A Raisin in the Sun: A Retelling

Assignment 1: The Annotated Bibliography – Due Week 3 Project Overview: For this project, you’ll choose a food or drink item, a cuisine, an invention, or an idea, and then research how four geographic concepts are related to and affect your topic. Instead of presenting your research as a traditional paper, you’ll use PowerPoint to create a narrated presentation. Your presentation will be structured like a paper, including a title, introduction to the topic, main body, summary and conclusions, and references. Creative use of properly cited graphics and photos from the Internet relevant to your topic is required. First, choose a food item, cuisine, invention, or idea that interests you. Some will have more information available about them than others, so it’s worth doing some investigation before you settle on one. If you’re not sure if your desired topic is appropriate, please feel free to ask! Once you have selected your topic, you will then do research to see how each of the following geographic concepts affects or is related to your topic:1. Regions 2. Cultural Landscape 3. Diffusion 4. Distance decay. The first two concepts are covered in the first chapter of your textbook. Diffusion is covered in Chapter 8, Section 2 (page 484). Distance decay refers to the fact that influence and interaction between locations decreases as the distance between them increases. As such, it has a significant influence on how things change as they diffuse away from their point of origin. Be sure to address these specific geographic terms and concepts in your work. You don’t need to address them in this order, but you do need to address all of them. You may use “subsets” of these definitions (e.g. contagious diffusion) if such subsets exist. Be sure to refer to your text and other reliable resources to ensure you completely understand these concepts. You should be detailed in your treatment of these concepts – for instance, you should explain both how and why your choice varies by region, and how and why it has been affected by distance decay. Remember that geography, as an academic discipline, seeks to explain why things vary from place to place, not just describe how they do. You will complete this project in 3 separate assignments: an annotated bibliography, an outline, and your final presentation. In this assignment, you will complete your annotated bibliography. Completing the project in separate assignments allows you to work your way up to the final presentation, and provides opportunity for feedback along the way. Assignment Objective: Assess sources for your research for your final presentation (for credibility, reliability, and relevance) and list references in proper APA format through the creation of an annotated bibliography. Assignment Instructions: An annotation is a summary and evaluation, and your annotated bibliography will include a summary and evaluation of some of the sources (or references) you will use for your presentation. To prepare for this assignment, I recommend that you do the following: Read these directions carefully. Review the sample annotated bibliography provided to you below. Read the grading criteria below.The grading criteria is a detailed evaluation that I will use to assess your performance. It also will help you understand what is expected you as you prepare your assignment. Message me with any questions! The reason the annotated bibliography is included as part of the research project is that writing an annotated bibliography provides excellent preparation for the final presentation. One of the issues regarding any type of research is the credibility of the sources used, particularly those obtained from various websites. By forcing you to evaluate your potential sources carefully, the annotated bibliography helps you determine if the sources you chose are credible and relevant to your topic. It will also help you understand the topic better, which will help you develop your presentation. For this project, you will assess three sources to include: 1) a complete citation for each source, 2) a summary of each source, and 3) an evaluation of each source. Three sources are required for this assignment (i.e., you are to write an annotation for each source). However, you must use five or more sources in your final presentation. Use the TEMPLATE below to summarize and evaluate each of your three sources. Citation: Written in APA reference list format. For more help with formatting, see APA handout Summary: What is the purpose of the source, review article, original research? What topics are covered? This section is generally 3-5 sentences that summarize the author’s main point. For more help, see this link on paraphrasing sources. Evaluation: After summarizing the article (or research paper or book), it is necessary to evaluate it and state where you found it – its source (e.g.,journal, website, etc.). Briefly answer the following questions in 3-5 sentences: What is the format or type of source (e.g., peer-reviewed journal paper, website, book)? How reliable is the information in the article, and how credible is the source (e.g., website’s sponsoring organization, journal or book publisher) and the author(s)? For more help, see this handout on evaluating resources. Additional Resources: Please see the resources below at The Owl at Purdue site for more information on how to write an annotated bibliography as well as other pages on the site to assist you with the other parts of the research paper: Annotated Bibliographies Annotated Bibliography Example Annotated Bibliography Samples Evaluation: Please review the Annotated Bibliography Grading Criteria below that describes how your annotated bibliography will be graded. Software: As an APUS student, you have free access to Microsoft Office for both Windows and MacOS, which includes Microsoft Word and PowerPoint. Submission Instructions: You must submit your Annotated Bibliography as a “Microsoft Word” document using the template provided (rather than a Word Pad, Works, etc. document) AND title your file name as FirstInitialLastname_Assign1.doc. Browse for the file you want to submit by clicking Add a File. You can attach files from your local computer or storage device, a personal locker, a group locker, or Brightspace ePortfolio. Enter any comments you want to submit with the file. Click Submit. add: Hey please feel free to switch the topic if you can research something better! I would for it to stay a cuisine preferably i.e curry, pasta Please write about a particular cuisine with respect to the 4 areas in the instruction

