Exercise 8, Human GeneticsActivity 1, Understanding genetics t.docx
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Exercise 8, Human Genetics Activity 1, Understanding genetics through chromosome analysis, #1-4 1. Figure 8-1 shows an example of a female karyotype. Are there 46 total chromosomes? _____ How many pairs of autosomes are in the karyotype? _____ How many pairs of sex chromosomes? _____ 2. Examine the homologous pair of sex chromosomes (Figure 8-1). Is there a visible difference between the maternal and paternal chromosomes? ______. Explain. 3. Figure 8-2 shows an example of a male karyotype. Are there 46 total chromosomes? _____ How many pairs of autosomes are in the karyotype? _____ How many pairs of sex chromosomes? _____ 4. Is there a visible difference between the X and Y chromosomes? _____ Explain. Activity 2, Abnormal karyotypes, #1 and 3 1. In your report, include the following information: Gender of patient: _________________ Description of any chromosomal abnormalities present in the karyotype: __________________ Name of abnormality (if present): ___________________ 3. Would it be possible for the person who provided the karyotype in figure 8-5 to have a daughter with Down Syndrome if he or she had a spouse with a normal karyotype? Explain. Activity 3, Relationship of chromosomes, genes, and alleles, #1-5 1. Which of the above genotypes represents an individual who is homozygous for the melanin trait? ______ 2. Which of the genotypes listed in question one contains one maternal allele and one paternal allele? Explain. 3. Which genotype(s) listed in question one represent(s) an individual that is heterozygous? _____ 4. Would there be a phenotypic difference between AA and Aa when the genes are expressed? Explain. 5. Which genotype listed in question one represents a person who is an albino? Explain. Activity 4, Determining inheritance by combining alleles, #1-7 1. Based on your knowledge of dominant and recessive alleles, fill in the phenotypes for each allele combination. Genotypes Phenotypes AA Aa aa 2. Combine the appropriate alleles to complete the other three boxes in the Punnett Square. A a A AA a What is the probability that this couple could have an albino child? 3. If this couple does have an albino child, what is the probability they could have a second albino child? Explain. 4. If this couple has a child with normal skin color, is there any possibility that this normal child could have an albino baby? Explain. 5. Is he correct in his assumption? Explain. 6. What are the genotypes of all the individuals mentioned in the problem? Genotypes: Steve _____ Steve’s Mom _____ Steve’s Dad _____ Marilyn _____ 7. What is the probability that Steve and Marilyn could have an albino child? Probability of an albino child: _____ Probability of a child with normal skin color: _____ Exercise 9, Molecular Genetics Activity 1, Building a DNA model, #1-8 1. Table 9-1, DNA Color Codes Gummy Bear Color DNA base 5. Your DNA model contains a total of _____ bases. 6. How many triplet ...
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Student SheetNameDateInstructor’s NameAssignment.docx
Student Sheet
Name:
Date:
Instructor’s Name:
Assignment: SCIE207 Phase 3 Lab Report
Title: Lab to Determine the Outcome of Heredity
Instructions: You will fill out the Punnett squares and answer a set of questions for each exercise.
When your lab report is complete, submit this document to your instructor in your assignment box.
Using what you learned on the lab animation (and the images below), you will fill in the following Punnett squares and answer the questions that follow:
Exercise 1: Color Blindness
A. Choose the parental gametes, and align these in the correct positions around the Punnett square. (Type in the correct gametes. Pink are the female gametes, and blue are the male gametes. XC is the gene for normal vision, and Xc is the gene for color blindness.)
C
B. Choose the correct genotype of the progeny to fill in the Punnett square.
(Type the correct genotypes in the boxes.)
______
______
______
______
Question
Answer
What is the genotype of the mother?
What is the genotype of the father?
What are the possible phenotypes of their children?
What is the probability of the color blind trait in female children and the probability of the color blind trait in male children?
X and Y genes code for male and female gender. XX is female and XY is male. Why is XcY color blind, but XcXC not color blind? Can an XcXC female pass the color blind trait to her children?
Exercise 2: Freckles
C. Choose the parental gametes and align these in the correct positions around the Punnett square. (Type in the correct gametes. The pink are female gametes, and the blue are male gametes.)
A. Choose the correct genotype of the progeny to fill in the Punnett square.
(Type in the genotypes.)
______
______
______
______
Question
Answer
What is the genotype of the mother?
What is the genotype of the father?
What are the possible phenotypes of the children?
What is the probability of freckles in their children?
Freckles in humans are inherited by which pattern: dominant/recessive, incomplete dominance, or codominance? Why does the mother have freckles, even though she has a gene for no freckles? Why does the father have no freckles?
Exercise 3: Blood Type
A male has Type A blood, and a female has Type B blood. Could they have a child with Type O blood? Demonstrate how this is genetically possible by filling out the Punnett square.
Choose the correct parental gametes from all of the potential blood type gametes below, and align these in the correct positions around the Punnett square. (Type in the correct gametes. The pink are female gametes, and the blue are male gametes.)
A. Choose the correct genotypes of the progeny, and fill in the Punnett square.
(Type the correct genotypes into the boxes from the possible genotypes shown below).
______
______
______
______
Question
Answer
What is the genotype of the mother?
What is the genotype of the father?
What are possible phenotypes of their children?
What is t.
Biology 106 EpistasisSex linked TraitsAnswer each question in.docx
Biology 106 Epistasis/Sex linked Traits
Answer each question in the space provided (in your own words of course). There is more than ample space for the answers. Don’t worry if your answer doesn’t take up the entire space!! Remember to use your name and the assignment name for the file name.
1. Marfan syndrome is a dominant disorder. In the cross Mm x mm, what percentage of the children are expected to inherit the disorder? Explain your answer.
2. How does non-disjunction cause Down syndrome? What is specifically happening in which process to cause this disorder?
3a. Labrador retrievers coat color is controlled by two genes. For the cross bbEe x BbEe, list the gametes produced by each parent.
3b. What color puppies will this cross produce?
3c. List the percentage for each color from this cross.
4a. Why are there more males with red/green colorblindness than females?
4b. If Xc denotes the colorblindness allele and X denotes the normal vision allele; From the cross XcX x XY What percentage of boys will be colorblind? What percentage of girls will be colorblind?
5. Shown below is an incompletepedigree for color blindness within a family. Individuals
with “?” provide no information for their phenotype. For all other individuals their genotype is evident from the diagram. From the information provided determine the genotypes and phenotypes for all individuals. Using the numbers in the diagram below, fill in the table that follows. You must determine which individuals are carriers and or afflicted from the
information provided.
Individual
Gender
Genotype
Phenotype
(Normal/Carrier/Colorblind)
1
2
3
4
5
6
7
8
6. Explain your determination of which individuals are carriers.
Use your textbook, notes and this website to answer the pre lab questions. http://biology.clc.uc.edu/Courses/bio105/sex-link.htmhttp://anthro.palomar.edu/biobasis/bio_4.htmhttp://www.biology.arizona.edu/Mendelian_genetics/problem_sets/sex_linked_inheritance/sex_linked_inheritance.html
PreLab Questions:
1. Define the term sex linked in your own words.
2. List 3 common human sex linked traits.
3. What is the most common sex linked trait in fruit flies.
4. What is the genotype of a colorblind female?
5. Define the genetic usage of the term “carrier”.
6. Can a male be a carrier of an X linked sex linked trait? Why or why not?
Click on the link below to access the online lab.
http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/LinkedTrait.html
Download and print the instructions for reference as you work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.
Begin by clicking on the notebook on the right hand side of the lab table. Explore the genetics of eye color and wing types by crossing various flies. Once you’ve ...
Asian Art Museum Visit and AssignmentOn the first Sunday of .docx
Asian Art Museum Visit and Assignment
On the first Sunday of every month, admission to the museum’s permanent collection is free. On other days, your student ID will get you discounted admission. ($10) I’d recommend spending at least two hours there whenever you go, but if you get “museum fatigue,” take a break, have some tea, come back later.
The Museum has a wonderful permanent collection of Chinese art. You are only required to go once this semester, but I hope you’ll want to go more than once. Make sure to see the small gilded Buddha, one of their most famous pieces, and the bronze rhinoceros. Their jade collection is also famous. And look at whatever paintings they have out at the moment to see the possible formats: hanging scroll, hand scroll, album paintings. Of course, if you have time, the rest of the museum—the Indian, Southeast Asian, Tibetan, Japanese, Korean, and Mongolian art-- is also wonderful.
Your assignment is to find TWO works of art in the China collection that you like. Describe them briefly and specifically, including both their similarities and their differences. For example, they may be in different media (bronze, painting, jade, etc) or from different periods, or about different subjects. Please include photographs, but don’t rely on the pictures in what you write. Instead, create a word picture of each work. Then explain (1) why you chose these particular pieces and (2) what you learned about Chinese civilization from them. One page total, about 300 words. Please scan and upload this and YOUR MUSEUM TICKET to the iLearn link. DUE ANY TIME DURING THE SEMESTER. GRADING IS CR/NC. THIS COUNTS FOR 5% OF YOUR GRADE.
If this assignment is a hardship for you because of money, work or family responsibilities, please consult me and I’ll figure out an alternative for you.
Name ________________________ Sec._________
Chapter 5: Chromosomes and Inheritance
Module 5.6 Gametes have half as many chromosomes as body cells.
Answer the following questions as you read the module:
1.
is the process that results from the union of gametes from two different parents.
2.
A skin cell is to a somate as a(n) ________ is to a gamete.
A)
embryo
B)
zygote
C)
brain cell
D)
egg
3.
Determine whether each of the following cells is haploid or diploid.
A)
An egg
B)
A cell from your liver
C)
A zygote
D)
A sperm
E)
A cell from your heart
4. A normal human egg or sperm has 23 chromosomes, which is exactly one half what a somate has. Briefly explain what would happen every generation if gametes were actually diploid.
5._________________contain the same genes at the same locations.
A)
Sex chromosomes
B)
Autosomes
C)
Gametes
D)
Homologous chromosomes
6. Are the two chromosomes shown here homologous? Briefly explain why or why not.
7.
Can a karyotype be used to determine the gender of an individ.
Method and Practice in Biological Anthropology 1st Edition Hens Solutions Manual
Full download : http://alibabadownload.com/product/method-and-practice-in-biological-anthropology-1st-edition-hens-solutions-manual/
Method and Practice in Biological Anthropology 1st Edition Hens Solutions Manual
TOPIC-16-REVISION.pptx [Autosaved].pptx
This document provides a summary of a genetics lesson covering topics like genetic disorders, genetic terminology, and genetic crosses. It discusses two patients, one suffering from sickle cell anemia caused by a substitution mutation, and another suffering from Huntington's disease caused by a dominant allele. It explains Punnett squares and calculates the probability of offspring inheriting genetic disorders. Frameshift mutations and their impact on protein structure are also covered.
this is all of the information that I have please help Lab 5 In.pdf
this is all of the information that I have please help Lab 5 Introduction - Genetic mapping See
figure 5.1 for a schematic of the fly the cross you initially started with, you'll either crosses you
have been working on. Two labs ago, map the distance between the w gene and the m you set up
a pair of reciprocal parental crosses, gene, or between the w gene and the y gene. between mutant
and wild type flies (fig. 5.1a). You had one of two different mutant strains, each with two mutant
phenotypes - either white eyes all F2 individuals will receive only recessive (w) and miniature
wings (m), or white eyes (w) alleles from this parent (fig. 5.1d, orange and and yellow body (y).
The phenotypes of the F1 yellow chromosomes). Because of this, the flies should have indicated
to you that all mutant phenotype of each F2 fly will tell you which phenotypes in question are x-
linked recessive alleles (mutant or WT) were inherited from the (fig. 5.1b). heterozygous female
F1 parent (fig. 5.1d, dark and light blue chromosomes). The first F2 fly Last lab, you used the F1
flies from one of shown in figure 5.1d inherited 'a B' from the your parental crosses to set up an
F1 cross (fig. heterozygous parent and will end up with the consequence. After crossing two pure
breeding this F2, you observe a ABphenotype and parents, F1 offspring will be heterozygous for
therefore know that this fly received 'A B' from nearly all genes in question - the exception is X -
the heterozygous parent. linked genes in the male offspring. Since the Y chromosome is
equivalent to recessive alleles for The goal of genetic mapping is to X-linked genes, these F1
males are recessive for determine the likelihood of cross over between all X-linked genes and act
as a test cross. The two loci/genes. If we score the phenotypes of a heterozygous F1 females and
recessive F1 males large F2 population from our crosses, we can (test cross) can be used to map
the distance determine the recombination frequency of your between the genes causing the two
phenotypes two genes. of your parental mutant female. Depending on
e) F2 phenotype scoring: f) Recombination frequency: Eigure 5.1: Schematic of your Drosophila
crosses, See text of lab 5 intro for description.
For a given F1 gamete for the F2 individual it number of flies, it is easy to calculate the creates),
if no cross over occurs between the two recombinant frequency between your two genes genes in
question, the F2 phenotype will be the (fig. 5.1ef ). same as one of the original parents - either
fully WT or double mutant in this case. In figure 5.1d Recall from last time that a lower
recombinant these have blue chromosomes of a single colour. frequency is observed when
genetic map If a crossover does occur between the two genes, distances are small. When genes
are close to the F2 fly will have a phenotype unlike either of each other, there's a narrow range
on the the parents - a recombinant phenotype (shown chromosome for a random crossover to
land.
