contributed by two parents is blended together to produce an offspring. You politely disagree and
inform them that you support Mendel's particulate mechanism of inheritance instead. This
hypothesis is best supported by which of the following outcomes of Mendel's monohybrid cross?
All heterozygous plants in the F 1 generation were purple, suggesting that hybrids are the cross
between two true breeding lines. The flowers in the P generation were true breeding, meaning
that these individuals always produced offspring expressing a particular parental trait (purple or
white). The alleles for white flower color were inherited independently of the alleles for purple
flower color, producing four unique trait combinations in the F 2 generation. White flowers, the
recessive phenotype, were recovered in the F2 generation. This suggests that the allele for white
flowers retained its identity during transmission from parent to offspring.
Jenna Rose Kol Deciphering Phenotypic Ratios Using Mendelian Genetics Jenna Rose Kol
This experiment took an entire semester. The end goal was to decipher phenotypic ratio of two homozygous bred parents using mendelian genetics. My particular breed of parents consisted of brown and red eyes, and vestigial and oval shaped wings. Two recessive traits inhibited autosomal recessive genes.
Jenna Rose Kol Deciphering Phenotypic Ratios Using Mendelian Genetics Jenna Rose Kol
This experiment took an entire semester. The end goal was to decipher phenotypic ratio of two homozygous bred parents using mendelian genetics. My particular breed of parents consisted of brown and red eyes, and vestigial and oval shaped wings. Two recessive traits inhibited autosomal recessive genes.
Figare 11-1- When these F1 offspring self-pollinated- the next generat.pdfakstores
Figare 11.1. When these F 1 offspring self-pollinated, the next generation ( F 2 ) showed both
traits in a 3.1 ratio. The trait shown in the F 1 was always the more commen trait in the F 2 , with
3 out of every 4 offspring expressing it. See Figure 11.2 . Figure 11.2. Essentially, Mendel's
explanation for what he saw was: 1. Traits are controlled by what he called "factors" and which
we now call genes. 2. An organism has a pair of genes for each trait. We now know that cach
gene is located on one of two similar (homologous) chromosomes. 3. An organism mandomly
inherits one gene from each of its parents' pair of genes. Thus, its own pair consists of one gene
that is puternal and one gene that is maternal. 4. The pairs of genes can be identical, or they can
be different. If they are the same, the organism is said to be homoxygous; if different, the
organism is said to be heterozygous. Different versions of genes are called alleles. Thus, an
organism with two different alleles is heterozygous and one with identical alleles is homozygous.
5. Contrasting alleles can vary in their effect. Since his F 1 generation resembled only one of the
parents, while both of the traits present in the parents reappeared in the F 2 generation, he
concluded that the factons do not blend or disappear. He defined a rule of dominance to explain
this: The allele that determines the appearance of a heterozygote is called the dominant allele.
The one that is hidden is the recessive allele. The visible outcome of the genes is the phenotype,
while the actual genetic outcome is the genotype. The 3 : 1 ratio in the F 2 generation refers
specifically to 3 dominant traits being expressed for every one recessive. Today you will
examine several traits that illustrate Mendel's basic explanations for patterns of inheritance. You
will also see some ways in which these basic explanations can be used to study human genetics
and to understand how to do pedigree analysis. EXERCISE 1. REVIEW OF BASIC GENETICS
TERMS PROCEDURE Using your lecture materials and textbook as a reference, review the
following genetic situation and answer the questions that follow. When a true-breeding brown
mink is crossed with a true-breeding silver-blue mink they produce offspring all with the same
phenotype: brown. When these F 1 mink were crossed amongst themselves, they produced 47
brown animals and 15 silver-blue animals ( F 2 generation). 1. What does the gene being
discussed code for? 2. What allelles for this gene are being discussed? 3. Which one of these
alleles is dominant and how do you know it is dominant? 4. Which one of the alleles is recessive
and how do you know it is recessive? 5. What does F 1 stand for? Explain what the F 1
generation is. F = childien 1 = Grotaeneration 6. What is the meaning of the word phenotype? In
this particular case, what was the phenotype of the F 1 ? 7. If you were studying genotypes, what
would you be looking at? In general, what different genotypes can you find i.
