AnswerIn Recessive mutations two copies of a disease allele are r.pdf

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Answer: In Recessive mutations two copies of a disease allele are required for an individual to be susceptible to expressing the phenotype. The disease is not expressed in heterozygous condition. Example: Cystic fibrosis is an autosomal recessive disease. A person who has only one recessive gene is said to be a \"carrier\" for the trait or disease, but they do not have any health problems from \"carrying\" one copy of the gene. The disease phenotype is expressed he/she inherits both the copies of the disease allele. The recessive disorders are typically not seen in every generation of an affected family. Other examples are Sickle cell anemia and Tay sachs disease Solution Answer: In Recessive mutations two copies of a disease allele are required for an individual to be susceptible to expressing the phenotype. The disease is not expressed in heterozygous condition. Example: Cystic fibrosis is an autosomal recessive disease. A person who has only one recessive gene is said to be a \"carrier\" for the trait or disease, but they do not have any health problems from \"carrying\" one copy of the gene. The disease phenotype is expressed he/she inherits both the copies of the disease allele. The recessive disorders are typically not seen in every generation of an affected family. Other examples are Sickle cell anemia and Tay sachs disease.

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Molecular Br2(l) + 2NaI(aq) - 2 NaBr(aq) + I2(s)Net I.pdf

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Ionic bonds are when opposite charges are attracted to each other. Polar covalent bonds are when one atom has a greater affinity for electrons than the other, thus the electrons will spent more time around that atom. This is still sharing, but more like an atom is winning in tug of war with the electrons. Non-polar covalent bonds are when atoms share the electrons equally. O2 - no opposite charges, same affinity. Non-polar covalent bonds CCl4 - C-Cl bonds are polar bonds because they do not have the same affinity as each other. However, in this case, since 4 C-Cl bonds present (they make up a tetrahedral structure) all the dipoles (what makes up affinity) cancel each other out resulting in the net dipole to be zero, giving the compound non-polar covalent bonding. NaCl - opposite charges. Na + and Cl - thus gives ionic bonding. Solution Ionic bonds are when opposite charges are attracted to each other. Polar covalent bonds are when one atom has a greater affinity for electrons than the other, thus the electrons will spent more time around that atom. This is still sharing, but more like an atom is winning in tug of war with the electrons. Non-polar covalent bonds are when atoms share the electrons equally. O2 - no opposite charges, same affinity. Non-polar covalent bonds CCl4 - C-Cl bonds are polar bonds because they do not have the same affinity as each other. However, in this case, since 4 C-Cl bonds present (they make up a tetrahedral structure) all the dipoles (what makes up affinity) cancel each other out resulting in the net dipole to be zero, giving the compound non-polar covalent bonding. NaCl - opposite charges. Na + and Cl - thus gives ionic bonding..

Ionic bonds are when opposite charges are attracted to each other. P.pdf

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i will help youSolutioni will help you.pdf

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Human capital is the stock of knowledge, habits, social and personality attributes, including creativity, embodied in the ability to perform labor so as to produce economic value. Alternatively, Human capital is a collection of resources—all the knowledge, talents, skills, abilities, experience, intelligence, training, judgment, and wisdom possessed individually and collectively by individuals in a population. These resources are the total capacity of the people that represents a form of wealth which can be directed to accomplish the goals of the nation or state or a portion thereof. It is an aggregate economic view of the human being acting within economies, which is an attempt to capture the social, biological, cultural and psychological complexity as they interact in explicit and/or economic transactions. Many theories explicitly connect investment in human capital development to education, and the role of human capital in economic development, productivity growth, and innovation has frequently been cited as a justification for government subsidies for education and job skills training. It was assumed in early economic theories, reflecting the context, i.e., the secondary sector of the economy was producing much more than the tertiary sector was able to produce at the time in most countries – to be a fungible resource, homogeneous, and easily interchangeable, and it was referred to simply as workforce or labor, one of three factors of production (the others being land, and assumed-interchangeable assets of money and physical equipment). Just as land became recognized as natural capital and an asset in itself, human factors of production were raised from this simple mechanistic analysis to human capital. In modern technical financial analysis, the term \"balanced growth\" refers to the goal of equal growth of both aggregate human capabilities and physical assets that produce goods and services. The assumption that labour or workforces could be easily modelled in aggregate began to be challenged in 1950s when the tertiary sector, which demanded creativity, begun to produce more than the secondary sector was producing at the time in the most developed countries in the world. Today, most theories attempt to break down human capital into one or more components for analysis usually called \"intangibles\". Most commonly, social capital, the sum of social bonds and relationships, has come to be recognized, along with many synonyms such as goodwill or brand value or social cohesion or social resilience and related concepts like celebrity or fame, as distinct from the talent that an individual (such as an athlete has uniquely) has developed that cannot be passed on to others regardless of effort, and those aspects that can be transferred or taught: instructional capital. Less commonly, some analyses conflate good instructions for health with health itself, or good knowledge management habits or systems with the instructions they compile and manage, .