Essential Biology 10.2 Dihybrid Crosses & Gene Linkage (AHL)
The document discusses Mendelian genetics concepts including:
- Mendel's law of independent assortment and how it applies to traits carried on separate chromosomes like pea color and shape.
- Possible genotypes for given phenotypes in pea crosses.
- Expected phenotypic ratios from dihybrid crosses.
- Using test crosses to determine if peas are homozygous or heterozygous.
- The concept of gene linkage and its consequences, like some alleles being inherited together due to physical proximity on chromosomes.
Life science grade 12
slides to share if your interested in learning more about life science and please feel free to ague where is neccesary
Recommended
Student SheetNameDateInstructor’s NameAssignment.docx
Student Sheet
Name:
Date:
Instructor’s Name:
Assignment: SCIE207 Phase 3 Lab Report
Title: Lab to Determine the Outcome of Heredity
Instructions: You will fill out the Punnett squares and answer a set of questions for each exercise.
When your lab report is complete, submit this document to your instructor in your assignment box.
Using what you learned on the lab animation (and the images below), you will fill in the following Punnett squares and answer the questions that follow:
Exercise 1: Color Blindness
A. Choose the parental gametes, and align these in the correct positions around the Punnett square. (Type in the correct gametes. Pink are the female gametes, and blue are the male gametes. XC is the gene for normal vision, and Xc is the gene for color blindness.)
C
B. Choose the correct genotype of the progeny to fill in the Punnett square.
(Type the correct genotypes in the boxes.)
______
______
______
______
Question
Answer
What is the genotype of the mother?
What is the genotype of the father?
What are the possible phenotypes of their children?
What is the probability of the color blind trait in female children and the probability of the color blind trait in male children?
X and Y genes code for male and female gender. XX is female and XY is male. Why is XcY color blind, but XcXC not color blind? Can an XcXC female pass the color blind trait to her children?
Exercise 2: Freckles
C. Choose the parental gametes and align these in the correct positions around the Punnett square. (Type in the correct gametes. The pink are female gametes, and the blue are male gametes.)
A. Choose the correct genotype of the progeny to fill in the Punnett square.
(Type in the genotypes.)
______
______
______
______
Question
Answer
What is the genotype of the mother?
What is the genotype of the father?
What are the possible phenotypes of the children?
What is the probability of freckles in their children?
Freckles in humans are inherited by which pattern: dominant/recessive, incomplete dominance, or codominance? Why does the mother have freckles, even though she has a gene for no freckles? Why does the father have no freckles?
Exercise 3: Blood Type
A male has Type A blood, and a female has Type B blood. Could they have a child with Type O blood? Demonstrate how this is genetically possible by filling out the Punnett square.
Choose the correct parental gametes from all of the potential blood type gametes below, and align these in the correct positions around the Punnett square. (Type in the correct gametes. The pink are female gametes, and the blue are male gametes.)
A. Choose the correct genotypes of the progeny, and fill in the Punnett square.
(Type the correct genotypes into the boxes from the possible genotypes shown below).
______
______
______
______
Question
Answer
What is the genotype of the mother?
What is the genotype of the father?
What are possible phenotypes of their children?
What is t.
Biology 106 EpistasisSex linked TraitsAnswer each question in.docx
Biology 106 Epistasis/Sex linked Traits
Answer each question in the space provided (in your own words of course). There is more than ample space for the answers. Don’t worry if your answer doesn’t take up the entire space!! Remember to use your name and the assignment name for the file name.
1. Marfan syndrome is a dominant disorder. In the cross Mm x mm, what percentage of the children are expected to inherit the disorder? Explain your answer.
2. How does non-disjunction cause Down syndrome? What is specifically happening in which process to cause this disorder?
3a. Labrador retrievers coat color is controlled by two genes. For the cross bbEe x BbEe, list the gametes produced by each parent.
3b. What color puppies will this cross produce?
3c. List the percentage for each color from this cross.
4a. Why are there more males with red/green colorblindness than females?
4b. If Xc denotes the colorblindness allele and X denotes the normal vision allele; From the cross XcX x XY What percentage of boys will be colorblind? What percentage of girls will be colorblind?
5. Shown below is an incompletepedigree for color blindness within a family. Individuals
with “?” provide no information for their phenotype. For all other individuals their genotype is evident from the diagram. From the information provided determine the genotypes and phenotypes for all individuals. Using the numbers in the diagram below, fill in the table that follows. You must determine which individuals are carriers and or afflicted from the
information provided.
Individual
Gender
Genotype
Phenotype
(Normal/Carrier/Colorblind)
1
2
3
4
5
6
7
8
6. Explain your determination of which individuals are carriers.
Use your textbook, notes and this website to answer the pre lab questions. http://biology.clc.uc.edu/Courses/bio105/sex-link.htmhttp://anthro.palomar.edu/biobasis/bio_4.htmhttp://www.biology.arizona.edu/Mendelian_genetics/problem_sets/sex_linked_inheritance/sex_linked_inheritance.html
PreLab Questions:
1. Define the term sex linked in your own words.
2. List 3 common human sex linked traits.
3. What is the most common sex linked trait in fruit flies.
4. What is the genotype of a colorblind female?
5. Define the genetic usage of the term “carrier”.
6. Can a male be a carrier of an X linked sex linked trait? Why or why not?
Click on the link below to access the online lab.
http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/LinkedTrait.html
Download and print the instructions for reference as you work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.
Begin by clicking on the notebook on the right hand side of the lab table. Explore the genetics of eye color and wing types by crossing various flies. Once you’ve ...
Asian Art Museum Visit and AssignmentOn the first Sunday of .docx
Asian Art Museum Visit and Assignment
On the first Sunday of every month, admission to the museum’s permanent collection is free. On other days, your student ID will get you discounted admission. ($10) I’d recommend spending at least two hours there whenever you go, but if you get “museum fatigue,” take a break, have some tea, come back later.
The Museum has a wonderful permanent collection of Chinese art. You are only required to go once this semester, but I hope you’ll want to go more than once. Make sure to see the small gilded Buddha, one of their most famous pieces, and the bronze rhinoceros. Their jade collection is also famous. And look at whatever paintings they have out at the moment to see the possible formats: hanging scroll, hand scroll, album paintings. Of course, if you have time, the rest of the museum—the Indian, Southeast Asian, Tibetan, Japanese, Korean, and Mongolian art-- is also wonderful.
Your assignment is to find TWO works of art in the China collection that you like. Describe them briefly and specifically, including both their similarities and their differences. For example, they may be in different media (bronze, painting, jade, etc) or from different periods, or about different subjects. Please include photographs, but don’t rely on the pictures in what you write. Instead, create a word picture of each work. Then explain (1) why you chose these particular pieces and (2) what you learned about Chinese civilization from them. One page total, about 300 words. Please scan and upload this and YOUR MUSEUM TICKET to the iLearn link. DUE ANY TIME DURING THE SEMESTER. GRADING IS CR/NC. THIS COUNTS FOR 5% OF YOUR GRADE.
If this assignment is a hardship for you because of money, work or family responsibilities, please consult me and I’ll figure out an alternative for you.
Name ________________________ Sec._________
Chapter 5: Chromosomes and Inheritance
Module 5.6 Gametes have half as many chromosomes as body cells.
Answer the following questions as you read the module:
1.
is the process that results from the union of gametes from two different parents.
2.
A skin cell is to a somate as a(n) ________ is to a gamete.
A)
embryo
B)
zygote
C)
brain cell
D)
egg
3.
Determine whether each of the following cells is haploid or diploid.
A)
An egg
B)
A cell from your liver
C)
A zygote
D)
A sperm
E)
A cell from your heart
4. A normal human egg or sperm has 23 chromosomes, which is exactly one half what a somate has. Briefly explain what would happen every generation if gametes were actually diploid.
5._________________contain the same genes at the same locations.
A)
Sex chromosomes
B)
Autosomes
C)
Gametes
D)
Homologous chromosomes
6. Are the two chromosomes shown here homologous? Briefly explain why or why not.
7.
Can a karyotype be used to determine the gender of an individ.
Method and Practice in Biological Anthropology 1st Edition Hens Solutions Manual
Full download : http://alibabadownload.com/product/method-and-practice-in-biological-anthropology-1st-edition-hens-solutions-manual/
Method and Practice in Biological Anthropology 1st Edition Hens Solutions Manual
TOPIC-16-REVISION.pptx [Autosaved].pptx
This document provides a summary of a genetics lesson covering topics like genetic disorders, genetic terminology, and genetic crosses. It discusses two patients, one suffering from sickle cell anemia caused by a substitution mutation, and another suffering from Huntington's disease caused by a dominant allele. It explains Punnett squares and calculates the probability of offspring inheriting genetic disorders. Frameshift mutations and their impact on protein structure are also covered.
this is all of the information that I have please help Lab 5 In.pdf
this is all of the information that I have please help Lab 5 Introduction - Genetic mapping See
figure 5.1 for a schematic of the fly the cross you initially started with, you'll either crosses you
have been working on. Two labs ago, map the distance between the w gene and the m you set up
a pair of reciprocal parental crosses, gene, or between the w gene and the y gene. between mutant
and wild type flies (fig. 5.1a). You had one of two different mutant strains, each with two mutant
phenotypes - either white eyes all F2 individuals will receive only recessive (w) and miniature
wings (m), or white eyes (w) alleles from this parent (fig. 5.1d, orange and and yellow body (y).
The phenotypes of the F1 yellow chromosomes). Because of this, the flies should have indicated
to you that all mutant phenotype of each F2 fly will tell you which phenotypes in question are x-
linked recessive alleles (mutant or WT) were inherited from the (fig. 5.1b). heterozygous female
F1 parent (fig. 5.1d, dark and light blue chromosomes). The first F2 fly Last lab, you used the F1
flies from one of shown in figure 5.1d inherited 'a B' from the your parental crosses to set up an
F1 cross (fig. heterozygous parent and will end up with the consequence. After crossing two pure
breeding this F2, you observe a ABphenotype and parents, F1 offspring will be heterozygous for
therefore know that this fly received 'A B' from nearly all genes in question - the exception is X -
the heterozygous parent. linked genes in the male offspring. Since the Y chromosome is
equivalent to recessive alleles for The goal of genetic mapping is to X-linked genes, these F1
males are recessive for determine the likelihood of cross over between all X-linked genes and act
as a test cross. The two loci/genes. If we score the phenotypes of a heterozygous F1 females and
recessive F1 males large F2 population from our crosses, we can (test cross) can be used to map
the distance determine the recombination frequency of your between the genes causing the two
phenotypes two genes. of your parental mutant female. Depending on
e) F2 phenotype scoring: f) Recombination frequency: Eigure 5.1: Schematic of your Drosophila
crosses, See text of lab 5 intro for description.
For a given F1 gamete for the F2 individual it number of flies, it is easy to calculate the creates),
if no cross over occurs between the two recombinant frequency between your two genes genes in
question, the F2 phenotype will be the (fig. 5.1ef ). same as one of the original parents - either
fully WT or double mutant in this case. In figure 5.1d Recall from last time that a lower
recombinant these have blue chromosomes of a single colour. frequency is observed when
genetic map If a crossover does occur between the two genes, distances are small. When genes
are close to the F2 fly will have a phenotype unlike either of each other, there's a narrow range
on the the parents - a recombinant phenotype (shown chromosome for a random crossover to
land.
Essential Biology 10.2 Dihybrid Crosses & Gene Linkage (AHL)
The document discusses Mendelian genetics concepts including:
- Mendel's law of independent assortment and how it applies to traits carried on separate chromosomes like pea color and shape.
- Possible genotypes for given phenotypes in pea crosses.
- Expected phenotypic ratios from dihybrid crosses.
- Using test crosses to determine if peas are homozygous or heterozygous.
- The concept of gene linkage and its consequences, like some alleles being inherited together due to physical proximity on chromosomes.
Life science grade 12
slides to share if your interested in learning more about life science and please feel free to ague where is neccesary
Dragon Genetics Hands on LabIntroductionThere are many patterns o.docx
Dragon Genetics Hands on LabIntroduction:
There are many patterns of inheritance. This lab will explore Mendelian traits where alleles are dominant or recessive. You will also have to understand genes that express incomplete dominance, codominance and are sex-linked. We will utilize this lab to explore those terms and to use our knowledge of gene combinations to create an organism.
Utilize this link to learn more about Mendelian traits, incomplete dominance and codominance.(Opens in new window) This link helps you to learn more about sex-linked genes. (Opens in new window)Part 1 Procedure: Checking for Understanding (Worth up to 15pts)
A. For each genotype, tell me if it’s homozygous or heterozygous. If it is homozygous also tell me if it is dominant or recessive.
1. BB
2. jj
3. Pp
4. RR
5. ff
B. Dimples (D) is dominant to (d) no dimples. Brown Eyes (B) are dominant to (b) blue eyes. For each genotype indicate the phenotype.
1. Dd
2. DD
3. dd
4. BB
5. bb
6. Bb
C. For each phenotype list the genotype(s). Trait: Red flower (R); White flower (r)
1. Red flower (homozygous)
2. Red flower (heterozygous)
3. White flowerPart 2: Creating the Parents (Worth up to 48 pts)
1. Flip a coin to determine the genotype for each trait and record it in the data table.
a. Heads= allele 1, Tails = allele 2 ( Example: if you flipped heads twice, your dragon will have two copies of allele 1 for her genotype)
2. Determine the phenotype resulting from the allele pair for each trait.
3. Repeat steps 1-2 for each trait and complete the Mama Dragon’s Table 1.
a. Pay attention to the notes under the trait; it means it does not fully follow Mendelian rules.