Question 1 Why was it important to start with true-breeding plants.pdfmampbellzumberge517
Question 1: Why was it important to start with true-breeding plants?
Question 2: What phenotypic ratios did Mendel observe in the F2 generation of a
dihybrid cross?
Question 4: Would Mendel predict that you would get the same or different results from the
cross of white males x scarlet females compared to its reciprocal?
Solution
Gregor Mendel wanted to know how parental traits are passed to the offspring. To get a clear
concluding result without any mixed unexpected outcome or unexplained phenomenon Mendel
wisely decided to start with pure breed i.e. known true breeding homozygous (pure
dominant/recessive) pea plants (when selfed it produces same trait every time).
In 1865 Mendel crossed two equal type of heterozygous pea plants with two characteristics to
see outcome of dihybrid cross and discovered law of independent assortment. First he took pea
plant of homozygous and dominant round (RR) yellow (YY) seeds and crossed with
homozygous and recessive for wrinkled (rr) and green (yy) seeds and produced RrYy genotype
heterozygous plants expressing dominant trait i.e. round and yellow seeds (F1 generation). Then
he crossed two F1 plants (dihybrid cross: RrYy x RrYy).
Phenotypic ratios did Mendel observed in his F2 generation of the dihybrid cross was
9:3:3:1::round & yellow: round & green: wrinkled & yellow: wrinkled & green. This is how he
discovered parental trails sorted independently to next generation (linkage was not found).
Mendel had not predicted that we would get the different results from the cross of white males x
scarlet (Red eyed: Scarlet is a brilliant red colour with a tinge of orange) females compared to its
reciprocal. Because the dominant scarlet colour of drosophila is a sex linked inheritance (present
in sex chromosome) and the phenotypical output of a cross will arise differently as mended
predicted. There is one X and one Y-chromosome in males while females have two X-
chromosomes. In female only the dominant gene will produce red eye even if the individual is
heterozygous for white allele..
When fertilization occurs between two true-breeding parents that dif.pdfinfo401595
When fertilization occurs between two true-breeding parents that differ in only one character, the
process is called a monohybrid cross, and the resulting offspring are monohybrids. The
monohybrid cross, is demonstrated taking true-breeding pea plants with yellow versus green pea
seeds. The dominant seed color is yellow; therefore, the parental genotypes are YY (homozygous
dominant) for the plants with yellow seeds and yy (homozygous recessive) for the plants with
green seeds, respectively.
When a pure breeding yellow seed plant is crossed with a pure breeding green seeded one all the
peas produced in the first generation (F1) were hybrid and yellow since yellow color is dominant
to green. The dominant color is expressed in the F1 generation. The genotype of the F1 is Yy and
the phenotype yellow. For the second or F2 generation the F1 plants are allowed to self pollinate.
In the F2 generation 3 yellow and 1 green seeded plants appear. The cross is represented as
below:
Parents: Female:Yellow (YY) × Male: Green (yy)
Gametes : Y y
F1 : Yy (Yellow)
F2: Yy × Yy
Gametes: Y, y, Y, y
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green)
In the F2 generation we get 3 yellow and 1 green seeded plants. Hence phenotypic ratio is 3:1.
Genotypic ratio is 1:2:1. Where 1 is pure yellow (YY), 2 are hybrids (Yy) and 1 is pure green
(yy).
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green)
Solution
When fertilization occurs between two true-breeding parents that differ in only one character, the
process is called a monohybrid cross, and the resulting offspring are monohybrids. The
monohybrid cross, is demonstrated taking true-breeding pea plants with yellow versus green pea
seeds. The dominant seed color is yellow; therefore, the parental genotypes are YY (homozygous
dominant) for the plants with yellow seeds and yy (homozygous recessive) for the plants with
green seeds, respectively.
