?

So here's the question:

How did life evolve from one (I suspect) chromosome to... 64 in horses, or whatever organism you want to pick. How is it feasible for a sexually reproducing population of organisms to change chromosome numbers over time?

Firstly: there would hold to live some profit to the replication probability of the organisms which carry the chromosomes. I don't observe how this would work. How is having more chromosomes of any extra profit to an organism's replicative success? Yes, perhaps if those chromosomes were complete of useful information... but the chances of that happening are non existent and glide in the face of 'small adaptations over time'.

Secondly, the extra chromosomes exigency to gain from somewhere. I'm not sure about this, but I believe chromosome number are not determined by genes, are they? There isn't a set of genes which determines the number of chromosomes an organism has. So the number is fixed, determined by the sexually reproducing parents. Which leads me to believe that if the number does change, and by random the organism is still alive and capable of sexual reproduction, that the number will start swinging back and forward, by 1 or 2, every generation, and never stabilising. The chances of this happening are furthermore very very slim.

Let's lucid up a few irrelevant misconceptions first. Life probably started with no chromosomes — early replicators would hold been grab bags of metabolites, proteins, and RNA that would hold simply sloppily split in two, with no existent sorting. DNA and chromosomes evolved as accounting and archiving tools: they were a way to guarantee that each daughter cell in a division reliably received a copy of every gene. Also, most animated things now just hold one 'chromosome', a loop of DNA, and perhaps a small cloud of DNA fragments. So to hold this simple we're going to ignore every that, and deem only us diploid eukaryotes, where the question of chromosome numbers becomes a existent issue.

Normally, I'd live scribbling madly on a whiteboard, so we'll hold to obtain conclude with some scribbles on the computer screen. Here, for instance, is a typical cartoon chromosome. It's a string of DNA, and scattered along it they hold sequences for genes, that I've labeled "A", "B", "C", "D", and "E". I've furthermore drawn a circular blob in the middle: that's important. It's not a gene, it's a structure called the centromere, which gets every wrapped up in proteins to contour a kinetochore. It's a sort of anchor point; when the cell needs to plug chromosomes around, as it does during cell division, it hitches motor proteins to the kinetochore and using drag lines called spindle fibers, tows it to a novel destination.

I mentioned that this was a diploid organism — that just means that every chromosome comes in pairs. This cell would hold a similar chromosome to the one that has the ABCDE genes on it; here I've draw it as containing the same genes, but in slightly different forms: abcde. This matters because during meiosis, when gametes (sperm and egg) are formed, the two chromosomes line up with one another and the cell machinery tows one chromosome to one daughter cell, and the other to the other daughter cell. It's accounting; it makes sure each daughter gets a copy of every of the genes, one A or one a, one B or one b, etc., for instance.

For now, redeem the fact that there are two copies of each chromosome at the back of your wit and don't worry about it. Let's mediate about a single chromosome and inquire what can happen to it.

Here's something fairly common. An mistake in copying the DNA can lead to the loss of a piece of DNA. This happens with a low frequency, but it does happen — if they sequenced your DNA, they might well find a few bits missing here and there. They can enmesh situations love this, where a whole gene gets lost.

Don't panic! bethink that they hold two copies of every chromosome, so while this one is missing the "D" gene, there's that other chromosome floating around with a "d" gene. This is not necessarily despicable for the individual, it just means he doesn't hold a spare any more.

Another kindhearted of mistake that can happen with a low frequency is a duplication, where the machinery of the cell accidentally repeats itself when copying, and you enmesh an extra copy of a piece of a chromosome, love so:

This person has two copies of D on this chromosome now (and bethink that other chromosome, with it's d gene — he actually has 3 copies in total now). This is not usually harmful: it gives the individual a exiguous extra redundancy, and that's about it. It can change the total amount of the D gene product in the cell, and if it's a gene for which precise dosage is important, it can hold visible effects…but in most cases, this is a neutral change.

You may hold noticed that nothing has changed the chromosome numbers yet. Here's a situation that can lead to the formation of a novel chromosome: what if there is a duplication of the centromere, rather than a gene?

Remember, I told you that the centromere/kinetochore is where the cell attaches lines and motors to haul the chromosome to the usurp daughter cell. In this case, two lines are attached; what if one tries to tow one centromere to the left, and the other tries to tow the other centromere to the right? Tug of war!

The conclude result is that the chromosome is broken into two chromosomes. I mediate this is a key concept that the questioner is missing: chromosome numbers really aren't significant at all! You don't exigency to add significant novel information to create a novel chromosome, and as I'll betoken you in a moment, a reduction in chromosome numbers does not portray a loss of genetic information. Chromosome are disorganized filing cabinets, nothing more; they can shuffle genes around between them willy-nilly, and the cell mostly doesn't care. A fission event love the one described above basically does nothing but steal one pile of genes and split them into two piles.