Example:
For the trait Eye Size. I flipped my coin 2 times. Flip 1= heads (E); Flip 2= heads (E). So I would put EE in the Genotype box and Two Small Eyes in the Phenotype box for that trait.
Table 1: Genotypes and Phenotypes for Mama Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straight (m)
Dragon Hemophilia
(Sex- Linked)
Hemophilia (XH)
Normal Clotting (Xh)
Table 2: Genotype and Phenotypes for Daddy Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straigh ...
Mutation And Cell Division Sheet
This document contains a biology review with 10 questions covering topics of cell division, chromosomes, and mutations. The questions assess understanding of key concepts like independent assortment, fertilization, meiosis, karyotypes, chromosomal abnormalities, and genetic variation. Correct answers are not provided, rather the student is expected to show their work and explain their reasoning for questions involving calculations and comparisons of DNA content during cell cycle stages. The review covers foundational material relevant to inheritance, genetics, and prenatal testing.
Genetics Review.pdf
1. The document provides an overview of genetics concepts including: Mendelian inheritance patterns; DNA structure and replication; gene expression and regulation; and modern applications like biotechnology.
2. Key topics covered include alleles and inheritance ratios; meiosis; linkage and crossing over; mutations and their effects; the central dogma of DNA to protein; gene regulation in prokaryotes and eukaryotes; and recombinant DNA techniques.
3. Sample multiple choice and free response questions assess understanding of inheritance patterns, molecular genetics concepts, and experimental techniques.
Genetics Review.pdf
1. This document provides a review of genetics concepts including: Mendelian inheritance patterns like monohybrid and dihybrid crosses; non-Mendelian inheritance like incomplete dominance; DNA and RNA structure; the central dogma of molecular biology; gene regulation; and modern techniques like genetic engineering and gel electrophoresis.
2. It also includes sample multiple choice questions testing these concepts, such as questions about inheritance patterns demonstrated in genetic crosses, DNA replication, transcription and translation processes, and recombinant DNA techniques.
3. The review concludes with sample free response questions asking students to explain meiosis, chromosomal abnormalities resulting from defects in meiosis, and how the human genome demonstrates both continuity and variation.
Cbse class 10 science chapter 9 heredity and evolution2015 11-09
This document contains a practice test for CBSE Class 10 Science Chapter 9 on Heredity and Evolution. It includes 25 multiple choice questions and true/false questions to test understanding of concepts related to inheritance of traits, genetic variation, natural selection, evolution, and Mendel's experiments with garden peas. The questions cover topics such as dominant and recessive traits, genetic drift, inheritance of sex chromosomes, DNA as the source of genetic information, and more.
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 .
Please- answers all my question is for genetic class 3- Describe the.docx
Please, answers all my question is for genetic class
3. Describe the pattern of inheritance shown in the pedigree below, giving evidence to support your answer. Give the genotypes for individuals II-2, II-4 and II-2. Include a legend for the symbols used. (10 marks) Describe the pattern of inheritance shown in the pedigree below, giving evidence to support your answer. Give the genotypes for individuals II-4, II-7 and III-7. Include a legend for the symbols used. ( 10 marks) 5. A type of hemophilia is due to an X-linked recessive allele. An affected man whose phenotype has been successfully managed now has children with a woman who is a carrier. Providing a legend for your, answer the following questions: a. What are the genotypes of the mother and father? (1 mark) b. What are the probabilities that i. a child will be affected with hemophilia. ii. a child is a carrier. iii. their daughter is a carrier. iv. their male fetus will be affected. (4 marks) 6. Genes for two different recessive disorders are linked on the X chromosome; they are 26 map units apart. A woman is a carrier for both disorder A and disorder B , with the alleles for these genes in cis. Her husband has normal alleles for both of these genes. The woman is pregnant with their first son. What is the probability (in percent) this son is affected with both disorders? Explain, showing the proportions and types of the woman's gametes and identifying them as parental or recombinant. (5 marks) 7. In certain human matings of albino and black-haired parents, the offspring are always blackhaired. When these black-haired offspring of the different families mate with each other (non-consanguineously) and their children are pooled to get significant data, these are the children's phenotypic proportions: 9 black-haired children 3 brown-haired children 4 albino children a. How many genes are involved in this trait? b. How many alleles of each gene are there? c. What type of gene interaction is occurring for this trait? Describe it. d. What are the genotypes of the initial albino and black-haired parents? Provide a legend. e. What are the genotypes of their offspring (all black-haired)? f. What are the genotypes and the specific proportions of the albino children in the third generation? g. What are the genotypes of the brown-haired children? 8. Which type of chromosomal aneuploidy typically has less severe effects on an individual: sex chromosome aneuploidy or autosomal aneuploidy? Explain why. (4 marks) 9. An organism has six chromosomes in its somatic cells. Determine the number of gametes with different chromosome compositions that this organism can potentially create. Explain your answer, including the genetic basis for your calculation. Ignore the allelic variation created by crossing over. ( 4 marks) 10. Compare the inheritance and transmission of Xlinked genes with that of mitochondrial genes. (4 marks) 11. A woman has a normal number of fingers and toes. She has many relatives with ex.
Gr.9-Reg.Science-Weekly-Prototype-LP-Wk-3-OK.docx
This document outlines a weekly prototype plan for a Science 9 class that covers non-Mendelian patterns of inheritance over 5 days. Each day focuses on a different topic: incomplete dominance on Monday, co-dominance on Tuesday, multiple alleles on Wednesday, solving related problems on Thursday, and reviewing the concepts on Friday. A variety of learning activities are provided, including defining terms, illustrating crosses with Punnett squares, solving genetics problems, and taking a test on Friday. The plan aims to explain different patterns of non-Mendelian inheritance and develop students' knowledge, skills, and honesty through these activities.
GENETICS WEEK 1 and 2.ppt
This document provides an overview of genetics concepts including chromosomes, genes, alleles, genotypes, phenotypes, dominance, Punnett squares, and the product rule. It begins by explaining that DNA contains the information to guide organism development and is found within chromosomes. Genes located on chromosomes code for traits, and different versions of genes are called alleles. Punnett squares are used to predict offspring from monohybrid and dihybrid crosses based on parental genotypes. The product rule allows calculating offspring probabilities by considering traits independently and multiplying their probabilities.
IB REVIEW - GENETICS
The document discusses genetics and genes. It states that chromosomes carry genes in a linear sequence shared by members of a species. Genes occupy specific positions on chromosomes and come in different alleles. Biologists have developed techniques to artificially manipulate DNA, cells, and organisms.
Life sciences p2 gr 12 exemplar 2014 eng
This document provides instructions for a Grade 12 Life Sciences exam. It consists of 14 pages and students have 2.5 hours to complete it. The exam contains 3 sections. Section A has 10 multiple choice questions worth 1 or 2 marks each, and short answer questions worth 1-8 marks. Section B contains diagram and graph interpretation questions worth 1-14 marks. Section C involves investigating the resistance of mosquitoes to DDT over time, with associated graphing and analysis questions worth 1-6 marks. Students are instructed to show all working, use scientific terms correctly, and answer all questions in full sentences in the answer book provided.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
This document provides genetics practice problems and examples related to monohybrid and dihybrid crosses, inheritance of sex-linked traits, blood typing, and other genetics concepts. It begins with practice problems identifying genotypes and predicting phenotypes based on genetic crosses. The document then provides step-by-step examples and explanations of monohybrid and dihybrid crosses, inheritance patterns such as incomplete dominance and codominance, sex-linked traits, and multiple alleles as seen in human blood typing. Students are to complete related practice problems and predict outcomes of genetic crosses based on provided genotypes.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set.pdf
This document provides genetics practice problems and instructions for solving monohybrid and dihybrid cross problems. It includes examples of setting up Punnett squares and predicting offspring genotypes and phenotypes for crosses involving one or two gene traits. Students are asked to solve sample genetics problems involving traits such as pea pod shape, eye color in mice, and fur color/texture in guinea pigs. The document emphasizes following a five step process: determining parent genotypes, setting up a Punnett square, predicting offspring genotypes and phenotypes, and working backwards from given offspring data.
please! 1. Match and pair the following basic genetic conce.pdf
please!
1. Match and pair the following basic genetic concepts with their respective
descriptions/definitions: 1. Gene a. Two different alleles 2. Allele b. Observable heritable feature
that may vary among organisms. 3. Phenotype c. Two identical alleles 4. Genotype d. Describes
the specific alleles present in the offspring. 5. Homozygous e. Segments of DNA responsible for
producing a particular trait. 6. Heterozygous f. Variants of a gene present for a particular
character. 2. From the figure presented here, determine the following: a. Which letter(s) show a
phenotype? b. Which letter(s) show a genotype? c. In letter (c), are we looking at a homozygous
recessive, a homozygous dominant, or a heterozygous individual? d. In letter (e), are we looking
at a homozygous recessive, a homozygous dominant, or a heterozygous individual?
3. A and a are dominant and recessive alleles, respectively, of the same gene. Which genotype(s)
would result in an individual with the dominant trait? A) AA and aa B) AA and aa C) only AA
D) AA and Aa E) only Aa 4. For Labrador retrievers, black fur color (B) is dominant to yellow
fur color (b). If a heterozygous black male mated with a homozygous yellow female, what would
the puppies look like? Determine the phenotypic ratios. - Step 1: Determine the genotype of the
female and male Labradors. Heterozygous black male: Homozygous yellow female: - Step 2:
Write/Type the cross between the two Labradors. X -Step 3: Do a Punnett Square to determine
the probable genotypes for the offspring and to determine the phenotypic ratio.
-Step 4: Determine the Phenotype ratios of the progeny: s. There are many humans traits that are
fairly simple and that follow the Mendelian pattern of inheritance. However, most of our traits
are much more complex, involving many genes or interactions between genes. For example, hair
color is determined by at least four genes, each one coding for the productions of melanin, a
brown pigment. Because the effect of these genes is cumulative, hair color can range from
blonde (little melanin) to very dark brown (much melanin). 2 Human traits are of great interest to
us and there are few traits that seem to exhibit Mendelian inheritance, such as the ones shown
below (this can be found in your lab manual). Figure 134 some madiy absenutle human
Menoulae tak. Mid-digital hair b. Tongue rolling c. Widow's peak d. Earlobe attachment e.
Hitchhiker's thumb f. Relative finger length With the information provided in your lab manual,
Section 13-3 (pages 172-174), choose one out the six traits presented here and complete the
following table..
linkage
This document discusses genetic linkage and crossing over. It defines linkage as genes being inherited together on the same chromosome. Crossing over occurs during meiosis when segments are exchanged between non-sister chromatids, resulting in new combinations of linked genes. The frequency of crossing over between two genes increases with genetic distance. Three-point crosses allow determining gene order and calculating linkage distances between loci. Double crossovers are also discussed.
DNA and Genes Lab ActivityComplete your answers in the spaces .docx
DNA and Genes Lab Activity
Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.
Use your textbook, notes and these websites to answer the pre lab questions. http://learn.genetics.utah.edu/units/basics/transcribe/http://www.vcbio.science.ru.nl/en/virtuallessons/cellcycle/trans/
Pre Lab Questions:
1. What is the product of transcription?
2. What is the region of DNA called where transcription begins?
3. What is the product of translation?
4. In your own words define each of the following: Silent mutation
Missense mutation Nonsense mutation Frame shift mutation
5. Where in the cell does translation take place?
Click on the link below to access the online lab.
http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/DNA_And_Genes.html
Download and print the instructions for reference as you work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.
First read through the mutation guide. Once you close the guide you will see the buttons to begin the simulation. Note, you will be translating the mRNA strand into a protein.
As you work through each of the mutations fill in the charts below. You must complete 4 mutations for this lab activity. It’s good practice working with the codon table .
– Aris labs calls the codon table the ‘Genetic Code Chart’. Use the amino acid abbreviation for the protein sequence. For example the amino acid proline is abbreviated as pro.
You have to fill in all the letters AND the resulting amino acid sequence by dragging and dropping before you click the [check] button. Abrieviate STOP as either STP or END.
For each of the three mutations you will complete, fill in the table in this lab document with the original mRNA and amino acid sequence and the mRNA sequence and the resulting amino acid sequence RESULTING FROM the mutation as outlined in the mutation rule.
The various mutations represent missense, nonsense, silent and frame shift mutations. You must complete one of each. The lab will not necessarily present the mutations in this order. You must do the mutation and identify which type it is and make sure you do one of each.
6. Frame Shift Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
7. Missense Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
8. Nonsense Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
9. Silent Mutation example:
Pr ...
Essential Biology 4.3 Theoretical Genetics
The document provides a series of questions on genetics and heredity for students to answer. It includes questions about genotypes and phenotypes, Mendelian inheritance patterns such as dominant/recessive and codominant alleles, monohybrid and test crosses, pedigree charts, sex-linked traits and disorders like hemophilia and color blindness. Students are asked to complete tables, diagrams, calculations and explain concepts. Sources should be cited using CSE style and relevant terms highlighted before and after class.
Meiosis activity
This document describes the process of meiosis through an activity where students arrange colored pipe cleaners to represent chromosomes. Meiosis reduces the chromosome number in cells from the diploid to haploid number in two cell divisions. In the first division, homologous chromosome pairs separate so the resulting cells have half the original number. The second division is like mitosis, forming four cells each with the haploid number of unpaired chromosomes. Meiosis ensures genetic variation between gametes so offspring receive a unique combination of genes from each parent.
