The griffins from mythology are real! It has been discovered that 3 re (5).pdf
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The griffins from mythology are real! It has been discovered that 3 recessive traits in lions result in the griffin phenotype. Wingless (W) is dominant to winged (w), Fur (F) is dominant to feathers (f) and Gold color (G) is dominant to brown color(y). What are the odds of producing a griffin from by crossing 2 individuals with the genotype WwFfGg? Leave your answer in the form of a fraction (i.e. 1/100).
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please help and make clear which question is being answered please! th.pdf
please help and make clear which question is being answered please! thank you
You are to discover the chromosomal location (autosomal or X linked) and mode of inheritance
for two new fly mutations swiss cheese (sc) and dachshund (da) The homozygous swiss cheese
(scsc) phenotype has holes in it's brain The homozygous dachshund (dada) has short legs
PARENTS Cross Male double homozygous mutants sc da with Female wild wild SC DA are to
be crossed BUT FIRST you don't know if either gene is on the X chromosome Parental diploid
genotypes could be: male scscdada female SCSCDADA if Both genes autosomal or Male
XscYdada female XSCXSCDADA if sc on the X chromosome and da autosomal or Male
scscXdaY female SCSCXDAXDA if da on the X chromosome and sc autosomal What are the
expected phenotypes and phenotype ratios for each of the above three F1 x F1 Punnett squares
assuming: (REMEMBER FOR X-LINKED CROSSES THE PHENOTYPE RATIO MIGHT BE
DIFFERENT FOR THE 8 MALES FROM THE RESULTANT 8 FEMALES) Predictions Use
this area to create PHENOTYPE PREDICTIONS that reflect the above Punnett squares for the
F2 generation if the inheritance of the mutant trait is: (Label clearly the phenotype).
REMEMBER: Example for Mendelian dominant recessive there are 4 possibles. DO ALL
FOUR a) both WILD alleles are DOMINANT b) both MUTANT alleles are DOMINANT c)
ONE MUTANT allele is DOMINANT and WILD allele for other gene are DOMINANT d)
Reverse of c For autosomal Punnett - dominant or recessive, For two sex linked Punnett -
dominant or recessive, incomplete dominant (for both sex linked and autosomal) (take a guess on
what phenotype might look like), lethal dominant as embryo (sex linked and autosomal) IS THIS
EVEN POSSIBLE lethal recessive as embryo. ( sex linked and autosomal) IS THIS EVEN
POSSIBLE.
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please help and make clear which question is being answered please! th.pdf
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(scsc) phenotype has holes in it's brain The homozygous dachshund (dada) has short legs
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be crossed BUT FIRST you don't know if either gene is on the X chromosome Parental diploid
genotypes could be: male scscdada female SCSCDADA if Both genes autosomal or Male
XscYdada female XSCXSCDADA if sc on the X chromosome and da autosomal or Male
scscXdaY female SCSCXDAXDA if da on the X chromosome and sc autosomal What are the
expected phenotypes and phenotype ratios for each of the above three F1 x F1 Punnett squares
assuming: (REMEMBER FOR X-LINKED CROSSES THE PHENOTYPE RATIO MIGHT BE
DIFFERENT FOR THE 8 MALES FROM THE RESULTANT 8 FEMALES) Predictions Use
this area to create PHENOTYPE PREDICTIONS that reflect the above Punnett squares for the
F2 generation if the inheritance of the mutant trait is: (Label clearly the phenotype).
REMEMBER: Example for Mendelian dominant recessive there are 4 possibles. DO ALL
FOUR a) both WILD alleles are DOMINANT b) both MUTANT alleles are DOMINANT c)
ONE MUTANT allele is DOMINANT and WILD allele for other gene are DOMINANT d)
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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