Heredity & Evolution” We are all aware that we have inherited cert.docx
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This document introduces the mechanisms and patterns of inheritance that influence how inherited characteristics are expressed and how evolutionary processes influence changes in those characteristics over time. It focuses on a lesson discussing heredity and evolution, referencing attached PowerPoint slides. Responses should focus on content from the lesson, quoting the big name commentators and scientists featured, and choose two of the specified topics to explain in more detail.
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Primate Behavior” This lesson tackles why we study the behavior o.docx
“ Primate Behavior” This lesson tackles why we study the behavior of nonhuman primates and how their behavior patterns can be related to human behavior and evolution. Experts discuss their field study experiences and what they learned about the behavior of their subjects. Social structure and social organization are related to impact on reproductive success. The central mother-infant bond is explored, along with patterns of affiliative and aggressive behaviors in social groups. Nonhuman capacities for language and culture are also addressed in interesting ways.
Choose
either a. or b.
a. Identify &
discuss
some of the major differences between the forms of primate social systems.
b. Describe male vs. female primate reproductive strategies &
discuss
some obvious contrasts between them.
c. When you see terms presented onscreen, take note, get the definition/meaning, and know that such will come back to haunt you in quizzes and exams.
While responding to the dvd lesson, you may refer to the chapter reading (here it's ch. 8) as necessary. See also attached ppt slides. Make sure to focus your post on the video lesson content. Quote or make explicit references to what the big name commentators say in the lesson.
...
Epigenetics
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Primate Behavior” This lesson tackles why we study the behavior o.docx
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Choose
either a. or b.
a. Identify &
discuss
some of the major differences between the forms of primate social systems.
b. Describe male vs. female primate reproductive strategies &
discuss
some obvious contrasts between them.
c. When you see terms presented onscreen, take note, get the definition/meaning, and know that such will come back to haunt you in quizzes and exams.
While responding to the dvd lesson, you may refer to the chapter reading (here it's ch. 8) as necessary. See also attached ppt slides. Make sure to focus your post on the video lesson content. Quote or make explicit references to what the big name commentators say in the lesson.
...
Epigenetics
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Evolutionary Genetics by: Kim Jim F. Raborar, RN, MAEd(ue)
This presentation was created as a partial fulfillment of the requirements in the subject Advanced Genetics. Everything that was here were kinda symbolic. I mean, you could recognize that this was a product of so much data interpretation. I therefore suggest you read and read a lot first before you go back to this presentation. Or you could just contact me so i could send you the key-pointers.
Have a super nice day.
Kimy
Construct a comprehensive profile of the microorganism.Name of M.docx
Construct a comprehensive profile of the microorganism.
Name of Microorganism: ___________Rhinovirus_______________________
1. Description of the Microorganism
a) Write a paragraph describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement , colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism. Please use proper scientific terminology and good grammar and sentence structure throughout this project.
2. Virulence Factors
a) Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.
3. Immunity
a) Which defenses protect us from infection by this bacterium?
b) Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?
4. Pathology (Infectious Disease Information)
a. What condition(s) or infectious disease(s) does it cause?
b. Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)? Record your answers in the table below.
c. Describe the complications that can result if the infection is left untreated.
d. Are these acute, chronic, or latent infections?
e. What organ system(s) does it infect?
f. Is it an opportunistic pathogen? If so, where is it normally found in the body?
5. Epidemiology
a. Draw and label a diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, any vectors if involved in transmission, the type of transmission, and portals of entry and exit.
6. Presentations
Provide a written, detailed description of a hypothetical patient. Be imaginative and create a hypothetical situation that would correspond with your microorganism. This is expected to be at least 8-10 sentences in length and is expected to be comprehensive and detailed. You are expected to include descriptions of:
a. Signs and symptoms, using correct terminology
b. Patient history, including any situation that could explain how the infection was acquired (for example, if a food-borne intoxication is involved, when and how it could have been ingested?)
c. Any condition that could have predisposed the patient to infection (diabetes; immunosuppressive therapy; burns, etc.). Note: Avoid the term “persons who are immune compromised," for 2 reasons: It is a vague condition that has a variety of etiologies, and it is assumed that all persons who are “immune compromised” are at risk for all infectious diseases.
d. Any data-specific indicators that would be important in a clinical setting, for example, urea or sugar levels in the blood o.