Answer the following questions1. Given the following matings, w
Answer the following questions:
1. Given the following matings, what are the predicted genotypes and genotypic ratios of the offspring?
a) Aa X aa
b) Aa X Aa
c) AA X Aa
2. Wet ear wax (W) is dominant over dry ear wax (w)
a) A 3:1 phenotypic ratio of F1 progeny indicates that the parents are of what genotype?
b) A 1:1 phenotypic ratio of F1 progeny indicates that the parents are of what genotype?
3. A woman is heterozygous for two genes. How many different types of gametes can she produce, and in what proportions?
4. The following diagram shows a hypothetical diploid cell:
The recessing allele for albinism is represented by a, and d represents the recessive allele for deafness. The normal alleles are represented by A and D, respectively.
a) According to the principle of segregation, what is segregating in these cells?
b) According to Mendel’s principle of independent assortment, what is independently assorting in these cells?
c) How many chromatids are in this cell?
d) Write a genotype of the individual from which this cell was taken.
e) What is the phenotype of this individual?
f) What stage of cell division (mitosis or meiosis) is represented by this cell?
g) After meiosis is complete, how many chromatids and chromosomes will be present in one of the four progeny cells?
5. Draw the following simple pedigree. A man and a woman have three children: a daughter, then two sons. The daughter marries and has monozygotic twin girls (identical twins). The youngest son in generation II is affected with albinism. (Use proper pedigree symbols; draw, scan and add picture to document; do not submit picture independently).
6. A man with blood type A and a women with blood type B have three children. A daughter with AB and two sons, one with type B and one with type O blood. What are the genotypes of the parents?
...
Inheritance Presentation
This document provides an overview of hereditary genetics and how traits are passed from parents to offspring through chromosomes, DNA, genes, and alleles. It discusses key concepts like dominant and recessive alleles, genotypes and phenotypes, and how Gregor Mendel used pea plants to discover the laws of inheritance through experiments with traits like flower color and plant height. It also explains techniques like punnett squares that are used to predict the probability of different traits being expressed in offspring.
External Factor Analysis Summary (EFAS Table)External Factors.docx
External Factor Analysis Summary (EFAS Table)
External Factors
Weight
Rating
Weighted Score
Comments
Opportunities
· Electronic Ticketing
· Better Security
· Social mobility
Threats
· Inflation
· Slow Economic Growth
· Unemployment
TOTAL SCORES
.20
.20
.10
.20
.20
.10
1.00
5.0
4.5
3.9
5.0
4.3
4.0
1.0
.90
.39
1.0
.86
.40
4.55
· Has the highest impact
· Has the highest impact
· Has a slightly higher impact
· Has the highest effect
· Has the highest effect
· Has a slightly higher effect
Internal Factor Analysis Summary (IFAS Table)
Internal Factors
Weight
Rating
Weighted Score
Comments
Strengths
· Cost leadership
· Fair Treatment of employees
· Shortest and cheapest travel time
· Ahead of Technology
Weaknesses
· Court battles
· Staff shortage
· Lack of first class section
· Absence of meal service
· Extra duties for flight attendants
TOTAL SCORES
.20
.15
.05
.10
.20
.20
.15
.05
.05
.05
1.00
5.0
4.5
4.0
5.0
4.3
5.0
4.0
3.5
2.5
3.7
1.0
.68
.20
.50
.86
1.0
.60
.18
.13
.19
3.66
· Distinctive competence
· Core competence
· Important at present
· Important in the future
· Most likely
· Has higher effects
· The likelihood is minimal
· Less likely
· Likely
...
Exploring Online Consumer Behaviors.docx
Exploring Online Consumer Behaviors
John A. Smith and Jane L. Doe
Liberty University
References
Janda, S. (2008). Does gender moderate the effect of online concerns on purchase likelihood? Journal of Internet Commerce, 7(3), 339-358. doi:10.1080/15332860802250401
Jeon, S., Crutsinger, C., & Kim, H. (2008). Exploring online auction behaviors and motivations. Journal of Family and Consumer Sciences, 100(2), 31-40. Retrieved by http://search.proquest.com.ezproxy.liberty.edu:2048/docview/218160218
Koyuncu, C., & Lien, D. (2003). E-commerce and consumer's purchasing behaviour. Applied Economics, 35(6), 721. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA102272684&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w
Kukar-Kinney,M.,Monroe, K.B.,Ridgway,N.M. (2008). The relationship between consumers’ tendencies to buy compulsively and their motivations to shop and buy on the internet. Journal of Retailing: Consumer Behavior and Retailing, 85(3), 298-307. Retrieved from http://dx.doi.org. ezproxy.liberty.edu: 2048/10.1016/j.jretai.2009.05.002
Stibel, J. (2005). Mental models and online consumer behaviour. Behaviour & Information Technology, 24(2), 147-150. doi:10.1080/01449290512331321901
Vazquez,D., & Xu,X.(2009). Investigation linkages between online purchase behavior variables. International Journal of Retail & Distribution Management, 37(5), 408-419. doi:10.1108/09590550910954900
Abstract Comment by user: Double space between all lines of the manuscript. This includes the elimination of any extra spacing before or after the paragraph (APA Manual 5.03). The default setting in Microsoft Word is to add extra spacing after paragraphs. You can change this setting under the page layout tab in Microsoft Word.
Internet usage has skyrocketed in the past few decades, along with this increase comes the increase in internet shopping by consumers. This research examines the behaviors, motivations, and attitudes of this new form of consumer entity. Online consumer behavior has been studied for over 20 years and will undoubtedly be the source of many future researches as internet consumerism expands. This paper will examine the following research questions: (1) How do factors previously researched affect the online purchasing behavior of consumers and (2) what are the significant consumer behaviors both positive and negative that affect internet consumerism? By identifying these factors and variables, new strategies can be formulated and both consumer and supplier can gain knowledge and understanding of behaviors which exist. The purpose of this research paper is to integrate the varied research information together and draw coherent linkages to how consumer thoughts, attitudes and motivational behavior affect online buying, thus building a broader framework of analysis in which to build upon. Comment by user:
APA style uses one inch margins. Paragraphs should be indented five to seven spaces (about 1/2 inch ...
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Similar to Exercise 8, Human GeneticsActivity 1, Understanding genetics t.docx
Dragon Genetics Hands on LabIntroductionThere are many patterns o.docx
Dragon Genetics Hands on LabIntroduction:
There are many patterns of inheritance. This lab will explore Mendelian traits where alleles are dominant or recessive. You will also have to understand genes that express incomplete dominance, codominance and are sex-linked. We will utilize this lab to explore those terms and to use our knowledge of gene combinations to create an organism.
Utilize this link to learn more about Mendelian traits, incomplete dominance and codominance.(Opens in new window) This link helps you to learn more about sex-linked genes. (Opens in new window)Part 1 Procedure: Checking for Understanding (Worth up to 15pts)
A. For each genotype, tell me if it’s homozygous or heterozygous. If it is homozygous also tell me if it is dominant or recessive.
1. BB
2. jj
3. Pp
4. RR
5. ff
B. Dimples (D) is dominant to (d) no dimples. Brown Eyes (B) are dominant to (b) blue eyes. For each genotype indicate the phenotype.
1. Dd
2. DD
3. dd
4. BB
5. bb
6. Bb
C. For each phenotype list the genotype(s). Trait: Red flower (R); White flower (r)
1. Red flower (homozygous)
2. Red flower (heterozygous)
3. White flowerPart 2: Creating the Parents (Worth up to 48 pts)
1. Flip a coin to determine the genotype for each trait and record it in the data table.
a. Heads= allele 1, Tails = allele 2 ( Example: if you flipped heads twice, your dragon will have two copies of allele 1 for her genotype)
2. Determine the phenotype resulting from the allele pair for each trait.
3. Repeat steps 1-2 for each trait and complete the Mama Dragon’s Table 1.
a. Pay attention to the notes under the trait; it means it does not fully follow Mendelian rules.
Example:
For the trait Eye Size. I flipped my coin 2 times. Flip 1= heads (E); Flip 2= heads (E). So I would put EE in the Genotype box and Two Small Eyes in the Phenotype box for that trait.
Table 1: Genotypes and Phenotypes for Mama Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straight (m)
Dragon Hemophilia
(Sex- Linked)
Hemophilia (XH)
Normal Clotting (Xh)
Table 2: Genotype and Phenotypes for Daddy Dragon
Trait
Allele 1
Allele 2
Genotype
Phenotype
Eye Size & Number
Two Small (E)
One large (e)
Eye Color
(incomplete Dom)
Red (R)
White (r)
Tail Shape
Curly (T)
Straight (t)
Tail Color
Purple (P)
Orange (p)
Teeth
Sharp (S)
Round (s)
Feet
Four toes (F)
Two toes (f)
Horn Color
(Codominant)
Purple (P)
White (W)
Ear Shape
Pointy (Y)
Round (y)
Claws
Long (L)
Short (l)
Skin Color
(Codominant)
Blue (B)
Yellow (Y)
Mane Texture
(incomplete Dom)
Curly (M)
Straigh ...
Mutation And Cell Division Sheet
This document contains a biology review with 10 questions covering topics of cell division, chromosomes, and mutations. The questions assess understanding of key concepts like independent assortment, fertilization, meiosis, karyotypes, chromosomal abnormalities, and genetic variation. Correct answers are not provided, rather the student is expected to show their work and explain their reasoning for questions involving calculations and comparisons of DNA content during cell cycle stages. The review covers foundational material relevant to inheritance, genetics, and prenatal testing.
Genetics Review.pdf
1. The document provides an overview of genetics concepts including: Mendelian inheritance patterns; DNA structure and replication; gene expression and regulation; and modern applications like biotechnology.
2. Key topics covered include alleles and inheritance ratios; meiosis; linkage and crossing over; mutations and their effects; the central dogma of DNA to protein; gene regulation in prokaryotes and eukaryotes; and recombinant DNA techniques.
3. Sample multiple choice and free response questions assess understanding of inheritance patterns, molecular genetics concepts, and experimental techniques.
Genetics Review.pdf
1. This document provides a review of genetics concepts including: Mendelian inheritance patterns like monohybrid and dihybrid crosses; non-Mendelian inheritance like incomplete dominance; DNA and RNA structure; the central dogma of molecular biology; gene regulation; and modern techniques like genetic engineering and gel electrophoresis.
2. It also includes sample multiple choice questions testing these concepts, such as questions about inheritance patterns demonstrated in genetic crosses, DNA replication, transcription and translation processes, and recombinant DNA techniques.
3. The review concludes with sample free response questions asking students to explain meiosis, chromosomal abnormalities resulting from defects in meiosis, and how the human genome demonstrates both continuity and variation.
Cbse class 10 science chapter 9 heredity and evolution2015 11-09
This document contains a practice test for CBSE Class 10 Science Chapter 9 on Heredity and Evolution. It includes 25 multiple choice questions and true/false questions to test understanding of concepts related to inheritance of traits, genetic variation, natural selection, evolution, and Mendel's experiments with garden peas. The questions cover topics such as dominant and recessive traits, genetic drift, inheritance of sex chromosomes, DNA as the source of genetic information, and more.
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 .
Please- answers all my question is for genetic class 3- Describe the.docx
Please, answers all my question is for genetic class
3. Describe the pattern of inheritance shown in the pedigree below, giving evidence to support your answer. Give the genotypes for individuals II-2, II-4 and II-2. Include a legend for the symbols used. (10 marks) Describe the pattern of inheritance shown in the pedigree below, giving evidence to support your answer. Give the genotypes for individuals II-4, II-7 and III-7. Include a legend for the symbols used. ( 10 marks) 5. A type of hemophilia is due to an X-linked recessive allele. An affected man whose phenotype has been successfully managed now has children with a woman who is a carrier. Providing a legend for your, answer the following questions: a. What are the genotypes of the mother and father? (1 mark) b. What are the probabilities that i. a child will be affected with hemophilia. ii. a child is a carrier. iii. their daughter is a carrier. iv. their male fetus will be affected. (4 marks) 6. Genes for two different recessive disorders are linked on the X chromosome; they are 26 map units apart. A woman is a carrier for both disorder A and disorder B , with the alleles for these genes in cis. Her husband has normal alleles for both of these genes. The woman is pregnant with their first son. What is the probability (in percent) this son is affected with both disorders? Explain, showing the proportions and types of the woman's gametes and identifying them as parental or recombinant. (5 marks) 7. In certain human matings of albino and black-haired parents, the offspring are always blackhaired. When these black-haired offspring of the different families mate with each other (non-consanguineously) and their children are pooled to get significant data, these are the children's phenotypic proportions: 9 black-haired children 3 brown-haired children 4 albino children a. How many genes are involved in this trait? b. How many alleles of each gene are there? c. What type of gene interaction is occurring for this trait? Describe it. d. What are the genotypes of the initial albino and black-haired parents? Provide a legend. e. What are the genotypes of their offspring (all black-haired)? f. What are the genotypes and the specific proportions of the albino children in the third generation? g. What are the genotypes of the brown-haired children? 8. Which type of chromosomal aneuploidy typically has less severe effects on an individual: sex chromosome aneuploidy or autosomal aneuploidy? Explain why. (4 marks) 9. An organism has six chromosomes in its somatic cells. Determine the number of gametes with different chromosome compositions that this organism can potentially create. Explain your answer, including the genetic basis for your calculation. Ignore the allelic variation created by crossing over. ( 4 marks) 10. Compare the inheritance and transmission of Xlinked genes with that of mitochondrial genes. (4 marks) 11. A woman has a normal number of fingers and toes. She has many relatives with ex.