Student will view one of the following documentary videos and submit a brief critical analysis essay Lucy Worsley, If Walls Could Talk, Episode 3, Vidoe on Demand, https://www(dot)youtube(dot)com/watch?v=VK6mwqw0FqQ a. Paragraph one—you will provide a brief overview of the event. Please include the day/date of the event, the location, the approximate audience size (if any), the name of the speaker, and the way in which you saw the event (live, live virtual, recorded) b. Paragraphs two and three—you will address any two of the following issues in your discussion. Your comments and observations should be specific and detailed. (1) the speaker’s organization (2) the speaker’s verbal delivery (3) the speaker’s use of presentation aids (4) the speaker’s credibility Please make sure you identify the issue you will be discussing at the beginning of each of these two paragraphs. Please include specific examples from the presentation to support your observations. c. Paragraph four—make any overall assessments, observations, and/or conclusions about this event and about this speaker. What did you learn from this event? Was it worth your time to attend?

3.2a Writing a hypothesis (10 pts) For example, a comparison of children of various ages may yield similar results. This would be one group to reapply the idea out of the many many others. Please write 5 individual hypotheses using the 3 part A, B, and C hypothesis model for each to propose how 5 different age groups of children may react with frustration. 1. 2. 3. 4. 5. ________________________________________3.2b Analysis Of A Study (10 pts) This section calls into question rote memory practice and active participation. It is to apply the idea of cultural influence on thoughts. This is also related to a biological aspect of age and time related ideas such as diet, exercise, rest time. These are biological approaches regarding medical anthropology about the health and happiness of individuals throughout their lives. This is learned by example and also the practice of the scientific method. In this case, qualitative analysis is used to direct the collection of quantitative data. Watch and also write an i123a on the video.Keith Chen.Could Your Language affect your ability to save.TED. The note can help you to gather thoughts as well get you points for adding to your video compilation which is turned in later in the semester. 1. (5 lines 2 pts) Write how a three part A, B, C hypothesis may look for Keith Chen’s observations. 2. (5 lines 2 pts) Write about what ways Keith Chen’s data collection is based on qualitative methods. 3. (5 lines 2 pts) Write about what ways Keith Chen’s data collection is based on quantitative data. 4. (5 lines 2 pts) Write things which could be tested with the same groups used by Keith Chen which are useful which would show long term health consequences. 5. (5 lines 2 pts) Describe briefly based on Chen’s work in economics that Bio-culture overlap and how ideologies reinforce behaviors.