In-class introduction to basic Punnett square set-up and problem s.docx
In-class introduction to basic Punnett square set-up and problem solving, Part 1
Problem-solving tips:
· A Punnett square allows you to predict the possible genetic outcome of children based on the genetic make-up of the parents.
· First, read the problem and figure out whether the trait of interest or genetic disorder is found on the dominant allele or the recessive allele because that will have an impact on how you interpret the results of the Punnett square.
· Select a letter to represent the trait or disorder and define the dominant and recessive alleles. For example: For eye color, B (dominant) = brown eyes and b (recessive) = blue eyes. For achondroplasia (dwarfism), A (dominant) = achondroplasia and a (recessive) = normal allele.
· If it is a sex-linked question, remember to include the sexual genotypes of the parents (XX for mom and XY for dad).
· Write down all possible genotypes & phenotypes and use this information to help you set up the Punnett square.
1. Practice question on a human trait. In reality, eye color is controlled by multiple genes and is a complex trait. For simplicity, we’ll assume that brown eyes are dominant to blue eyes. Answer the questions below.
a) Select a letter for this trait and define the dominant and recessive alleles.
B (dominant) =
b (recessive) =
b) Write down all possible genotypes and phenotypes for individuals in the population
Possible genotypes
(the 2 alleles an individual has)
Possible phenotypes (the physical appearance of a trait)
Homozygous dominant individuals
Homozygous recessive individuals
Heterozygous individuals
c) Set up the Punnett square and solve this problem. Kristy is heterozygous and Mark has blue eyes. What percentage of their offspring will have blue eyes?
Kristy's genotype
Mark's genotype
a) Select a letter for this genetic condition and define the dominant and recessive alleles.
F (dominant) =
f (recessive) =
b) Write down all possible genotypes and phenotypes for individuals in the population
Possible genotypes
(the 2 alleles an individual has)
Possible phenotypes (the physical appearance of a trait)
Homozygous dominant individuals
Homozygous recessive individuals
Heterozygous individuals
c) Set up the Punnett square and solve this problem. Kristy and Mark are carriers for cystic fibrosis. The term carrier is only used when a condition is on the recessive allele. Carriers are heterozygous individuals who are normal and show no symptoms of the disorder, but they have the ability to pass on the mutated recessive allele to their offspring. What percentage of their children will be normal? What percentage of their children will be carriers?
Kristy's genotype
Mark's genotype
2. Practice question on a genetic condition. Cystic fibrosis (CF) is an autosomal, recessive condition that results in mucus buildup in the lungs and digestive system organs. As a result, CF .
Unit 7 Heredity, Structure and Function - DiscussionMut.docx
Unit 7: Heredity, Structure and Function - Discussion
Mutations are changes that occur within the genes of an organism. Sometimes these mutations impact a single gene, while other mutations impact the number or structure of entire chromosomes. Because many mutations change just one tiny piece of information in one single piece of DNA, they usually do not cause any problems. For example, imagine if someone sent you a long e-mail and accidentally misspelled the word "friend" as "freind." You would still understand the e-mail and would probably still even catch the original meaning - this is a good analogy for what happens with a point mutation, where just one part of a gene is changed.
However, sometimes a single mistake can make a big difference. Imagine if, while composing a long e-mail, you accidentally select and delete an entire paragraph, or perhaps auto-correct changes a critical word. You can imagine (and perhaps have even experienced) how such a mistake might cause great confusion and miscommunication.
Many genetic disorders are caused by changes to a single gene in the form of a point mutation or due to a chromosomal abnormality like a chromosome disorder. Sometimes these mutations are passed from one generation to the next, just like other harmless traits like eye color and blood type. These mutations may cause specific disorders, or they may predispose a person to a common disease like cancer or heart disease.
Learn about some basic patterns of inheritance by opening the chapter resources then selecting "Animations and Demonstrations." Use the interactive labeled "Inheritance of Individual Traits."
Unit 7 Discussion
Watch the following videos to learn more about genetics and the implications of our genetic knowledge:
Our Molecular Selves:
http://www.youtube.com/watch?v=_EK3g6px7Ik&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25520211
Ethical, Legal, and Social Implications of Genetic Knowledge:
http://www.youtube.com/watch?v=Apjebtal8bQ&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25019880
During the week, select only ONE option (either Option I or Option II) and discuss the following with your classmates. Be sure to use the provided course materials and feel free to share additional information you find through your own research.