When a pure breeding yellow seed plant is crossed with a pure breeding green seeded one all the
peas produced in the first generation (F1) were hybrid and yellow since yellow color is dominant
to green. The dominant color is expressed in the F1 generation. The genotype of the F1 is Yy and
the phenotype yellow. For the second or F2 generation the F1 plants are allowed to self pollinate.
In the F2 generation 3 yellow and 1 green seeded plants appear. The cross is represented as
below:
Parents: Female:Yellow (YY) × Male: Green (yy)
Gametes : Y y
F1 : Yy (Yellow)
F2: Yy × Yy
Gametes: Y, y, Y, y
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green)
In the F2 generation we get 3 yellow and 1 green seeded plants. Hence phenotypic ratio is 3:1.
Genotypic ratio is 1:2:1. Where 1 is pure yellow (YY), 2 are hybrids (Yy) and 1 is pure green
(yy).
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green).
Create a console application Customer Management with Classes and Dele (1).pdfAlexanderM4ZColemann
Create a console application Customer Management with Classes and Delegate/Event
PLEASE DO THIS IN C#
1. Customer Class
Private variable
firstName, lastName, email, id
(you could use a phone number as id)
Constructor
Customer()
Customer(firstName, lastName, email, id)
Properties
FirstName,
LastName,
Email,
ID
Method
public string GetDisplayText()
2. CustomerList Class
Add the following members to the CustomerList class
Property (Read only)
Count
Indexer
[index]
Provides access to the Customer at the specified position.
public Customer this[int index]{...}
Method
Add(customer)
Remove(customer)
Delegate & Event
public delegate void ChangeHandler(CustomerList customers);
public event ChangeHandler ? Changed;
The event Changed uses the ChangeHandler delegate and should be raised any time the
customer list changes
3. Main Program
Allow a user to choose from the following options, then guide the user through the add or delete
functions. Make your application self-explanatory and user-friendly.
Option 1: Add a new customer
Option 2: Delete a customer
Option 3: Exit the program
Subscribe to the Changed event. Whenever there is a change in the CustomerList (add or delete),
display on the console the entire list of the customers with name, email and ID information
firstName, lastName, email, id
Private variable
(you could use a phone number as id)
Constructor
Customer()
Create a new Customer Objects
Customer(firstName, lastName,
email, id)
Properties
FirstName,
LastName, Customer information
Email,
ID
Method
Get the customer information (Name, Email, ID), and
return a string.
public string GetDisplayText()
.
Create a complete class named Member- The Member class should include.pdfAlexanderM4ZColemann
Create a complete class named Member. The Member class should include two instance
variables named dateOfBirth of type int, and a memberNbr of type String.
Include all the parts of a well-formed class as described in lectures. Code must be readable with
proper formatting.
Set the instance variable defaults in order to:
01012000
13A.
More Related Content
Similar to contributed by two parents is blended together to produce an offspring.pdf
Figare 11-1- When these F1 offspring self-pollinated- the next generat.pdfakstores
Figare 11.1. When these F 1 offspring self-pollinated, the next generation ( F 2 ) showed both
traits in a 3.1 ratio. The trait shown in the F 1 was always the more commen trait in the F 2 , with
3 out of every 4 offspring expressing it. See Figure 11.2 . Figure 11.2. Essentially, Mendel's
explanation for what he saw was: 1. Traits are controlled by what he called "factors" and which
we now call genes. 2. An organism has a pair of genes for each trait. We now know that cach
gene is located on one of two similar (homologous) chromosomes. 3. An organism mandomly
inherits one gene from each of its parents' pair of genes. Thus, its own pair consists of one gene
that is puternal and one gene that is maternal. 4. The pairs of genes can be identical, or they can
be different. If they are the same, the organism is said to be homoxygous; if different, the
organism is said to be heterozygous. Different versions of genes are called alleles. Thus, an
organism with two different alleles is heterozygous and one with identical alleles is homozygous.