Gr.9-Reg.Science-Weekly-Prototype-LP-Wk-3-OK.docx
This document outlines a weekly prototype plan for a Science 9 class that covers non-Mendelian patterns of inheritance over 5 days. Each day focuses on a different topic: incomplete dominance on Monday, co-dominance on Tuesday, multiple alleles on Wednesday, solving related problems on Thursday, and reviewing the concepts on Friday. A variety of learning activities are provided, including defining terms, illustrating crosses with Punnett squares, solving genetics problems, and taking a test on Friday. The plan aims to explain different patterns of non-Mendelian inheritance and develop students' knowledge, skills, and honesty through these activities.
GENETICS WEEK 1 and 2.ppt
This document provides an overview of genetics concepts including chromosomes, genes, alleles, genotypes, phenotypes, dominance, Punnett squares, and the product rule. It begins by explaining that DNA contains the information to guide organism development and is found within chromosomes. Genes located on chromosomes code for traits, and different versions of genes are called alleles. Punnett squares are used to predict offspring from monohybrid and dihybrid crosses based on parental genotypes. The product rule allows calculating offspring probabilities by considering traits independently and multiplying their probabilities.
IB REVIEW - GENETICS
The document discusses genetics and genes. It states that chromosomes carry genes in a linear sequence shared by members of a species. Genes occupy specific positions on chromosomes and come in different alleles. Biologists have developed techniques to artificially manipulate DNA, cells, and organisms.
Life sciences p2 gr 12 exemplar 2014 eng
This document provides instructions for a Grade 12 Life Sciences exam. It consists of 14 pages and students have 2.5 hours to complete it. The exam contains 3 sections. Section A has 10 multiple choice questions worth 1 or 2 marks each, and short answer questions worth 1-8 marks. Section B contains diagram and graph interpretation questions worth 1-14 marks. Section C involves investigating the resistance of mosquitoes to DDT over time, with associated graphing and analysis questions worth 1-6 marks. Students are instructed to show all working, use scientific terms correctly, and answer all questions in full sentences in the answer book provided.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
This document provides genetics practice problems and examples related to monohybrid and dihybrid crosses, inheritance of sex-linked traits, blood typing, and other genetics concepts. It begins with practice problems identifying genotypes and predicting phenotypes based on genetic crosses. The document then provides step-by-step examples and explanations of monohybrid and dihybrid crosses, inheritance patterns such as incomplete dominance and codominance, sex-linked traits, and multiple alleles as seen in human blood typing. Students are to complete related practice problems and predict outcomes of genetic crosses based on provided genotypes.
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set.pdf
This document provides genetics practice problems and instructions for solving monohybrid and dihybrid cross problems. It includes examples of setting up Punnett squares and predicting offspring genotypes and phenotypes for crosses involving one or two gene traits. Students are asked to solve sample genetics problems involving traits such as pea pod shape, eye color in mice, and fur color/texture in guinea pigs. The document emphasizes following a five step process: determining parent genotypes, setting up a Punnett square, predicting offspring genotypes and phenotypes, and working backwards from given offspring data.
please! 1. Match and pair the following basic genetic conce.pdf
please!
1. Match and pair the following basic genetic concepts with their respective
descriptions/definitions: 1. Gene a. Two different alleles 2. Allele b. Observable heritable feature
that may vary among organisms. 3. Phenotype c. Two identical alleles 4. Genotype d. Describes
the specific alleles present in the offspring. 5. Homozygous e. Segments of DNA responsible for
producing a particular trait. 6. Heterozygous f. Variants of a gene present for a particular
character. 2. From the figure presented here, determine the following: a. Which letter(s) show a
phenotype? b. Which letter(s) show a genotype? c. In letter (c), are we looking at a homozygous
recessive, a homozygous dominant, or a heterozygous individual? d. In letter (e), are we looking
at a homozygous recessive, a homozygous dominant, or a heterozygous individual?
3. A and a are dominant and recessive alleles, respectively, of the same gene. Which genotype(s)
would result in an individual with the dominant trait? A) AA and aa B) AA and aa C) only AA
D) AA and Aa E) only Aa 4. For Labrador retrievers, black fur color (B) is dominant to yellow
fur color (b). If a heterozygous black male mated with a homozygous yellow female, what would
the puppies look like? Determine the phenotypic ratios. - Step 1: Determine the genotype of the
female and male Labradors. Heterozygous black male: Homozygous yellow female: - Step 2:
Write/Type the cross between the two Labradors. X -Step 3: Do a Punnett Square to determine
the probable genotypes for the offspring and to determine the phenotypic ratio.
-Step 4: Determine the Phenotype ratios of the progeny: s. There are many humans traits that are
fairly simple and that follow the Mendelian pattern of inheritance. However, most of our traits
are much more complex, involving many genes or interactions between genes. For example, hair
color is determined by at least four genes, each one coding for the productions of melanin, a
brown pigment. Because the effect of these genes is cumulative, hair color can range from
blonde (little melanin) to very dark brown (much melanin). 2 Human traits are of great interest to
us and there are few traits that seem to exhibit Mendelian inheritance, such as the ones shown
below (this can be found in your lab manual). Figure 134 some madiy absenutle human
Menoulae tak. Mid-digital hair b. Tongue rolling c. Widow's peak d. Earlobe attachment e.
Hitchhiker's thumb f. Relative finger length With the information provided in your lab manual,
Section 13-3 (pages 172-174), choose one out the six traits presented here and complete the
following table..
linkage
This document discusses genetic linkage and crossing over. It defines linkage as genes being inherited together on the same chromosome. Crossing over occurs during meiosis when segments are exchanged between non-sister chromatids, resulting in new combinations of linked genes. The frequency of crossing over between two genes increases with genetic distance. Three-point crosses allow determining gene order and calculating linkage distances between loci. Double crossovers are also discussed.
DNA and Genes Lab ActivityComplete your answers in the spaces .docx
DNA and Genes Lab Activity
Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.
Use your textbook, notes and these websites to answer the pre lab questions. http://learn.genetics.utah.edu/units/basics/transcribe/http://www.vcbio.science.ru.nl/en/virtuallessons/cellcycle/trans/
Pre Lab Questions:
1. What is the product of transcription?
2. What is the region of DNA called where transcription begins?
3. What is the product of translation?
4. In your own words define each of the following: Silent mutation
Missense mutation Nonsense mutation Frame shift mutation
5. Where in the cell does translation take place?
Click on the link below to access the online lab.
http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/DNA_And_Genes.html
Download and print the instructions for reference as you work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.
First read through the mutation guide. Once you close the guide you will see the buttons to begin the simulation. Note, you will be translating the mRNA strand into a protein.
As you work through each of the mutations fill in the charts below. You must complete 4 mutations for this lab activity. It’s good practice working with the codon table .
– Aris labs calls the codon table the ‘Genetic Code Chart’. Use the amino acid abbreviation for the protein sequence. For example the amino acid proline is abbreviated as pro.
You have to fill in all the letters AND the resulting amino acid sequence by dragging and dropping before you click the [check] button. Abrieviate STOP as either STP or END.
For each of the three mutations you will complete, fill in the table in this lab document with the original mRNA and amino acid sequence and the mRNA sequence and the resulting amino acid sequence RESULTING FROM the mutation as outlined in the mutation rule.
The various mutations represent missense, nonsense, silent and frame shift mutations. You must complete one of each. The lab will not necessarily present the mutations in this order. You must do the mutation and identify which type it is and make sure you do one of each.
6. Frame Shift Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
7. Missense Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
8. Nonsense Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
9. Silent Mutation example:
Pr ...
Essential Biology 4.3 Theoretical Genetics
The document provides a series of questions on genetics and heredity for students to answer. It includes questions about genotypes and phenotypes, Mendelian inheritance patterns such as dominant/recessive and codominant alleles, monohybrid and test crosses, pedigree charts, sex-linked traits and disorders like hemophilia and color blindness. Students are asked to complete tables, diagrams, calculations and explain concepts. Sources should be cited using CSE style and relevant terms highlighted before and after class.
Meiosis activity
This document describes the process of meiosis through an activity where students arrange colored pipe cleaners to represent chromosomes. Meiosis reduces the chromosome number in cells from the diploid to haploid number in two cell divisions. In the first division, homologous chromosome pairs separate so the resulting cells have half the original number. The second division is like mitosis, forming four cells each with the haploid number of unpaired chromosomes. Meiosis ensures genetic variation between gametes so offspring receive a unique combination of genes from each parent.
Answer the following questions1. Given the following matings, w
Answer the following questions:
1. Given the following matings, what are the predicted genotypes and genotypic ratios of the offspring?
a) Aa X aa
b) Aa X Aa
c) AA X Aa
2. Wet ear wax (W) is dominant over dry ear wax (w)
a) A 3:1 phenotypic ratio of F1 progeny indicates that the parents are of what genotype?
b) A 1:1 phenotypic ratio of F1 progeny indicates that the parents are of what genotype?
3. A woman is heterozygous for two genes. How many different types of gametes can she produce, and in what proportions?
4. The following diagram shows a hypothetical diploid cell:
The recessing allele for albinism is represented by a, and d represents the recessive allele for deafness. The normal alleles are represented by A and D, respectively.
a) According to the principle of segregation, what is segregating in these cells?
b) According to Mendel’s principle of independent assortment, what is independently assorting in these cells?
c) How many chromatids are in this cell?
d) Write a genotype of the individual from which this cell was taken.
e) What is the phenotype of this individual?
f) What stage of cell division (mitosis or meiosis) is represented by this cell?
g) After meiosis is complete, how many chromatids and chromosomes will be present in one of the four progeny cells?
5. Draw the following simple pedigree. A man and a woman have three children: a daughter, then two sons. The daughter marries and has monozygotic twin girls (identical twins). The youngest son in generation II is affected with albinism. (Use proper pedigree symbols; draw, scan and add picture to document; do not submit picture independently).
6. A man with blood type A and a women with blood type B have three children. A daughter with AB and two sons, one with type B and one with type O blood. What are the genotypes of the parents?
...
Inheritance Presentation
This document provides an overview of hereditary genetics and how traits are passed from parents to offspring through chromosomes, DNA, genes, and alleles. It discusses key concepts like dominant and recessive alleles, genotypes and phenotypes, and how Gregor Mendel used pea plants to discover the laws of inheritance through experiments with traits like flower color and plant height. It also explains techniques like punnett squares that are used to predict the probability of different traits being expressed in offspring.
Similar to Exercise 8, Human GeneticsActivity 1, Understanding genetics t.docx (20)
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Dragon Genetics Hands on LabIntroductionThere are many patterns o.docx
Cbse class 10 science chapter 9 heredity and evolution2015 11-09
Cbse class 10 science chapter 9 heredity and evolution2015 11-09
In-class introduction to basic Punnett square set-up and problem s.docx
In-class introduction to basic Punnett square set-up and problem s.docx
Please- answers all my question is for genetic class 3- Describe the.docx
Please- answers all my question is for genetic class 3- Describe the.docx
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set (1).pdf
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set.pdf
Pre-AP_Biology_Unit_04_-_Genetics_Practice_Set.pdf
please! 1. Match and pair the following basic genetic conce.pdf
please! 1. Match and pair the following basic genetic conce.pdf
DNA and Genes Lab ActivityComplete your answers in the spaces .docx
DNA and Genes Lab ActivityComplete your answers in the spaces .docx
Answer the following questions1. Given the following matings, w
Answer the following questions1. Given the following matings, w
More from gitagrimston
External Factor Analysis Summary (EFAS Table)External Factors.docx
External Factor Analysis Summary (EFAS Table)
External Factors
Weight
Rating
Weighted Score
Comments
Opportunities
· Electronic Ticketing
· Better Security
· Social mobility
Threats
· Inflation
· Slow Economic Growth
· Unemployment
TOTAL SCORES
.20
.20
.10
.20
.20
.10
1.00
5.0
4.5
3.9
5.0
4.3
4.0
1.0
.90
.39
1.0
.86
.40
4.55
· Has the highest impact
· Has the highest impact
· Has a slightly higher impact
· Has the highest effect
· Has the highest effect
· Has a slightly higher effect
Internal Factor Analysis Summary (IFAS Table)
Internal Factors
Weight
Rating
Weighted Score
Comments
Strengths
· Cost leadership
· Fair Treatment of employees
· Shortest and cheapest travel time
· Ahead of Technology
Weaknesses
· Court battles
· Staff shortage
· Lack of first class section
· Absence of meal service
· Extra duties for flight attendants
TOTAL SCORES
.20
.15
.05
.10
.20
.20
.15
.05
.05
.05
1.00
5.0
4.5
4.0
5.0
4.3
5.0
4.0
3.5
2.5
3.7
1.0
.68
.20
.50
.86
1.0
.60
.18
.13
.19
3.66
· Distinctive competence
· Core competence
· Important at present
· Important in the future
· Most likely
· Has higher effects
· The likelihood is minimal
· Less likely
· Likely
...