Discussion Topic Option I:
· Describe a physical trait you possess that you could potentially pass on to your own children. Using what you learned from the Inheritance of Individual Traits animation, consider the following. Let’s pretend you have 4 children, and 2 of the 4 children also possess your characteristic. Meanwhile the other biological parent of your children does not possess the trait.
· Do you think this trait could be dominant or recessive?
· Based upon your response, describe why it would or would not be possible for this trait to “skip” a generation.
· Patterns of inheritance within organisms like pea plants, fruit flies, mic ...
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Question 1 Significance of differences between mitosis and meiosi.docx
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Significance of differences between mitosis and meiosis
Mitosis and meiosis are the two major processes by which eukaryotic cells reproduce. Compare and contrast the processes of mitosis and meiosis. Consider the stages involved in each and their eventual products. How are the differences biologically significant relative to growth and reproduction? Be prepared to discuss how life is dependent upon both types of cellular reproduction.
Question 2:
Mendel’s Principles
Mendel used mathematics and experimentation to derive major principles that have helped us understand inheritance. His ideas were totally different than the explanation for passage of characteristics from parents to offspring that was common to his time. List and describe his principles and describe how each contributes to genetic variability. How might biology have be different if his discoveries had not been lost for decades? Be prepared to discuss the significance of Mendel’s discoveries to modern biology.
APA references included.
...
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hiExplain what is Hadoop, how its fit into the Data Wareho.docx
hi
Explain what is
Hadoop
, how its fit into the Data Warehouse creation/utilization concept, what advantages its bring over the earlier and more traditional DW back-end technologies, and any other material on these topic that you find interesting.
write two paragraphs about that.
.
Hide Folder InformationThis project is due in about 3 12 hour.docx
Hide Folder Information
This project is due in about 3 1/2 hours, I submitted the wrong one yesterday (will still pay the service) but need THIS one accomplished soon. Any takers?
Digital media has changed the ways ideas, information, and arguments in society are communicated both locally and globally. Individuals and organizations frequently use digital media as a means to influence individuals and organizations.
Students are required to identify a specific company, organization, or individual and demonstrate how digital media has been used to influence or change its core business processes. You will then create a presentation (using an application like PowerPoint) which interprets and analyzes how the messages within the digital media were used to guide decision-making.
Formatting Requirements
Project must follow APA style
Footers including slide numbers, student name, and project name
File name first initial, last name and project (ex. BWright_presentation)
Minimum of 15 slides, maximum 20 slides (excluding title slide and bibliographical slide)
Use of tables, graphs, images, etc. of appropriate size that are relevant to the information being conveyed is highly encouraged.
Title slide to include:
Your name
Instructor name
Course name and number
Project title
Content Requirements
Introduction and Synopsis of Company, Organization or Individual.
Influence on or change to Organization and/or Individual
Analysis of How Digital Media Guided Decision Making
Conclusion and Analysis of Results of Change
Bibliographical slide with minimum of 2 professional / scholarly sources. Wikipedia is not acceptable.
Keep in mind the 7 x 7 rule with presentation software, which effectively states no more than 7 words per bullet and 7 bullets per slide. This something to keep in mind to assist in effectively communicating information and not a specific requirement of the project.
Complete and submit your project no later than 11:59PM (ET) on 02/14/2016.
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Chapter 3 review qs
This document provides 31 objectives for a chapter on human development from behavioral genetic, evolutionary, and cultural perspectives. The objectives cover topics such as differences and similarities within the human family; the focus of behavior geneticists; definitions of key genetic terms; how twin and adoption studies examine nature and nurture influences; how temperament illustrates genetic influences; applications and limitations of heritability; examples of genetically influenced and environmentally triggered traits; the promise and perils of molecular genetics research; the focus of evolutionary psychology; the principle of natural selection and its effects; gender differences in sexuality and their evolutionary explanations; criticisms of evolutionary explanations and responses; prenatal influences on development; how experience modifies the brain; limitations of attributing children's outcomes to
Evolutionary Genetics by: Kim Jim F. Raborar, RN, MAEd(ue)
This presentation was created as a partial fulfillment of the requirements in the subject Advanced Genetics. Everything that was here were kinda symbolic. I mean, you could recognize that this was a product of so much data interpretation. I therefore suggest you read and read a lot first before you go back to this presentation. Or you could just contact me so i could send you the key-pointers.
Have a super nice day.