5. Contrasting alleles can vary in their effect. Since his F 1 generation resembled only one of the
parents, while both of the traits present in the parents reappeared in the F 2 generation, he
concluded that the factons do not blend or disappear. He defined a rule of dominance to explain
this: The allele that determines the appearance of a heterozygote is called the dominant allele.
The one that is hidden is the recessive allele. The visible outcome of the genes is the phenotype,
while the actual genetic outcome is the genotype. The 3 : 1 ratio in the F 2 generation refers
specifically to 3 dominant traits being expressed for every one recessive. Today you will
examine several traits that illustrate Mendel's basic explanations for patterns of inheritance. You
will also see some ways in which these basic explanations can be used to study human genetics
and to understand how to do pedigree analysis. EXERCISE 1. REVIEW OF BASIC GENETICS
TERMS PROCEDURE Using your lecture materials and textbook as a reference, review the
following genetic situation and answer the questions that follow. When a true-breeding brown
mink is crossed with a true-breeding silver-blue mink they produce offspring all with the same
phenotype: brown. When these F 1 mink were crossed amongst themselves, they produced 47
brown animals and 15 silver-blue animals ( F 2 generation). 1. What does the gene being
discussed code for? 2. What allelles for this gene are being discussed? 3. Which one of these
alleles is dominant and how do you know it is dominant? 4. Which one of the alleles is recessive
and how do you know it is recessive? 5. What does F 1 stand for? Explain what the F 1
generation is. F = childien 1 = Grotaeneration 6. What is the meaning of the word phenotype? In
this particular case, what was the phenotype of the F 1 ? 7. If you were studying genotypes, what
would you be looking at? In general, what different genotypes can you find i.
Question 1 Why was it important to start with true-breeding plants.pdfmampbellzumberge517
Question 1: Why was it important to start with true-breeding plants?
Question 2: What phenotypic ratios did Mendel observe in the F2 generation of a
dihybrid cross?
Question 4: Would Mendel predict that you would get the same or different results from the
cross of white males x scarlet females compared to its reciprocal?
Solution
Gregor Mendel wanted to know how parental traits are passed to the offspring. To get a clear
concluding result without any mixed unexpected outcome or unexplained phenomenon Mendel
wisely decided to start with pure breed i.e. known true breeding homozygous (pure
dominant/recessive) pea plants (when selfed it produces same trait every time).
In 1865 Mendel crossed two equal type of heterozygous pea plants with two characteristics to
see outcome of dihybrid cross and discovered law of independent assortment. First he took pea
plant of homozygous and dominant round (RR) yellow (YY) seeds and crossed with
homozygous and recessive for wrinkled (rr) and green (yy) seeds and produced RrYy genotype
heterozygous plants expressing dominant trait i.e. round and yellow seeds (F1 generation). Then
he crossed two F1 plants (dihybrid cross: RrYy x RrYy).
Phenotypic ratios did Mendel observed in his F2 generation of the dihybrid cross was
9:3:3:1::round & yellow: round & green: wrinkled & yellow: wrinkled & green. This is how he
discovered parental trails sorted independently to next generation (linkage was not found).
Mendel had not predicted that we would get the different results from the cross of white males x
scarlet (Red eyed: Scarlet is a brilliant red colour with a tinge of orange) females compared to its
reciprocal. Because the dominant scarlet colour of drosophila is a sex linked inheritance (present
in sex chromosome) and the phenotypical output of a cross will arise differently as mended
predicted. There is one X and one Y-chromosome in males while females have two X-
chromosomes. In female only the dominant gene will produce red eye even if the individual is
heterozygous for white allele..