Exploring Online Consumer Behaviors.docx
Exploring Online Consumer Behaviors
John A. Smith and Jane L. Doe
Liberty University
References
Janda, S. (2008). Does gender moderate the effect of online concerns on purchase likelihood? Journal of Internet Commerce, 7(3), 339-358. doi:10.1080/15332860802250401
Jeon, S., Crutsinger, C., & Kim, H. (2008). Exploring online auction behaviors and motivations. Journal of Family and Consumer Sciences, 100(2), 31-40. Retrieved by http://search.proquest.com.ezproxy.liberty.edu:2048/docview/218160218
Koyuncu, C., & Lien, D. (2003). E-commerce and consumer's purchasing behaviour. Applied Economics, 35(6), 721. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA102272684&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w
Kukar-Kinney,M.,Monroe, K.B.,Ridgway,N.M. (2008). The relationship between consumers’ tendencies to buy compulsively and their motivations to shop and buy on the internet. Journal of Retailing: Consumer Behavior and Retailing, 85(3), 298-307. Retrieved from http://dx.doi.org. ezproxy.liberty.edu: 2048/10.1016/j.jretai.2009.05.002
Stibel, J. (2005). Mental models and online consumer behaviour. Behaviour & Information Technology, 24(2), 147-150. doi:10.1080/01449290512331321901
Vazquez,D., & Xu,X.(2009). Investigation linkages between online purchase behavior variables. International Journal of Retail & Distribution Management, 37(5), 408-419. doi:10.1108/09590550910954900
Abstract Comment by user: Double space between all lines of the manuscript. This includes the elimination of any extra spacing before or after the paragraph (APA Manual 5.03). The default setting in Microsoft Word is to add extra spacing after paragraphs. You can change this setting under the page layout tab in Microsoft Word.
Internet usage has skyrocketed in the past few decades, along with this increase comes the increase in internet shopping by consumers. This research examines the behaviors, motivations, and attitudes of this new form of consumer entity. Online consumer behavior has been studied for over 20 years and will undoubtedly be the source of many future researches as internet consumerism expands. This paper will examine the following research questions: (1) How do factors previously researched affect the online purchasing behavior of consumers and (2) what are the significant consumer behaviors both positive and negative that affect internet consumerism? By identifying these factors and variables, new strategies can be formulated and both consumer and supplier can gain knowledge and understanding of behaviors which exist. The purpose of this research paper is to integrate the varied research information together and draw coherent linkages to how consumer thoughts, attitudes and motivational behavior affect online buying, thus building a broader framework of analysis in which to build upon. Comment by user:
APA style uses one inch margins. Paragraphs should be indented five to seven spaces (about 1/2 inch ...
External and Internal Analysis 8Extern.docx
External and Internal Analysis 8
External and Internal Environmental Analysis
STR/581
Professor Alfonso Rodriguez
July 30, 2014
Sheila Medina
Introduction
Coffee has become an integral part of the lives of numerous people. In 1971, Starbucks coffee opened its first coffee shop in the Pike Place Market in Seattle, Washington. Now, according to research “Starbucks Corporation is the leading retailer, roaster and brand of specialty coffee in the world, with more than 6,000 retail locations in North America, Latin America, Europe, the Middle East and the Pacific Rim” (www.investor.starbucks.com). Starbucks aims to be the consumer’s favorite coffee shop and to achieve this the company focused on customer satisfaction as well as company advancement. Therefore, it is important to act based on what is written in Starbucks mission, value and vision statement, “To inspire and nurture the human spirit-one person, one cup, and one neighborhood at a time” (www.starbucks.com).
A review of Starbucks financial reports has identified an increase in revenue over the past few years. However, this increase in revenue doesn’t account for the increase in profits. The profit increase is not as high as it could be due to external factors such as other coffee shops and the increase in amount of competition. This report aims to identify the different internal and external environment factors attributing to the changes in Starbucks external environment by utilizing several different analyses.
SWOT Analysis
Strengths
Starbucks possesses several main strengths including their high visibility being located in high traffic areas, quality of service and products and their established brand loyalty. Starbucks remains an established leader being the number one known coffee house in the world while possessing a competent workforce, providing quality service, and continuing financial soundness. They also are known for their strong internal and external relationships with their suppliers.
Weakness
Weaknesses that Starbucks must address include: Product affordability and pricing, coffee beans price is the major influence over the firms profits, maintaining the positive public opinion of their products, avoiding any negative publicity, and remaining connected to their customers. Starbucks must also consider the fact they have expanded domestically and internationally resulting in saturation of the markets. They are also a non-smoking facility alienating some customers from purchasing coffee or other products from their store.
Opportunities
Opportunities include the ability for Starbucks to enter into different and new markets,
partnership opportunities with businesses, growing acceptance and customer satisfaction, and increase different product offerings. Starbucks must strive to continue expanding their products and food service to remain competitive and reach other consumers. Another option would be for Starbucks to allow consumers to order t ...
Exploring Music Concert Paper Guidelines Instructions.docx
Exploring Music
Concert Paper Guidelines
Instructions
1) Choose. Pick a classical music concert from the list provided on Blackboard. Sign up and buy tickets.
2) Research. Using reputable sources, learn about the composers and music featured at the concert. I
recommend searching Google for program notes from major orchestras.
3) Write. Write a typed, double-spaced, 2 -3 page research paper, including properly formatted citations
using APA, MLA, or Chicago style. This must be done before you attend the concert.
4) Cite. Cite your sources using in-text citations. Include a works cited list with full citations using MLA,
APA, or Chicago. If you don’t know how to do this, read this.
5) Submit. Turn in your research paper under the “concerts” tab in Blackboard 2 days before the concert
date. It will be checked for plagiarism.
6) Go. Plan ahead. Dress appropriately. Get to your concert on time. If you’re late, you might not get in.
7) Listen. Use active listening during the concert. (See “at the concert” below.)
8) Smile. Take a selfie or have someone take a picture of you that clearly shows that you were at the
concert. In the lobby during intermission is a good time for this! Save your ticket and program.
9) Interview. Talk to someone at the concert. Ask them why they came and what they thought.
10) Write. Add a “part two” to your research paper. This second part should be a typed, double-spaced, 2-3
page reaction paper to your concert. Talk about what you thought, show off your active listening skills,
and include the results of your interview.
11) Add. Add your concert picture to the last page of your paper. If you don’t have this, I can’t accept the
paper for credit. Staple your ticket to your paper.
12) Submit. Turn in a hard copy of your complete paper (research part AND reaction part with picture and
ticket) in class on or before the due dates indicated.
At The Concert: Active Listening
Choose one piece from your concert to analyze. Identify the meter, texture, and two other musical elements.
Reflect on the music. What emotions do you get from that piece? Does it spark anything in your imagination?
Does it remind you of anything? What is it about the music that creates those feelings and ideas?
Interview a fellow attendee after the show or during intermission. Ask why they came and what they thought.
WARNING
DO NOT OVER-USE DIRECT QUOTATIONS. If your paper has more than 50 words that are directly quoted, I will
return the paper to you, ungraded. Quotes can be useful, but you have to know when and how to use them!
Blend your quotes within your narrative. Paraphrase when appropriate. Read this.
DO NOT PLAGIARIZE. All sources, even if they are only alluded to or paraphrased, must be cited.
http://guides.temple.edu/c.php?g=77953&p=528593
http://www.temple.edu/writingctr/support-for-writers/documents/BecominganEffectiveWriterinCollege.pdf
http://www.bibme. ...
Expo 12 Discussion QuestionsThink about the cooperative learni.docx
Expo 12 Discussion Questions
Think about the cooperative learning lesson plan you have developed for studying Crystal Growing and the Rock Cycle. What problems do you envision occurring? Select the most problematic issue and elaborate on it on the discussion board.
Module 5 Activity
Consider the lab you have just completed, Experiment 12, and the processes you went through. Now, assume this experiment were to be conducted in your classroom in groups of four. Create an age appropriate lesson plan in which you conduct this experiment using cooperative learning, while still maintaining the integrity of the 5E Model. Submit your lesson plan as a word document.
Hands-On Labs SM-1 Lab Manual
91
EXPERIMENT 12:
Crystal Growing and the Rock Cycle
Note: Part One of this lab should be performed at least 10 days before your report due date.
Read the entire experiment and organize time, materials, and work space before beginning.
Remember to review the safety sections and wear goggles when appropriate.
Objectives: To grow synthetic crystals from a supersaturated solution by evaporation,
To measure the interfacial angles of minerals,
To make sugar “glass,”
To understand the role of evaporation in mineral growth, and
To determine the dissolution point of certain crystals.
Materials: Student Provides: Pan, small
Spoon or blunt knife
Cup saucer
Stovetop burner
Refrigerator
50 g sugar
From LabPaq: Tweezers
Protractor
Ruler
Magnifying hand lens
Digital scale
100-mL Beaker
3 Petri dishes, large
Thermometer
Set of 18 numbered minerals
Igneous rock sample #19
Sedimentary rock sample #36
Metamorphic rock sample #47
Epsom salt: Magnesium Sulfate Heptahydrate,
MgSO4 · 7H2O
Alum: Aluminum Potassium Sulfate Dodecahydrate,
KAI(SO4) 2 · 12 H2O
Discussion and Review: The textbook definition of a mineral is “a homogeneous,
naturally occurring, solid substance with a definable chemical composition and an
internal structure characterized by an orderly arrangement of atoms in a crystalline
structure” (from Earth; Portrait of a Planet; Stephen Marshak (Norton, 2005).
A crystal grown in a lab is not a true mineral since it did not form by geologic processes.
However, crystals grown in a lab are virtually identical to true minerals in many other
Hands-On Labs SM-1 Lab Manual
92
aspects: they are solid, inorganic, homogeneous, and have a definite chemical
composition and an ordered structure.
By growing crystals in a laboratory setting you will be able to investigate the different
properties that define a mineral. In addition, growing synthetic minerals can offer insight
into the factors that affect the crystal growing process in a true geologic setting. By
“watching” your crystals grow, you’ll be able to better understand how crystal faces
develop in rocks and what influences them, plus you won’t ...
ExplanationMaster Honey is a franchise-style company that sel.docx
Explanation:
Master Honey is a franchise-style company that sells a variety of products derived from raw honey harvested from both local and international bee-farms, called apiaries. Our company was established in 1988 by its founder, Sergio Saladrigas, back when honey was a booming industry, and its business was conducted based on quality rather than quantity. With this philosophy in mind, Master Honey has created a culture of good quality work with competitive pricing. Since its creation, Master Honey has had a successful expansion throughout most of Central and South-Florida in the form of two different types of establishments for retail selling that have made the brand differentiate itself from the competition:
For rather big retail space, Master Honey developed a trademarked concept for a retail-store called “Honey Caves”. Usually placed in malls and around touristic areas, Honey Caves are stores of 1,000-1,500 squared feet that offer the whole catalog of Mater Honey’s products. The product catalog includes:
Products
Types
Large size
Medium size
Small size
Artisanal honey:
Local Honey:
Tupelo
9$
5$
3$
Orange blossom
8$
4$
2$
Red Pepper
7$
4$
2$
Golden Berry
7$
4$
2$
Wildflower
6$
3$
2$
International Honey:
Blue Gum
11$
6$
4$
Beech Wood
10$
5$
3$
Acai
12$
8$
5$
Acacia
12$
8$
5$
Manuka
11$
6$
4$
Honey Blends for:
Tea, Chees or BBQ
12$
8$
5$
Soaps for:
Face (anti-acne)
-
10$
6$
Body
9$
5$
-
Hands
-
9$
5$
Lotions:
Face (anti-age)
-
15$
10$
Body
-
10$
7$
Other Products:
Shampoo
15$
11$
7$
Conditioner
15$
11$
7$
The honey caves have a specific and trademarked design that makes customers feel “like a bee in a hive”. The temperature is set at a low 72 degrees Fahrenheit with low light, and with a constant and subtle bee sound. In addition, the shelves are designed to look like a hive, with a series of hexagonally shaped boxes that designed to be piled together. This gives the shop managers freedom to change the setting of the store with ease and freedom of choice. Furthermore, the stores offer samples from all of our different products so the customers can see, feel, smell and taste the quality that differentiates our product. Also, every single one of our franchised Honey Caves has a large table in the middle of the store in a hexagonal shape displaying many large and artisanal-looking bottles that carry all of the honey types that we offer (that way, if a certain type of honey is not in store, it can still be shipped). The first bottle on each line contains a pump from which the customer can serve previously measured quantities in a small sample cup, and taste the differences in flavor and texture among all honeys from different flowers. The same technique is used with our soaps by providing 3 to 7 sinks for our customers to try the soaps, and realize its unique smell and smoothness. This type of store look like:
For the smaller stores, of about 600-800 squared feet, Master Honey has created another trademarked store des ...
Explain where industry profits are maximized in the figure below.docx
Explain where industry profits are maximized in the figure below:
Problem 13. What real-world evidence would lead you to believe that firms were acting as Cournot oligopolists? Stackelberg oligopolists? Bertrand oligopolists?
...
Exploratory EssayResearch - 1The ability to Wallow in complex.docx
Exploratory Essay/Research - 1
The ability to Wallow in complexity
On a separate paper:
1. Write your Exploratory question.
Your Introduction
Your goal in the Introduction is to hook your reader’s interest in your chosen problem. Often the best way to do so is to show why you yourself became interested in it.
Write about any or all of the following:
· Why do you think you have chosen this particular subject? What interested you?
· Personal connection?
· Specific experiences?
· What do you think are the origins of your feelings?
· What are your first responses/answers to the question?
· Why do you think you feel the way you do now?