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Construct a comprehensive profile of the microorganism.Name of M.docx
Construct a comprehensive profile of the microorganism.
Name of Microorganism: ___________Rhinovirus_______________________
1. Description of the Microorganism
a) Write a paragraph describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement , colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism. Please use proper scientific terminology and good grammar and sentence structure throughout this project.
2. Virulence Factors
a) Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.
3. Immunity
a) Which defenses protect us from infection by this bacterium?
b) Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?
4. Pathology (Infectious Disease Information)
a. What condition(s) or infectious disease(s) does it cause?
b. Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)? Record your answers in the table below.
c. Describe the complications that can result if the infection is left untreated.
d. Are these acute, chronic, or latent infections?
e. What organ system(s) does it infect?
f. Is it an opportunistic pathogen? If so, where is it normally found in the body?
5. Epidemiology
a. Draw and label a diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, any vectors if involved in transmission, the type of transmission, and portals of entry and exit.
6. Presentations
Provide a written, detailed description of a hypothetical patient. Be imaginative and create a hypothetical situation that would correspond with your microorganism. This is expected to be at least 8-10 sentences in length and is expected to be comprehensive and detailed. You are expected to include descriptions of:
a. Signs and symptoms, using correct terminology
b. Patient history, including any situation that could explain how the infection was acquired (for example, if a food-borne intoxication is involved, when and how it could have been ingested?)
c. Any condition that could have predisposed the patient to infection (diabetes; immunosuppressive therapy; burns, etc.). Note: Avoid the term “persons who are immune compromised," for 2 reasons: It is a vague condition that has a variety of etiologies, and it is assumed that all persons who are “immune compromised” are at risk for all infectious diseases.
d. Any data-specific indicators that would be important in a clinical setting, for example, urea or sugar levels in the blood o.
In-class introduction to basic Punnett square set-up and problem s.docx
In-class introduction to basic Punnett square set-up and problem solving, Part 1
Problem-solving tips:
· A Punnett square allows you to predict the possible genetic outcome of children based on the genetic make-up of the parents.
· First, read the problem and figure out whether the trait of interest or genetic disorder is found on the dominant allele or the recessive allele because that will have an impact on how you interpret the results of the Punnett square.
· Select a letter to represent the trait or disorder and define the dominant and recessive alleles. For example: For eye color, B (dominant) = brown eyes and b (recessive) = blue eyes. For achondroplasia (dwarfism), A (dominant) = achondroplasia and a (recessive) = normal allele.
· If it is a sex-linked question, remember to include the sexual genotypes of the parents (XX for mom and XY for dad).
· Write down all possible genotypes & phenotypes and use this information to help you set up the Punnett square.
1. Practice question on a human trait. In reality, eye color is controlled by multiple genes and is a complex trait. For simplicity, we’ll assume that brown eyes are dominant to blue eyes. Answer the questions below.
a) Select a letter for this trait and define the dominant and recessive alleles.
B (dominant) =
b (recessive) =
b) Write down all possible genotypes and phenotypes for individuals in the population
Possible genotypes
(the 2 alleles an individual has)
Possible phenotypes (the physical appearance of a trait)
Homozygous dominant individuals
Homozygous recessive individuals
Heterozygous individuals
c) Set up the Punnett square and solve this problem. Kristy is heterozygous and Mark has blue eyes. What percentage of their offspring will have blue eyes?
Kristy's genotype
Mark's genotype
a) Select a letter for this genetic condition and define the dominant and recessive alleles.
F (dominant) =
f (recessive) =
b) Write down all possible genotypes and phenotypes for individuals in the population
Possible genotypes
(the 2 alleles an individual has)
Possible phenotypes (the physical appearance of a trait)
Homozygous dominant individuals
Homozygous recessive individuals
Heterozygous individuals
c) Set up the Punnett square and solve this problem. Kristy and Mark are carriers for cystic fibrosis. The term carrier is only used when a condition is on the recessive allele. Carriers are heterozygous individuals who are normal and show no symptoms of the disorder, but they have the ability to pass on the mutated recessive allele to their offspring. What percentage of their children will be normal? What percentage of their children will be carriers?
Kristy's genotype
Mark's genotype
2. Practice question on a genetic condition. Cystic fibrosis (CF) is an autosomal, recessive condition that results in mucus buildup in the lungs and digestive system organs. As a result, CF .