A few ideas for winning : ) ❏ Remember to make a copy of this document. Then change the part that has my name to the college you are in and the semester and year to your name and first initial. ❏ You will turn in this whole document online, not just the answers. I also need the questions : ) ❏ There is no quiz for this section ❏ Read the lecture note carefully in order to answer the questions. Avoid skimming because it makes it more difficult to answer the questions. ❏ If troubled there is a video. ❏ Answer the questions and turn-in. Help video: Video Paul Andersen. Diploid vs. Haploid Cells. Bozeman Science Now, if we shift from the idea that any trait is inherited by a species in a family lineage, AKA Mendel’s first law, the principle law of segregation, we can begin to see some of the other complexity in the basic inheritance model. In this section we will review the idea of genes as opposed to taits. Think of traits as the whole cake and the genes as the precise instructions for how to use, make, and acquire the ingredients for the cake. The cake has traits for certain; the frosting, the decorations, the filling, the bread or cake layers, and the decorations. However, how to get what is needed and how to use it are not easily observed as are the traits. The key concept we are using here is Mendel’s second law of independent assortment. Meaning, we are making the assumption based on previous work that traits are inherited from the parents. Next, we are trying to show how the instructions for a trait exist in independent packs. The independent gene usually works in combination with other genes. To add to complexity genes can be expressed or not. Meaning , a gene may be present but not show, this is referred to as dominance and recessive. As we have learned that cells contain DNA which activates things by using RNA, both are ractive and function to produce and build proteins which do things. The details for production are in the genes. How the genes show are the traits. Simply stated cells contain DNA which uses RNA to build proteins and the information on how to do that are stored in genes as segments of the DNA. The things built are known as traits. Gametes Now, as we continue the exploration of inheritance we have established that cells are micro-machines which store all the things needed for production and function. In this lesson we are demonstrating Mendel’s second law of independent assortment. Hence, we use the cell. There is a special kind of cell, a sex cell, referred to as a gamete, which is either a sperm or an ovum. A sex cell gets one of the of alleles from each parent. An allele is a gene for something but is a variant form. For example, is a gene for sex type is variant because it has a combination of X for male and Y for female. The offspring inherit the genes either xxs and or y from the parents. Consequently the genetic structure for offspring can vary. The X and Y are alleles. It is at times complex to understand genetics but for this course we will explore a few of the ideas. For example, an allele can be viewed with the ABo blood groups. That is, for humans we have three basic and understated alleles for blood; A , B, and o. We have genetic types for blood which are similar but… what is not similar is the specific cell type. They are similar for blood, but not because of what type. They are similar because of the function but not type. Those parts of the gene which code for the type are alleles. There is an added complexity sometimes and rarely, one allele is truly dominant over another. In the expression of genes for humans in the ABo blood groups A and B are codominant. Meaning they coexist on more or less equal standing. However, o type is not dominant and is referred to as recessive. That is, type o is passive to A or B and will not change the blood to type o. This is not too complex so far. However, the truth be told it is far more complex such as when considering the ideas of Rh factors, what parts of a cell or gene are dominant and which are recessive become a more complex puzzle to build. That is, basic Mendelian models for inheritance may not be adequate for resolving more complex issues but it is a start. There are reasons that more complex models need to be considered two are pleiotropy and polygenetics. Meaning that with pleiotropy, one gene can be used as a tool for many effects. Another iswith, polygenetics which uses more than one gene or for any one of many effects. It is not simple to start at the more complex and more accurate models.Therefore, it is useful to start with a two part model (refer to img.Gamete Selection 1 and 2) then to move onto more complex ones (refer to img.Gamete Selection 3) for example a much more complex 3 sets in two part model (refer to img.Gamete Selection 4). However, it is important to note the simple steps are not able to present the complexity of the human genome. Starting with some simple ideas, the genotypes for blood are different from the blood groups. For humans simply and usually blood groups are referred to as A, B, and o. However, the groups are actually made of two alleles for the blood cell. The alleles for A, B, or o types can combine in a two part system. A mother or a father must have at least two alleles but may have the alleles in combination. For example in an ABo blood group, a parent with type A has either genotype from below as a genotype. Both are simply named type A blood group. 1.AA (homozygous dominant) same 2.Ao (heterozygous) different 3.AB (codominant) both show Blood also has other genotypes for example; if one parent has genotype AA blood and the other parent has genotype BB blood then the offspring will get one A from parent one and one B from parent two resulting in type AB blood (codominant) (refer to table1). This shows Mendel’s first law, the principle law of segregation. However, a parent could be A for the blood group but their genotype could be Ao. This complicates the issue because now there are two sex cell options for blood grenotypes from that parent who has Ao alleles for A blood group, not just A but also an allelle for o. Consequently, when we combine parent one with Ao with parent two BB the outcome is less clear because each parent passes on half of their genotype. In the case of parent two it is simply a B because there are no other choices. However, for parent one it is either A or o. Therefore the offspring of the two parents could inherit A, B or o because they are options. Meaning the offspring could be AB (codominant) or Bo (heterozygous). This