Human capital is the stock of knowledge, habits, social and personal.pdf

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Gregor Mendel is called the father of genetics, because he introduced various terms such as gene, heredity, offspring, parental generation etc. The three primary sources that were important for Mendelian genetics are Cross pollination: Due to this the traits of different plants can be introduced in the offspring. Plants differing in one character because of which if there was any change in the character of the plant it was easily noticeable. The dominant and recessive phenotypes which are responsible to determine which trait will be shown by the plants. These 3 are the primary sources of mendelian genetics. Solution Gregor Mendel is called the father of genetics, because he introduced various terms such as gene, heredity, offspring, parental generation etc. The three primary sources that were important for Mendelian genetics are Cross pollination: Due to this the traits of different plants can be introduced in the offspring. Plants differing in one character because of which if there was any change in the character of the plant it was easily noticeable. The dominant and recessive phenotypes which are responsible to determine which trait will be shown by the plants. These 3 are the primary sources of mendelian genetics..

Gregor Mendel is called the father of genetics, because he introduce.pdf

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Exercise 2.1 Explain the accompanying terms quickly: trait, space, element, relationship, element set, relationship set, one-to-numerous relationship, numerous to-numerous relationship, interest limitation, cover requirement, covering imperative, feeble element set, total, what\'s more, part marker. Answer 2.1 No answer gave yet. Exercise 2.2 A college database contains data about teachers (recognized by government managed savings number, or SSN) and courses (recognized by courseid). Teachers show courses; each of the accompanying circumstances concerns the Teaches relationship set. For every circumstance, draw an ER outline that portrays it (expecting that no further limitations hold). 1. Educators can instruct the same course in a few semesters, and every offering must be recorded. 2. Educators can instruct the same course in a few semesters, and just the most late such offering should be recorded. (Accept this condition applies taking all things together consequent inquiries.) 3. Each educator must show some course. 4. Each teacher instructs precisely one course (no all the more, no less). 5. Each teacher instructs precisely one course (no all the more, no less), and each course must be educated by some educator. 6. Presently assume that specific courses can be instructed by a group of teachers together, in any case, it is conceivable that nobody teacher in a group can educate the course. Model this circumstance, presenting extra element sets and relationship sets if important. Answer 2.2 Answer overlooked. 5 6 Chapter 2 Exercise 2.3 Consider the accompanying data around a college database: Educators have a SSN, a name, an age, a rank, and an examination claim to fame. Ventures have a task number, a supporter name (e.g., NSF), a beginning date, an finishing date, and a financial plan. Graduate understudies have a SSN, a name, an age, and a degree program (e.g., M.S. on the other hand Ph.D.). Every task is overseen by one educator (known as the venture\'s important specialist). Every venture is dealt with by one or more educators (known as the undertaking\'s co-agents). Teachers can oversee and/or chip away at different activities. Every task is chipped away at by one or more graduate understudies (known as the task\'s exploration collaborators). At the point when graduate understudies chip away at a venture, an educator must manage their work on the task. Graduate understudies can deal with different tasks, in which case they will have a (possibly diverse) chief for every one. Offices have a division number, an office name, and a principle office. Offices have an educator (known as the executive) who runs the division. Teachers work in one or more divisions, and for every office that they work in, a period rate is connected with their occupation. Graduate understudies have one noteworthy division in which they are chipping away at their degree. Every graduate understudy has another, more senior graduate understudy (known as a understudy co.

Exercise 2.1 Explain the accompanying terms quickly trait, space, e.pdf

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Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formula Cl2O6. This chlorine oxide is the mixed anhydride of chloric and perchloric acids. It is produced by reaction between chlorine dioxide and excess ozone: 2 ClO2 + 2 O3 2 ClO3 + 2 O2 Cl2O6 + 2 O2 Solution Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formula Cl2O6. This chlorine oxide is the mixed anhydride of chloric and perchloric acids. It is produced by reaction between chlorine dioxide and excess ozone: 2 ClO2 + 2 O3 2 ClO3 + 2 O2 Cl2O6 + 2 O2.

Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formul.pdf

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AnswerIn Recessive mutations two copies of a disease allele are r.pdf

1. Answer: In Recessive mutations two copies of a disease allele are required for an individual to be susceptible to expressing the phenotype. The disease is not expressed in heterozygous condition. Example: Cystic fibrosis is an autosomal recessive disease. A person who has only one recessive gene is said to be a "carrier" for the trait or disease, but they do not have any health problems from "carrying" one copy of the gene. The disease phenotype is expressed he/she inherits both the copies of the disease allele. The recessive disorders are typically not seen in every generation of an affected family. Other examples are Sickle cell anemia and Tay sachs disease Solution Answer: In Recessive mutations two copies of a disease allele are required for an individual to be susceptible to expressing the phenotype. The disease is not expressed in heterozygous condition. Example: Cystic fibrosis is an autosomal recessive disease. A person who has only one recessive gene is said to be a "carrier" for the trait or disease, but they do not have any health problems from "carrying" one copy of the gene. The disease phenotype is expressed he/she inherits both the copies of the disease allele. The recessive disorders are typically not seen in every generation of an affected family. Other examples are Sickle cell anemia and Tay sachs disease

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