Unit 7 Heredity, Structure and Function - DiscussionMut.docx
Unit 7: Heredity, Structure and Function - Discussion
Mutations are changes that occur within the genes of an organism. Sometimes these mutations impact a single gene, while other mutations impact the number or structure of entire chromosomes. Because many mutations change just one tiny piece of information in one single piece of DNA, they usually do not cause any problems. For example, imagine if someone sent you a long e-mail and accidentally misspelled the word "friend" as "freind." You would still understand the e-mail and would probably still even catch the original meaning - this is a good analogy for what happens with a point mutation, where just one part of a gene is changed.
However, sometimes a single mistake can make a big difference. Imagine if, while composing a long e-mail, you accidentally select and delete an entire paragraph, or perhaps auto-correct changes a critical word. You can imagine (and perhaps have even experienced) how such a mistake might cause great confusion and miscommunication.
Many genetic disorders are caused by changes to a single gene in the form of a point mutation or due to a chromosomal abnormality like a chromosome disorder. Sometimes these mutations are passed from one generation to the next, just like other harmless traits like eye color and blood type. These mutations may cause specific disorders, or they may predispose a person to a common disease like cancer or heart disease.
Learn about some basic patterns of inheritance by opening the chapter resources then selecting "Animations and Demonstrations." Use the interactive labeled "Inheritance of Individual Traits."
Unit 7 Discussion
Watch the following videos to learn more about genetics and the implications of our genetic knowledge:
Our Molecular Selves:
http://www.youtube.com/watch?v=_EK3g6px7Ik&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25520211
Ethical, Legal, and Social Implications of Genetic Knowledge:
http://www.youtube.com/watch?v=Apjebtal8bQ&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25019880
During the week, select only ONE option (either Option I or Option II) and discuss the following with your classmates. Be sure to use the provided course materials and feel free to share additional information you find through your own research.
Discussion Topic Option I:
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· Do you think this trait could be dominant or recessive?
· Based upon your response, describe why it would or would not be possible for this trait to “skip” a generation.
· Patterns of inheritance within organisms like pea plants, fruit flies, mic ...
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Question 1:
Significance of differences between mitosis and meiosis
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Question 2:
Mendel’s Principles
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APA references included.
...
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Content Requirements
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The document requests that an ethics discussion question be answered by Friday July 17th, 2015 at 11:59pm. The discussion question asks to review definitions of four ethical theories - Kantianism, Utilitarianism, Liberal Individualism, and Communitarianism - and describe a real-life example for each from both a personal and career perspective.
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Hi,
I have three article, what I need is a one page summary of a short section of each article.
I have the sections names so what you gotta do is summarizing the section not the whole articles.
1-The first article is "Feldman_ArtB_INtercultural" and the required section is "Royal Diplomacy and the International Concept of Kingship" on page 19.
2-The econd article is "Linzey_Imhotep" and the required section is "The Pyramid Texts".
3-The third article is "Pittman_1996" and the required section is "The Gebel el-Arak" on page3
YOU HAVE 4 HOURS!!
.
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The student needs help writing an art history paper about the living artist Richard Serra and his large-scale metal sculptures. The paper must discuss Serra's collections and exhibitions, how his work relates to installation art, and comparisons to specific works by Ilya Kabakov, Judy Chicago, and Christo and Jeanne-Claude that involve installation elements. They are requesting help researching and writing the paper.
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.
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Hi, I have an assignment in my religion class, I have uploaded the instructions and the readings that we've used in the class for the past two weeks and the paper have to be connected to the readings and for what we discussed in class.
this is the topic of the paper , please look at everything cerfully and let me know if you can do it.
Reflection 2:
Based on at least one of the definitions of religion and nature we’ve discussed over the last
two weeks, is it valid to think of environmentalism as a religion, as suggested by Thomas
Dunlap? Explain your reasoning, being sure to consider multiple possible answers in
addition to defending your own.
thank you
.
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Hi, I have an assignment in my behavior in organization class, its .docx
Hi, I have an assignment in my behavior in organization class, it's a case study analysis, 6-7 pages.
the case study is : MediSys Corp.: The IntensCare Product Development Team.
we use a book in class called Robbins,Organizational Behavior, 16th edition S. P. & Judge, T. A. (2015).
There will be a Related Reading in Ch. 9 Foundations of Group Behavior,and Ch. 10.Understanding Work Teams.
I will upload an attchment descriping the requirment of the assignment. Thank you
Please let me know if you need more info.
best
.
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