· Can you imagine yourself ever changing your mind? Why?
· Can you list (or imagine) different or alternative answers to this question? List some of them.
· How do you feel about these?
· Why?
· At this point, what is the most perplexing, confusing, or puzzling thing about this question?
...
Exploring MusicExtra Credit #2 Due November 6 in classIn G.docx
Exploring Music
Extra Credit #2
Due November 6 in class
In Germany, the 19th century was known as the “Age of Song”. For romantic composers, fusing literature with music represented artistic perfection. The Lied (pronounced “leet”) blended German poetry with piano collaboration. Lieder represent an intimate genre of music utilizing a solo singer partnered with piano. In most cases, the piano acts as more than mere accompaniment as it is able to musically enhance the text, depict moods and atmospheres, and in some cases represent a character in the poem.
For this assignment you will choose any threeLieder and write a 2-3 page paper (double spaced, 12 point font with 1 inch margins) based on the following guidelines to include in your paper:
1. Read the translation of the poetry and establish your own interpretation. Are there any words or phrases that lend themselves to musical depiction? If you were the composer how might you musically depict words or phrases or the mood/ atmosphere of the piece using only one singer and a piano?
2. Listen to the Lied and follow along with the translation. How does you analysis from Question 1 differ or parallel the composer’s interpretation?
3. Pay particular attention to the relationship between the voice, text, and piano keeping in mind the piano offers more than just harmonic support. Provide examples of how the piano enhances the text, creates a mood or atmosphere, or depicts a character from the poem.
4. Does the musical and vocal setting suit the poetry? Explain.
5. Is the setting strophic or through-composed? How does this affect the Lied?
Below are YouTube links to each Lied. Translations of the text are available in the Extra Credit no. 2 folder; print them out for your convenience if you wish.
1. Robert Schumann, “Die alten, bösen Lieder” from Dichterliebe
http://www.youtube.com/watch?v=sGx1zyOPZfM
2. Ludwig van Beethoven, “Der Kuß,” opus 128
http://www.youtube.com/watch?v=NTgcwny1PnU
3. Franz Schubert, “Ganymed”
http://www.youtube.com/watch?v=DMLiVQMDLEs
4. Robert Schumann, “Ich grolle nicht” from Dichterliebe
http://www.youtube.com/watch?v=XDbESDdZmfY
5. Franz Schubert, “Nähe des Geliebten”
http://www.youtube.com/watch?v=t47lxQCvJ5k
6. Clara Schumann, “Liebst du um Schönheit”
http://www.youtube.com/watch?v=kvHPxGfONYY
7. Franz Schubert, “Der Lindenbaum” from Wintereise
http://www.youtube.com/watch?v=zC7gEVSgf9k
8. Franz Schubert, “Rastlose Liebe”
http://www.youtube.com/watch?v=XOBNOB9Oxyc
Type the Boolean operator (AND, OR, or NOT) that best fits in the search statement to satisfy the search criterion stated.
Question 1 (1 point)
Question 1 options:
Find information on pollution in the Chesapeake Bay. "Chesapeake Bay"
pollut*
Question 2 (1 point)
Question 2 options:
Find information on the effect of plastics recycling on the environment. (recycle
reuse)
plastics
environment
Question 3 (1 point)
Question 3 options:
Find information on obedience tr ...
Explain why Franz Boas did not accept Morgan’s view about evol.docx
Explain why Franz Boas did not accept Morgan’s view about evolution ?
What sciences contributed to anthropology ?
How have teens used fashion and music to communicate their identity ?
What styles and attitudes today might seem rebellious to parents ?
What contributions did Pavlov, skinner and Chomsky bring to the comprehension of how language is attained ?
How does language indicate a society's values and priorities?
How has language evolved in some north American communities?
Why is language seen as a significant part of a people’s culture ?
Do advertisers give a false impression of their products ? it this legitimate communication ? why or why not
How can an environmental factors, such as living in a large city or a small rural town, influence individual and cultural evolution
Compare the approaches taken by anthropologist and psychologists in the study of human development ?
What are the various components of all rites of passage ?
How have coming of age rite of passage changed along with modern society
Some rites are experienced alone and some are experienced in groups. explain, with example, why this is the case
How is the body adornment connected to rites of passages
How do films and television programs portray sexual relationship between teens and adults ?
What rites of passage surrounding death have you experienced ?how did you feel about them ?
How do social scientists help people face the haunting prospect of death and the sadness of the loss of a loved one
...
Explanations 6.1 Qualities of Explanations Questions 0 of 3 com.docx
Explanations / 6.1 Qualities of Explanations Questions: 0 of 3 complete (0%) | 0 of 2 correct (0%)
Qualities of Explanations
An explanation is a statement that provides a reason for why or how something became the way it is. Arguments present a conclusion that's presumably new to you and then support this conclusion with evidence that you're likely to believe. Explanations work the other way around: they start with a conclusion that you likely believe (e.g., the sky is blue) and then offer an explanation for why that is so (e.g., because God is a UNC fan).
We will be looking specifically at causal explanations—that is, explanations in which you suggest that a particular physical or behavioral phenomenon is the result of another event.
Situation
Explanation
Traffic on a Saturday
There must be a football game today.
Most explanations start as theories. It can be challenging to fight the human impulse to pick the first theory that comes to mind and stop there, but what are the odds that the first thing you conceive of is in fact the best possible explanation?
Situation
Explanation
Traffic on a Saturday
Perhaps there's a concert today?
Maybe an art festival?
Or possibly an accident up ahead?
With a little imagination, you can come up with a seemingly unlimited number of theories, but at some point you've likely exhausted all the plausible explanations.
Situation
Explanation
Traffic on a Saturday
Perhaps a new IKEA has been built without my hearing anything about it, and all these people are headed to the grand opening.
As with all critical thinking, you'll need some judgment here. Discard the implausible theories (at least initially) and give fair consideration to all the reasonable ones:
· State your theory clearly (make a hypothesis).
· Consider possible alternatives.
· Look at the evidence.
· Evaluate the theory.
Sometimes the facts make the explanation quite clear:
I can see a train moving through an intersection several hundred yards ahead. That explains why traffic isn't moving.
Other times, you'll need to employ inductive reasoning to establish the most likely cause:
I can't see the tracks from here, but I drive through here every Saturday morning and usually a train was responsible for traffic being stalled. So it's probably a train.
We are presented with many such explanations on a daily basis.
Why is this webpage not loading?Why are sales down for last quarter?Why is my spouse not speaking to me?
As you consider potential explanations, keep the following standards in mind.
Consistency
First, is it internally consistent or does it contradict itself?
Second, is it externally consistent? Could this explanation effectively and fully account for whatever it's supposed to explain?
A good theory should be compatible with what we already know about how the world works. This is a problem with many paranormal theories—they go against accepted scientific fact. If the theory contradicts established knowledge, the burden of proof is on the new t ...
Experts PresentationStudentPSY 496Instructor.docx
Experts Presentation
Student
PSY 496
Instructor
Overview of professionals
Maria Theresa Redaniel, Ph.D.
Suicide prevention specialist who’s main focus is finding ways to prevent suicide cases within local communities.
She is looking to branch out from the community sector to further her expertise on a federal and state vocation.
Received her master’s from the University of Nebraska in Community Development.
Michael Bauer, M.D., Ph.D.
Mental health profession with interest in suicide risk assessments, homicide and product liability especially in relation to psychotropic drugs.
He has extensive background in the field and wishes to further his resume by succeeding as a mentor to upcoming peers in the field.
Graduated top of his class from the University of Illinois 1965.
Suicide and prevention
Effective protective care is essential to suicide prevention.
If you are in crisis, call 1-800-273-TALK (8255) National Suicide Prevention Lifeline
Suicide is the 10th leading cause of death in the united states (AFSP, 2014). And the third leading cause among youth and young adults (Wharff, Ross, & Lambert, 2014)
Research shows 90% of those who have died by suicide had a potentially treatable mental illness (AFSP, 2014).
Prevention starts with awareness and education.
Risk Factors may include mental disorder, previous attempts, family history, serious medical condition or pain. These factors combined with environmental stimuli increase chances of suicide and suicide attempts (Carlborg, Winnerback, Jonsson, Jokinen & Nordstrom, (2010).
Research
Maria’s focus has been in the community prevention. The barriers of suicide documentation in the Philippines has encouraged her research in using psychological autopsy’s to evaluate a course of intervention (AFSP, 2014). Psychological autopsies have been used to present evidence of mental disorders present in those who died from suicide based on a collection of interviews and reports to dictate what they may have thought (Hjelmeland, Dieserud, Dyregrov, Knizek & Leenaars, 2012).
Michael has focused his research in the use of pharmacology in suicide prevention. Giving participants a prescribed amount of lithium has shown great strides in lowering future suicide attempts and depressive behaviors (ASFP, 2014).
Comparison
Maria has strong views in behavior aspect of study. She has culminated research of behaviors related to mental disorders and compared them to suicide reports made from informant interviews and medical documents. She uses such information to hopefully reduce the suicide rates in the community by early diagnosis and treatment prevention.
Michael uses his successful career in clinical psychology to establish the benefits of treating mental disorders to prevent suicides and suicidal behaviors. He focuses his research to provide evidence of pharmacology on disorders. His goal it to use such evidence to reduce thoughts of suicide and attempts.
References
American Foun ...
Explain whether Okonkwo was remaining truthful to himself by killi.docx
Explain whether Okonkwo was remaining truthful to himself by killing himself
Please make sure that you answer this question with 4 pages in length, it has to be MLA format, double space.
LDR/531 – WEEK 2
*
WDWLLW?DISC AssessmentLeadershipPersonality
*
ObjectivesTheories of Leadership Compare and contrast leadership theories.Evaluate the strengths and weaknesses of established leadership styles.
*
Leadership is:
Are leader’s born or made?
Leader traits – the trait approach is the oldest leadership perspective and was dominant for several decades. The perspective is that some personality characteristics – many of which a person need not be born with but can strive to acquire distinguish effective leaders from other people.
Drive, which refers to a set of characteristics that reflect a high level of effort. It includes high need for achievement, constant striving for improvement, ambition, energy, tenacity (persistence in the face of obstacles), and initiative.
Leadership motivation – great leaders not only have drive, they want to lead.
Integrity is the correspondence between actions and words. Honesty and credibility are especially important.
Self-confidence is important because the leadership role is challenging, and setbacks are inevitable.
Knowledge of the business, industry, company, and technical matters.
The most important personal skill, according to the text, the ability to perceive the needs and goals of others and to adjust one’s personal leadership approaches accordingly.
B. Leader Behaviors
1. Leadership behaviors – the behavioral approach attempts to identify what good leaders do. Three general categories of leadership behavior are: (Figure 12.2)
a. Task performance behaviors are the leader’s efforts to insure that the work unit or organization reaches its goals.
i. This dimension is sometimes referred to as:
concern for production
directive leadership
initiating structure or closeness of supervision.
ii. It includes a focus on:
work speed
quality and accuracy
quantity of output
following the rules.
b. Group maintenance behaviors is where leaders take action to ensure the satisfaction of group members, develop and maintain harmonious work relationships, and preserve the social stability of the group.
i. This dimension is sometimes referred to as:
(1) concern for people
(2) supportive leadership
(3) consideration.
ii. Leader-Member Exchange (LMX) theory highlights the importance of leader behaviors not just toward the group as a whole but also toward individuals
The ability to influence a group toward the achievement of a vision or set of goals.
OR
The process of influencing others to understand and agree what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives
*
Types of leadershipLeadership involves influencing others (who influences? What type of influence?)to collaborate and agree (purpose of influence?) ...
Explain How these Aspects Work Together to Perform the Primary Fun.docx
Explain How these Aspects Work Together to Perform the Primary Function of HRM
Total: 5.00
Distinguished - Thoroughly and methodically explains how each of the aspects work together to perform the primary function of HRM. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains how each of the aspects work together to perform the primary function of HRM. The explanation is well constructed and provides several examples that demonstrate that new learning has occurred; however, a few minor details are missing.
Basic - Briefly explains how each of the aspects work together to perform the primary function of HRM. The explanation is somewhat complete, but provides few examples that demonstrate that new learning has occurred. Several key details are missing.
Below Expectations - Attempts to explain how each of the aspects work together to perform the primary function of HRM, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to explain how these aspects work together to perform the primary function of HRM.
Are Any Aspects More Important than the Others? Why or Why Not?
Total: 4.00
Distinguished - Comprehensively explains whether or not any aspects are more important than others, including a detailed reasoning as to why. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains whether or not any aspects are more important than others, including reasoning as to why. The explanation well-written and provides a few examples that demonstrate that new learning has occurred. One or more minor details may be missing.
Basic - Briefly explains whether or not any aspects are more important than others, including a short reasoning as to why. The explanation is slightly underdeveloped and somewhat demonstrates that new learning has occurred. Several key details may be missing.
Below Expectations - Attempts to explain whether or not any aspects are more important than others, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to determine whether or not and aspects are more important than others.
Optimizing the HRM Role for Shaping Organizational and Employee Behavior
Total: 4.00
Distinguished - Provides a comprehensive and thorough discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is thought-provoking, creative, and utilizes vocabulary and concepts from the text.
Proficient - Provides a discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is mostly complete and attempts to utilize voca ...