shows Mendel’s second law of independent assortment that the traits exist in packets which can be transferred to offspring independently. This can be shown in a handy tool known as a Punnett Square (refer to table 1 and table 2). It is used by placing one of the parent’s(p1)genotype in the first column and other parent’s (p2) on the top row. Then using the intersections to predict the genotypic outcome of the offspring. Table 1: Mendel’s principle law of segregation The only outcome is AB which came from the parents Table 2: Mendel’s law of independent assortment Because the alleles for blood A and o are unique, they can be inherited independently. This is true of all alleles. We know that trait alleles have at least two parts for simplified Mendalian genetics. That allows some easy applications. We do not have to use A, B, or o to represent any trait. We can use Aa, Bb, Cc, etc. because uppercase represents dominant and lower case represents recessive. Some prefer to use a letter as an allele which represents the idea for example, T for tall, t for small, etc… All these ideas form together to show the principle law of segregation from Gregor Mendel, that all traits an offspring has comes directly from their parents. Also we show the principle law of independence that; traits can exist as separate from other traits and be passed down to offspring. That being said, offspring get the genetic information from their parents and the parents pass part of the DNA to offspring separate from the whole DNA. A parent passed on part of the DNA through creating sex cells which have half the DNA required for a life. The sex cell is a gamete and comes as either a sperm or an ovum. The process of creating a sex cell is meiosis. When a sex cell is created in meiosis, the parent’s whole cell more or less divides in two cleaving a sex cell with half of the alleles from the parent. Therefore, if only one trait were to be examined (img.Gamete Selection 1) the result in the haploid daughter cells, would be in each of the two sex cells there would be half of the parent DNA; in this case review a parent with Aa (heterozygous) in img.Gamete Selection 1. The parent has a two part sequence which codes for a trait. The trait will express according to the patterns and to the effectiveness of the gene to express itself over others and the frequency with which that gene is expressed and the relationship of the affect and ecology of the individual. A trait does not simply show up, usually. There are many things which contribute to the expression. A person is put together, genetically like a complex machine. In this example we see nuts and bolts which need both parts to be useful (img.Gamete Selection 1). That is, a parent has two parts in connection that are useful but they can only pass one to the offspring meaning half. The other half will come from the other parent. When a sex cell is made there are many complex steps which have been covered already in Cells and DNA section you may also recall the added complexity of crossing-over and mixing of the DNA resulting in many unique sex cells from a single person. Therefore, there are many possibilities for the offspring from a parent because the system assures diversity. In the following drawings the process and result is simplified, in order to be direct and correct about the process of half the genes, passed onto offspring, by way of meiosis, and intercourse. The outcome is potentially limitless and diversity is assured by the process of life and procreation. img.Gamete Selection 1 Given: The parent cell has two parts. One is an A representing a dominant trait. There other is “a” which is a recessive one. The parent cell Aa is (heterozygous) meaning different. img.Gamete Selection 2 Given: The parent cell has two parts. One is a B representing a dominant trait. There other is “b” which is a recessive one. The parent cell Bb is (heterozygous) meaning different. img.Gamete Selection 3 Given: Parent 1starts with a cell which has two more parts. The cell from p1 parent cell Aa is (heterozygous) meaning different. P1(parent 1) has an A representing a dominant trait. There other is “a” which is a recessive one. P1 starts with a cell which has two more parts. The cell from p2 parent cell Bb is (heterozygous) meaning different.The parent cell Bb is (heterozygous) meaning different. P1 has a B representing a dominant trait. There other is “b” which is a recessive one. One is a B representing a dominant trait. There other is “b” which is a recessive one. Noted in the below gamete P1 is far more complex than for 1 trait. Gamete selection is from one parent. In that, a parent only has the One set of DNA. That DNA is divided into two parts or chromatids. Each chromatid has information but can carry different codes for the same thing such as for blood, or height etc. However, traits are simply controlled by one genetic pairing and there are many more genes. The information for genes is coded in 20,000-25,000 genes which work with others genes creating nearly limitless possibilities. Tracking these traits is complex See below if we change from 2 sets of two part traits (refer to img.Gamete Selection 3) to 3 sets of two part traits (refer to img.Gamete Selection 4). Then imagine what 25,000 genes may look like. img.Gamete Selection 4 Answer the following questions. Use the above document only to answer the questions. You can type in the answers if you have made a copy and renamed this document as your own. 1. Is a bubble diagram the same as factoring but using a picture (refer to img.Gamete Selection 1) ? two parts. Yes or no and why? (1 pt) 2. What is in the 2 part code/genotype for sex cell 1 and sex cell 2 (refer to img.Gamete Selection 2)? (1 pt) 3. What is in the 1 part code for sex cell 3 and the 1 part code for sex cell 4 refer to img.Gamete Selection 2)? (1 pt) 4. If P1 has traits of Aa and Bb then what are the outcomes for the codes for the sex cells, list them there are four ( refer to img.Gamete Selection 3). (1 pt) 5. Why are pleiotropy and polygenic potentially issues for Mendalian models? (1 pt) 6. Referring to the drawings in img.Gamete Selection 4; how is the branch matrix (tree) simpler to identify the parts and outcomes compared to drop-down (bubbles) or the modified FOIL method? (1 pt) 7. What ways are there to show math processes other than linear expressions or linear equations seen in this section on gametes? There are 5 choices list 3. (3 pt) 8. Would it be helpful to know/learn other ways to do math rather than only equations? (1 pt)