When fertilization occurs between two true-breeding parents that dif.pdfinfo401595
When fertilization occurs between two true-breeding parents that differ in only one character, the
process is called a monohybrid cross, and the resulting offspring are monohybrids. The
monohybrid cross, is demonstrated taking true-breeding pea plants with yellow versus green pea
seeds. The dominant seed color is yellow; therefore, the parental genotypes are YY (homozygous
dominant) for the plants with yellow seeds and yy (homozygous recessive) for the plants with
green seeds, respectively.
When a pure breeding yellow seed plant is crossed with a pure breeding green seeded one all the
peas produced in the first generation (F1) were hybrid and yellow since yellow color is dominant
to green. The dominant color is expressed in the F1 generation. The genotype of the F1 is Yy and
the phenotype yellow. For the second or F2 generation the F1 plants are allowed to self pollinate.
In the F2 generation 3 yellow and 1 green seeded plants appear. The cross is represented as
below:
Parents: Female:Yellow (YY) × Male: Green (yy)
Gametes : Y y
F1 : Yy (Yellow)
F2: Yy × Yy
Gametes: Y, y, Y, y
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green)
In the F2 generation we get 3 yellow and 1 green seeded plants. Hence phenotypic ratio is 3:1.
Genotypic ratio is 1:2:1. Where 1 is pure yellow (YY), 2 are hybrids (Yy) and 1 is pure green
(yy).
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green)
Solution
When fertilization occurs between two true-breeding parents that differ in only one character, the
process is called a monohybrid cross, and the resulting offspring are monohybrids. The
monohybrid cross, is demonstrated taking true-breeding pea plants with yellow versus green pea
seeds. The dominant seed color is yellow; therefore, the parental genotypes are YY (homozygous
dominant) for the plants with yellow seeds and yy (homozygous recessive) for the plants with
green seeds, respectively.
When a pure breeding yellow seed plant is crossed with a pure breeding green seeded one all the
peas produced in the first generation (F1) were hybrid and yellow since yellow color is dominant
to green. The dominant color is expressed in the F1 generation. The genotype of the F1 is Yy and
the phenotype yellow. For the second or F2 generation the F1 plants are allowed to self pollinate.
In the F2 generation 3 yellow and 1 green seeded plants appear. The cross is represented as
below:
Parents: Female:Yellow (YY) × Male: Green (yy)
Gametes : Y y
F1 : Yy (Yellow)
F2: Yy × Yy
Gametes: Y, y, Y, y
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green)
In the F2 generation we get 3 yellow and 1 green seeded plants. Hence phenotypic ratio is 3:1.
Genotypic ratio is 1:2:1. Where 1 is pure yellow (YY), 2 are hybrids (Yy) and 1 is pure green
(yy).
Gametes Female/male
Y
y
Y
YY (Yellow)
Yy (Yellow)
y
YY (Yellow)
Yy (Green).
Create a console application Customer Management with Classes and Dele (1).pdfAlexanderM4ZColemann
Create a console application Customer Management with Classes and Delegate/Event
PLEASE DO THIS IN C#
1. Customer Class
Private variable
firstName, lastName, email, id
(you could use a phone number as id)
Constructor
Customer()
Customer(firstName, lastName, email, id)
Properties
FirstName,
LastName,
Email,
ID
Method
public string GetDisplayText()
2. CustomerList Class
Add the following members to the CustomerList class
Property (Read only)
Count
Indexer
[index]
Provides access to the Customer at the specified position.
public Customer this[int index]{...}
Method
Add(customer)
Remove(customer)
Delegate & Event
public delegate void ChangeHandler(CustomerList customers);
public event ChangeHandler ? Changed;
The event Changed uses the ChangeHandler delegate and should be raised any time the
customer list changes
3. Main Program
Allow a user to choose from the following options, then guide the user through the add or delete
functions. Make your application self-explanatory and user-friendly.