Explain the 3 elements of every negotiation. Why is WinWin used m.docx
Explain the 3 elements of every negotiation. Why is Win/Win used more than Win/Lose in life? When is the efficiency of a negotiation determined? Give an example of in the world today of a good and a bad negotiator
Lockeport Medical Center
Mission and Vision
As the regional leader in advanced medical care, we take our responsibilities seriously. Our vision and core values help guide us as we work to help and heal each patient in our care. We provide the community quality health care services through the compassionate hands of well-trained staff, in a technologically advanced, cost-effective manner.
Our Mission: To improve the health of the people of the state and surrounding region.
· Serve people as a not-for-profit health system governed by a voluntary community board.
· Ensure sustainability through stewardship of the community's assets.
· Provide quality services in a compassionate and cost-effective manner.
· Collaborate in order to improve access across the entire continuum of care.
· Promote wellness and health to benefit the community.
2020 Vision
A regional diversified health system providing superior care and service to patients and their families through a full continuum of integrated services, education, and research.
Major Strategies: "DEEDS"
Develop people
Excel in patient quality and safety
Enhance operational and financial performance
Develop the health system
Strengthen key relationships
Our MERIT Values
Five core values: Mercy, Excellence, Respect, Integrity and Trust/Teamwork. These values form the foundation for our culture at Lockeport Medical Center.
Mercy
We work to create a caring and compassionate environment responsive to the emotional, spiritual, and physical needs of all persons.
Excellence
We strive to meet or exceed patient/customer needs and expectations and work as a team to improve every aspect of care and service in our organization.
Respect
We value the innate dignity of all persons, respect their uniqueness and diversity, and enable the development of each one's full potential.
Integrity
We are consistently open, honest, and ethical, as the ideal means to protect overall safety and ensure confidentiality and privacy.
Trust/Teamwork
We say what we mean and do what we say. There is open and honest communication with patients and among staff. We recognize everyone’s contributions for the benefit of the patient. We strive to enhance the health of the communities we serve, and work in cooperation with other organizations to protect our vulnerable populations throughout the region.
Job Description
Position Title: Surgery Schedule Coordinator
Department: Operating Room
FLSA Status: Non-Exempt
Position Summary
Uses clinical and management processes to plan, organize, staff, direct, and evaluate patient care services; uses available resources to meet MD/customer needs. The surgery schedule coordinator uses knowledge of interactive management and humanistic values in creating an environment ...
Explain how the Kluckhohn–Strodtbeck and the Hofstede framework ca.docx
Explain how the Kluckhohn–Strodtbeck and the Hofstede framework can be used to analyze a culture. Are the Kluckhohn-Strodtbeck and Hofstede frameworks useful for understanding subcultures? Why or why not?
If your international firm were doing business in Asia, is there anything that your company could do to ease the tensions these cultures are experiencing? Be specific.
In your opinion, is globalization among the causes of the increasing incidence of divorce, crime, and drug abuse in Asia? Why or why not?
Broadly defined, Asia comprises more than 60 percent of the world’s population— a population that practices Buddhism, Confucianism, Hinduism, Islam, and numerous other religions. Thus, do you think it is possible to carry on a valid discussion of “ Asian” values? Why or why not?
Consider the following statement: “ Economic development and capitalism require a certain style of doing business in the twenty- first century. The sooner Asian cultures adapt the better.” Do you agree or disagree? Explain.
Cross-Cultural
Business
Copyright © 2014 Pearson Education, Inc.
2
*
Welcome to Chapter 2, Cross-Cultural Business.
Copyright © 2014 Pearson Education, Inc.
Chapter Objectives
Describe culture and explain the significance of both national culture and subcultures
Identify the components of culture and describe their impact on international business
Describe cultural change and explain how companies and culture affect each other
Explain how the physical environment and technology influence culture
Describe two frameworks used to classify cultures and explain their practical use
2 - *
Copyright © 2014 Pearson Education, Inc.
*
In this chapter, you will come to understand the role of culture in international business.
You will also:Learn the importance of national culture, subculture, and how each component of culture affects business activities.Understand how cultures and companies change each other, and how the physical environment and technology influence cultures.And acquaint yourself with two popular frameworks used to classify cultures.
HariboProblem: Not serving $2 billion subcultureCulprit: Pork-based gelatin in the candies
Solution
: New bacteria-based compound
Copyright © 2014 Pearson Education, Inc.
2 - *
*Although Haribo was selling over 100 million gummi candies a day worldwide, it was not meeting the needs of a global subculture worth $2 billion a year.Muslims and Jews who adhere to a strict religious diet could not eat the candies because of the pork-based substance that gives the candy its sticky, rubbery feel.So, Haribo developed a special candy for this market by replacing the pork-based gelatin with a bacteria-based compound found in salad dressings and sauces.Haribo now has a Jewish rabbi and a Muslim cleric oversee production to ensure that it adheres to their religious customs.
Copyright © 2014 Pearson Education, Inc.
What is Culture?
Set of values, beliefs, rules, and institutions held by ...
Exploration 8 – Shifting and Stretching Rational Functions .docx
Exploration 8 – Shifting and Stretching Rational Functions
1. Sketch the graph of each function.
3( )f x
x
3
( ) 1
2
f x
x
Domain: Range: Domain: Range:
vertical horizontal vertical horizontal
asymptote: asymptote: asymptote: asymptote:
x-intercept: y-intercept: x-intercept: y-intercept:
How do you find the domain and vertical asymptote of a rational function?
How did you find the range and horizontal asymptote of THIS rational function?
How do you find the x-intercept of a function?
How do you find the y-intercept of a function?
Graphing
3
( ) 1
2
f x
x
is relatively easy.
Re-write the function rule as a single fraction by
subtracting the 1. Then find each of the following
for the newly written function.
Domain: Range: x-intercept: y-intercept:
vertical horizontal
asymptote: asymptote:
How do you find the equation of the horizontal asymptote for THIS type of function?
WebAssign Problem:
Graph the function,
2 4
( )
1
x
f x
x
, by shifting and stretching the function, 1( )f x
x
.
The horizontal shift is ______________________ because ________________________________.
The vertical shift is ______________________ because ___________________________________.
To find the stretch, you must re-write the function,
2 4
( )
1
x
f x
x
, in 1( )f x
x
form, by setting the
two rules equal and solving for c. Then sketch the graph below.
For the group submission:
Graph the function,
2 2
( )
1
x
f x
x
, by shifting and stretching the function, 1( )f x
x
.
Horizontal Shift:
Vertical Shift:
Stretch:
vertical horizontal x-intercept: y-intercept:
asymptote: asymptote:
Domain: Range:
Group Submission for Investigation #8
Write group member names legibly here:
Graph the function,
2 2
( )
1
x
f x
x
, by shifting and stretching the function, 1( )f x
x
.
Horizontal Shift:
Vertical Shift:
Stretch:
vertical horizontal x-intercept: y-intercept:
asymptote: asymptote:
Domain: Range:
...
Exploring Innovation in Action Power to the People – Lifeline Ene.docx
Exploring Innovation in Action: Power to the People – Lifeline Energy
Trevor Baylis was quite a swimmer in his youth, representing Britain at the age of 15. So it wasn’t entirely surprising that he ended up working for a swimming pool firm in Surrey before setting up his own company. He continued his swimming passion – working as a part-time TV stuntman doing underwater feats – but also followed an interest in inventing things. One of the projects he began work on in 1991 was to have widespread impact despite – or rather because of – being a ‘low-tech’ solution to a massive problem.
Having seen a documentary about AIDS in Africa he began to see the underlying need for something which could help communication. Much of the AIDS problem lies in the lack of awareness and knowledge across often isolated rural communities – people don’t know about causes or prevention of this devastating disease. And this reflects a deeper problem – of communication. Experts estimate that less than 20% of the world’s population have access to a telephone, while even fewer have a regular supply of electricity, much less television or Internet access. Very low literacy levels exclude most people from reading newspapers and other print media.
Radio is an obvious solution to the problem – but how can radio work when the receivers need power and in many places mains electricity is simply non-existent. An alternative is battery power – but batteries are equally problematic – even if they were of good quality and freely available via village stores people couldn’t afford to buy them regularly. In countries where $1 a day is the standard wage, batteries can cost from a day’s to a week’s salary. The HIV/AIDS pandemic also means that household incomes are under increased pressure as earners become too ill to work while greater expenditure goes towards healthcare, leaving nothing for batteries.
What was needed was a radio which ran on some different source of electricity. In thinking about the problem Baylis remembered the old-fashioned telephones of pre-war days which had wind-up handles to generate power. He began experimenting, linking together odd items such as a hand brace, an electric motor and a small radio. He found that the brace turning the motor would act as a generator that would supply sufficient electricity to power the radio. By adding a clockwork mechanism he found that a spring could be wound up – and as it unwound the radio would play. This first working prototype ran for 14 minutes on a two minute wind. Trevor had invented a clockwork (wind-up) radio! As a potential solution to the communication problem the idea had real merit. The trouble was that, like thousands of entrepreneurs before him, Trevor couldn’t convince others of this. He spent nearly four years approaching major radio manufacturers like Philips and Marconi but to no avail. But luck often plays a significant part in the innovation story – and this was no exception. The idea came to the attenti ...
Experiment 8 - Resistance and Ohm’s Law 8.1 Introduction .docx
Experiment 8 - Resistance and Ohm’s Law
8.1 Introduction
In previous experiments, we have investigated electric charges largely under stationary conditions. These
studies were useful in order to illustrate concepts such as the electric potential and the electric field, and
forms the foundation needed to further our understanding of electricity and electrical circuits. In contrast
to electrostatics (charges confined to be stationary), the field of electricity deals with the flow (induced
movement) of electrical charges. Due to its many uses, most individuals knowingly or unknowingly have
a daily reliance on electricity. It is especially essential, in: (1) the distribution of energy, and (2) the
processing of information. To enable this, electricity must be handled in circuits, a closed loop of
conducting wire connecting power plant with individual homes, and businesses. To appreciate this
phenomena, it is useful to investigate various aspects of simple circuits and the various laws that may
govern them.
8.2 Objective
1. To verify Ohm’s Law
2. To use Ohm’s law to determine the resistance of a light source.
8.3 Theory
Our initial investigations will be guided by Ohm’s law, which postulates that the relationship between
current flow I, potential difference V, and resistance R for certain materials will observe the following
mathematical relationship, given a constant temperature constraint:
…………. 1RV = I
These materials are called Ohmic conductors, equation 1 implies that the ratio of voltage to current for
these materials is constant. Manufactured resistors can be considered as such, but other components such
as semiconductor diodes, filaments, and LEDs are non ohmic. In this experiment, we will verify Ohm’s
law by assessing whether it holds for a set resistance (typical color coded resistor). Further, we will apply
this to ascertain the resistance of a light source.
8.4 Apparatus
Variable DC voltage source, color coded resistor, (2) multimeters, connecting wires, light source
8.5 Procedure
Part A Verifying Ohm’s Law
1. You will be given a particular colour coded resistor from the set; use this and the other apparatus
items to set up the circuit as shown in figure 1 below.
Figure 1
2. Adjust DC voltage source so that a relatively small voltage reading is seen across the resistor R.
Record this voltage reading, and the electrical current reading ...
Experimental Essay The DialecticThe purpose of this paper is to.docx
Experimental Essay: The Dialectic
The purpose of this paper is to experiment with a style of essay that you’ve probably never written before: The Dialectic. We’ll be testing Foucault’s idea about polemics in order to push ourselves to consider and explore multiple conflicting perspectives in a single paper.
The basic premise is that you will write a series of thesis, antithesis arguments - point and counterpoint paragraphs. You will first argue a side of a discussion and then take up the opposing side, eloquently crafting a rigorous response to your own ideas.
Your essay should explore the concepts we will be discussing in class, so if you’ve been doing the homework, you already have some arguments to work from. If you would like something more specific to work from, the Justice discussions and comments that your peers will be posting on course studio are a good start. In addition to this, you should also read through your notes from our class discussion about the predictions from the Constitutional Convention 1787. Can we make an argument that the poor indirectly sell their votes to the rich? Does the wealthiest class of America really dictate society? Do the poor impose upon the freedom and the property of the rich through voting? In what ways can private interests manipulate public opinions and widely held beliefs? Who is influencing whom? Who is responsible for the actions and behaviors of masses and of individuals?
This dialectic should not look like the typical childhood debate: “YES. NO. YES. NO.” You should not simply state a side and then write the inverse. Instead, you should invent the most compelling defense for both sides. Where students misstep here is in the unfortunate habit of writing weak counterpoints - something “stupid” that’s easy to rip apart. Right? We’ve all done this in essays that require counterpoints. Why that doesn’t work for this essay is that it would essentially mean that HALF of your essay is intentionally “stupid”... This doesn’t make for a good college paper. Instead, you must argue both sides so well that the reader cannot tell which is actually your own position.
To build this paper over the next two weeks, you should be exploring as many points (and counterpoints) as you can imagine in your homework assignments. In your final essay, I would like you to try to compile what you believe to be your best ideas.
This paper cannot be a summary - you should not simply have a series of points restating and summarizing the arguments that you’ve pulled from the various texts. Instead, you should use what you think is interesting from the text as a way to launch into a discussion of your own brilliant ideas.
Format: double-spaced, times new roman typeface, 12-point font, with 1 inchmargins.
The paper must be 1000 - 1400 words in length.
Peer Review Draft Due : May 27
Final Draft Due : May 29 via email by 11:54pm
REFLECTION PIECE: You will also be writing a 300 word reflection on your writing. In this piece you sho ...
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