Managing in a Global Economy Case Study Analysis. Philips versus Matsushita: The Competitive Battle continues The article “CASE_4.3_PHILIPS_VERSUS_MATSUSHITA_THE_COMPETITIVE_BATTLE_CONTINUES” in the attachment, please read it. The Problems in the attachment also, please make sure you answer all the questions. NEED TO SUMBIT ON THE Turnitin. Will check similarity. Make sure you did your own work, use your own language to answer all the questions. Submission will be sent to Turnitin to be electronically reviewed for plagiarism.

I need a one page write a mini-review answer for each of these questions double spaced. 1. The development of primary and secondary immune responses to an antigen differs significantly. The primary response may take a week or more to develop fully and establish memory. The secondary response is rapid and relies on the activation of clones of memory cells. Would it not be better if clones of reactive cells were maintained regardless of prior exposure? In this way, the body could always respond rapidly to any antigen exposure. Would there be any disadvantages to this approach? Why? 2. Jack and Jill were badly burned in an accident at the well and both were taken to the burn unit of the local hospital. The burns covered only a small area of skin so grafts were prepared for both patients from the skin of Jack’s thigh. Jack’s graft was successful and his burn healed completely. Jill, however, rejected the grafted skin. Explain the immune responses of both patients to these grafts. What treatments could have helped Jill to avoid rejection of her graft? 3. The 2018 Nobel Prize in Physiology or Medicine is awarded to James P. Allison and Tasuku Honjo for their discovery of cancer therapy by inhibition of negative immune regulation. Please search the information from internet or literature and write a summary for each scientist’s major discovery for them to receive the Nobel Prize on medicine in 2018. How did their discovery contribute to cancer treatment? 4. What is coronavirus disease 2019 (COVID-19)? How does COVID-19 spread and how can we prevent COVID-19? Please design both molecular and immunological approaches to detect COVID-19.

Resources: Microsoft Excel®, The Payment Time Case Study, The Payment Time Case Data Set Review the Payment Time Case Study and Data Set. Write a 500 to 700-word paper including the following calculations and using the information to determine whether the new billing system has reduced the mean bill payment time: Assuming the standard deviation of the payment times for all payments is 4.2 days, construct a 95% confidence interval estimate to determine whether the new billing system was effective. State the interpretation of 95% confidence interval and state whether or not the billing system was effective. Using the 95% confidence interval, can we be 95% confident that µ ≤ 19.5 days? Using the 99% confidence interval, can we be 99% confident that µ ≤ 19.5 days? If the population mean payment time is 19.5 days, what is the probability of observing a sample mean payment time of 65 invoices less than or equal to 18.1077 days?

Country: south africa This assignment asks you to answer three questions: (1) What are the country’s main contributions to GEC (e.g. methane, CO2, biodiversity loss, soil erosion, etc.), and what are their sources (e.g. industry, deforestation, urbanization, etc.)? (2) What are the primary effects of GEC in your assigned country, and who/what is most impacted? (potential and already realized). (3) Taking (1) and (2) above together, what does your analysis tell us about questions of equity and fairness? Please note: In answering this, it is important to keep in mind that the primary effects of GEC on your assigned country are not caused solely by emissions from the country in question – emissions are produced globally, with some countries producing more than others. As you answer this question, be sure to engage with core course concepts. 3-4 pages double spaced 12 pt font. Citations: You must cite a minimum of 4 sources (all of the ones below) Sources: https://climateactiontracker(dot)org/countries/south-africa/sources/ https://www(dot)un(dot)org/africarenewal/magazine/december-2018-march-2019/global-warming-severe-consequences-africa https://cdkn(dot)org/wp-content/uploads/2014/04/AR5_IPCC_Whats_in_it_for_Africa.pdf https://www(dot)ipcc(dot)ch/site/assets/uploads/2018/02/WGIIAR5-Chap22_FINAL.pdf https://www(dot)climateinteractive(dot)org/wp-content/uploads/2017/02/WCS-Briefing-Statement-Other-Developing-v5.pdf https://www(dot)environment(dot)gov(dot)za/sites/default/files/docs/sanational_determinedcontribution.pdf

sources : https://drive(dot)google(dot)com/drive/folders/1YAsBcPl1GtRjAjpORXLT6Woq_ZEYeGgi Q1. 600 words max. Describe how and when fats are used as a source of energy within mammalian systems. Q2. 600 words max. Write on the genetics of Mendelian diseases giving at least four examples of conditions that segregate in this manner. Q3. 600 words max. Write an essay on the four levels of protein structure (i.e. the hierarchy of protein structure), giving examples in detail. In addition, describe how the structure of hemoglobin can be explained with these levels. *no formatting required*

Please discuss your reactions to the 2 attached readings while answering the following questions as well. The readings do not need to be cited but the concepts do need to be incorporated. 1. Prior to completing the readings, how would you have described what a normal family looks like? 2. What is the importance of critical thinking when looking at a family system? 3. How do the readings encourage us to think more critically? Reading #1: https://www(dot)thoughtco(dot)com/look-at-your-fish-by-scudder-1690049 Reading #2 is attached.