Option 1: Add a new customer
Option 2: Delete a customer
Option 3: Exit the program
Subscribe to the Changed event. Whenever there is a change in the CustomerList (add or delete),
display on the console the entire list of the customers with name, email and ID information
firstName, lastName, email, id
Private variable
(you could use a phone number as id)
Constructor
Customer()
Create a new Customer Objects
Customer(firstName, lastName,
email, id)
Properties
FirstName,
LastName, Customer information
Email,
ID
Method
Get the customer information (Name, Email, ID), and
return a string.
public string GetDisplayText()
.
Create a complete class named Member- The Member class should include.pdfAlexanderM4ZColemann
Create a complete class named Member. The Member class should include two instance
variables named dateOfBirth of type int, and a memberNbr of type String.
Include all the parts of a well-formed class as described in lectures. Code must be readable with
proper formatting.
Set the instance variable defaults in order to:
01012000
13A.
Create a class called teachers- for which assign the ID to be 400 and.pdfAlexanderM4ZColemann
Create a class called teachers, for which assign the ID to be 400 and the consecutive numbers to
be displayed for each teachers and the three instances name, program, and courses, using the
proper methods, constructors, and variables, display the names of the three students and the
instances on the screen. Execute and show the result..
Create a Client-Server TCP application using Python (See slides from c.pdfAlexanderM4ZColemann
Create a Client/Server TCP application using Python (See slides from chapter 2), using
wireshark
1.client reads a line of characters (data) from its keyboard and sends data to server
2.server receives the data and converts characters to uppercase
3.server sends modified data to client
4.client receives modified data and displays line on its screen
Can you please provide me both the code and screenshot in wireshark please..
Crane provides shuttle service between 4 hotels near a medical center.pdfAlexanderM4ZColemann
Crane provides shuttle service between 4 hotels near a medical center and an international
airport. Crane uses two 10-passenger van to offer 12 round trips per day. A recent month's
activity in the form of a cost-volume-profit income statement is as follows. (a) Calculate the
break-even point in (1) sales dollars and (2) number of passengers. Break-even point $ Break-
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Crane Inc- had the following transactions pertaining to investments in.pdfAlexanderM4ZColemann
Crane Inc. had the following transactions pertaining to investments in common stock. Jan. 1
Purchased 1,700 shares of Escalante Corporation common stock ( 5% ) for $103 , 360 cash. July
1 Received a cash dividend of $2 per share. Dec. 1 Sold 340 shares of Escalante Corporation
common stock for $21 , 760 cash. Dec. 31 Received a cash dividend of $2 per share. Date
Account Titles and Explanation Debit Credit.
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Craft ascript that: - displess the informationin Data to the CW as foating point numbers with 3
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issunts. (s pte) - corrputes the distance traveled in the elapsed times s = V g t + ( 1/2 ) ( a cco pt .
IS p ( s ) - displays the value of s in mp exponential format with 2 digits to the right of the
decinal in an einify re.nd format that inseludes the variabies narse and its units (S ots).
Coyne Corporation recently hired Elaine Herrold as its new bookkeeper-.pdfAlexanderM4ZColemann
Coyne Corporation recently hired Elaine Herrold as its new bookkeeper. Herrold was not very
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each error is described in the following table. Required: Indicate the effect of the following
errors on each of the financial statement elements described in the column headings in the table.
Use the following symbols: O = overstated, U = understated, and NE = no effect..
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Countries of the Gulf Cooperation Council (GCC) have grown dependent o.pdfAlexanderM4ZColemann
Countries of the Gulf Cooperation Council (GCC) have grown dependent on the migrant
workforce to fuel their economic growth, with 35 million foreign migrants living in the GCC in
2019 , according to the United Nations UN. In recent years, policymakers of the GCC countries
have grown wary of this increased dependence and have launched efforts to nationalize their
workforce in an attempt to rectify the structural labour imbalances that have developed over the
last few decades. In particular, many GCC leaders are worried about social stability and have
sought to address the high rates of unemployment among citizens, the education systems that fail
to provide the skills and competencies required by the private sector, the striking gender
imbalance in the workforce, and the low levels of private-sector employment among citizens.