But there are some Important effects. This may not live an entirely neutral situation. Let's bring back that abcde chromosome, and pair it up with their two novel chromosomes, AB and CDE.

The accounting is accurate. This cell has two copies of the A gene, an "A" and an "a", just love normal, and the two novel chromosomes can still pair up efficiently with the passe chromosome in meiosis, just love before. This is a healthy, functioning, plain cell, except for one thing: if it goes through meiosis to obtain a sperm or egg, it's going to obtain a larger number of errors. There are three centromeres there, to live split into two daughter cells! Never wit what the brilliant Design creationists show you — the cell is really, really stupid, and it will more or less resolve by eeny-meeny-miny-moe how to divvy up those chromosomes. If by random the split is that one daughter gets AB + CDE, and the other gets abcde, both daughters hold the complete complement of genes and every is well. However, the split could furthermore live that one daughter gets AB and nothing else, while the other gets CDE + abcde … and that's no good. One is missing a whole bunch of genes, and the other has an overdose of a bunch.

The net result is that although this individual is fine and healthy, a significant number of his or her gametes may carry serious chromosomal errors, which means they may hold reduced fertility. They aren't sterile, though; some of their gametes will hold the complete complement of genes, and can similarly bear novel sound individuals who will probably hold fertility problems. (Note: the significance of those fertility problems will vary from species to species. Organisms that depend on producing massive numbers of progeny so that a few survive to adulthood would live hit difficult by a change that cuts fecundity; species that depend on producing a few progeny that they raise carefully to adulthood, love us, not so much. So you hold to hold sex 20 times to successfully bear a child instead of 5 times; that won't usually live a handicap.)

So their two chromosome individual will hold a reduced fertility as long as he or she is breeding with the plain one chromosome organisms, but those split chromosomes can continue to spread through the population. They are not certain to spread — they're more likely to eventually proceed extinct — but by random solitary there can live continued propagation of the two chromosome variant. Which leads to another misconception in the question: something doesn't hold to provide a profit to spread through a population! random solitary can conclude it. They don't hold to bicker for a profit of chromosome fission at every in order for it to happen.

So they can hold a population with a low frequency of scattered chromosomal variants, some carrying the rare two chromosome variant and others the more common one chromosome form. What if two individuals carrying the two chromosome variant breed? They can bear offspring that witness love this:

How many centromeres are there? Four, not three. This is a situation the cell machinery can handle reliably, and this individual will consistently bear apt gametes that accurately carry AB + CDE, nothing more, nothing less, and will hold no reduction in fertility. Now they hold a potentially arresting situation: individuals with the one chromosome situation hold complete fertility when breeding with other individuals with one chromosome; individuals with two chromosomes hold complete fertility when breeding with other individuals with two chromosomes; it's when individuals with two different chromosome arrangements try to breed that fecundity is reduced. This is a situation where speciation is a possibility.

One last thing: what about reducing chromosome numbers? That's easy, too. Here's an organism with an AB chromosome, and a different chromosome with the genes MN on it. They can simply fuse in the region of the centromere.

This happens with a low frequency, too, and has been observed many times (hint: witness up Robertsonian fusions on the web.) I mediate the key issue to understand here is that chromosome number changes are typically going to portray nothing but reorganizations of the genes — the same genes are just being moved around to different filing cabinets. This has some consequences, of course — you enlarge the chances of losing some Important file folders in the process, and making it more difficult to sort out Important information — but it's not as drastic as some appear to think, and chromosome numbers can change dramatically with no obvious effect on the phenotype of the organism. These really are "small adaptations over time", or more accurately, "small changes over time", since there is no necessary presumption that these are adaptive at all.

I've discussed fusion events and how they relate to evolution before, and there's an arresting disagreement in context there, too. My prior article was a response to Casey Luskin, an unlearned creationist who used his misunderstanding of genetics to foolishly affirm the existence of a major problem, and that's where they hold a conflict: ignorance is not a problem, but stupidly using your ignorance to shove invalid ideas is. This question in my mailbox is furthermore unlearned — the fellow really doesn't understand the basics of genetics — but it's self-recognized ignorance that, in a apt way, prompts him to inquire a sincere question.

If you want to dig a exiguous deeper, there are many ways genetic information can live rearranged on chromosomes, and this has opened the doors to some arresting evolutionary research. I've described how they can map the reshuffling of chunks of genetic information over time, a process called synteny mapping, which allows us to reconstruct ancestral chromosomes. A fish might hold 42 chromosomes, and they might hold 46, but they can still trace how the ancestral arrangement was scrambled in many different ways to generate the modern arrangements.



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