These efforts at nationalizing the workforce have intensified in response to the recent COVID19
crisis and the resulting plunge in oil prices and economic contraction, with the International
Monetary Fund (IMF) reporting that the GCC economies will contract by 7.6% in 2020 . This
downturn is mostly evident in the tourism, aviation, and oil sectors, due to the decreased global
demand for these services and resources. In response, some Gulf businesses have sought to pass
the cost of the COVID-19-induced recession on to vulnerable workers by imposing unilateral
pay-cuts and replacing migrants with nationals - a trend that has been witnessed in Saudi Arabia,
but also in Bahrain, Oman, and Kuwait. Source: Arab Reform Initiative Q1. What
recommendations can be given to GCC policymakers to avoid negative economic growth. Q2.
Define migrants' remittances. Why this flow is important for migrant's home countries Q3.
Discuss the GCC policy to limit unemployment. How this policy would affect migrants'
workers?.
Countries that offer foreign firms a reduced set of environmental stan.pdfAlexanderM4ZColemann
Countries that offer foreign firms a reduced set of environmental standards to locate facilities in
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could you please answer using excel formulas- A good stock-based mutua.pdfAlexanderM4ZColemann
could you please answer using excel formulas.
A good stock-based mutual fund should earn at least 10% per year over a long period of time.
Consider the case of Barney and Lynn, who were overheard gloating (for all to hear) about how
well they had done with their mutual fund investment. "We turned a $25 , 000 investment of
money in 1997 into $100 , 000 in 2022." What return (interest rate) did they really earn on their
investment? Should they have been bragging about how investment-savvy they were? ( 2
decimal places) %.
Copy the above function code (the first four code lines) into the Func.pdfAlexanderM4ZColemann
Copy the above function code (the first four code lines) into the Function box and change it so it
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plugs in (read that carefully!) and returns that value. Then submit it.
This was the above function code:
function r = myderivatpoint(f,a)
syms x
r = subs(diff(f(x)),x,a);
end
I also don't know how I'd call the code to function in this. Thanks..
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Convergent evolution ... depends on natural selection to independently produce similar
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Coronado Company reports the following financial information before ad.pdfAlexanderM4ZColemann
Coronado Company reports the following financial information before adjustments. Prepare the
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5% of accounts receivable and (b) 5% of accounts receivable but Allowance for Doubtful
Accounts had a $1 , 510 debit balance. (If no entry is required, select "No Entry" for the account
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Copy the code below a file called ex7-6- py- Fill in the blank in chan.pdfAlexanderM4ZColemann
Copy the code below a file called ex7-6. py. Fill in the blank in change_shallow with a single
line of code that would cause copy 1 to change in some way, but not copy2. You are not allowed
to directly access copy 1 or copy 2 in the line you write - you have to operate only on the
parameter data that is passed in to the function..
Coretta sold the following securities during 2021- What is Coretta's n (1).pdfAlexanderM4ZColemann
Coretta sold the following securities during 2021: What is Coretta's net capital gain or loss result
for the year? A) NSTCL of $3 , 000 and NLTCG of $15 , 000 B) $9 , 000 NCG C) $0 D) $12 ,
000 NCG.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
contributed by two parents is blended together to produce an offspring.pdf
1. contributed by two parents is blended together to produce an offspring. You politely disagree and
inform them that you support Mendel's particulate mechanism of inheritance instead. This
hypothesis is best supported by which of the following outcomes of Mendel's monohybrid cross?
All heterozygous plants in the F 1 generation were purple, suggesting that hybrids are the cross
between two true breeding lines. The flowers in the P generation were true breeding, meaning
that these individuals always produced offspring expressing a particular parental trait (purple or
white). The alleles for white flower color were inherited independently of the alleles for purple
flower color, producing four unique trait combinations in the F 2 generation. White flowers, the
recessive phenotype, were recovered in the F2 generation. This suggests that the allele for white
flowers retained its identity during transmission from parent to offspring
