Apple Product Team Returning to the Office – Bad News Email Case

500 word response to the following questions. The paper should be written in the first-person voice. Be sure to write in full, complete sentences. You will be graded for content and quality of writing. Reflect on what you have learned in this lesson about diversity and marginalization and link it to either your personal life, or your future profession (child psychologist). Part 1: Your reaction Describe what you remember most from the lesson (what stood out the most) and where you felt most challenged. Part 2: Your decisions Describe how what you learned in this lecture will inform your personal life and/or your future profession. Lesson Material for your reference: Section One: What is Diversity and How Does it Impact Us? In the 1980s there was not one country that allowed same sex marriage. Most people where either ‘out’, and very political about being LGBT or, most, were in the ‘closet’. Same sex couples were not allowed to adopt children and most people thought of HIV/AIDS as the ‘gay disease’. Diversity and Marginalization: Thinking back to high school, your school might have had a poster with the word “Welcome” in many different languages. You are probably reminded of those days where you celebrated the diversity of your peers and you ate different ethnic foods and may have been introduced to traditional clothes and dances. That certainly is one side of diversity: the idea and belief that Canada is an accepting multicultural mosaic. However, that is only one side of the coin. In fact, there has been a long tradition of scholars and activists challenging the notion of diversity and multiculturalism. One such person is the York University scholar, Himani Bannerji. In her 2000 book, The Dark Side of the Nation: Essays on Multiculturalism, Nationalism and Gender, Bannerji identifies what she terms the ‘paradox of diversity’. Using the term/description “women of colour” as an example, she argues that the description creates a “vague and pleasant” description that replaces race with ‘colour’ and suggests alliance among women. Doesn’t “women of colour” sound much more pleasant than “gender and race”? By changing the way that something is described (recall multicultural / diversity attempts at your high school), Bannerji argues we erase the realities of race, racism, white privilege, and oppression. Her point is that using the terms such as ‘women of colour’ reflects ideologies of power relations by serving to regulate power. This other perspective on diversity suggests that human diversity is not about ‘getting along’ but that human diversity is part of historical and ideological oppression. On a sliding scale where diversity and multiculturalism are on the one end, and anti-oppression / anti-racism are on the other, it’s easy to imagine where Bannerji sits. To better understand white privilege, please read Peggy McIntosh’s (1988) excerpt about unpacking privilege (2 pages). As you read, take note of your thoughts and feelings. The reason why I wanted to include this discussion is because it is easy to think of human diversity as a vibrant celebration of colour, foods and diverse traditions rather than to dig a bit deeper and think about the systemic issues such as oppression and privilege that accompany human diversity. At this point, you are probably not surprised to hear that diversity in the context of community psychology is not so much about the ‘beauty of difference and getting along’ but about recognizing that “human diversity has multiple intersecting dimensions” and is “an important part of understanding differences and similarities between individuals and communities, but also variation within communities” (Kloos et al., 2012, pp. 7-8). According to Rappaport (1977), community psychology “is an attempt to support every person’s right to be different without risk of suffering material and psychological sanctions” (p. 1). This will often require the community psychologist to work toward providing socially marginal people with the resources, the power, and the control over their own lives, which is necessary for a society of diversity rather than conformity” (p. 23). Section Two: Power and Oppression Recall Himani Bannerji’s argument that ideologies of diversity and multiculturalism serve to strengthen existing power relations such as racism, oppression of others and white privilege. What do we mean when we refer to power and oppression? According to Kloos and colleagues (2012), “oppression occurs in a hierarchical relationship in which a dominant group unjustly holds power and resources and withholds them from another group” (p. 231). The Social Construction of Power: To make those concepts livelier, I’d like you to watch a very interesting video on the social construction of oppression. In this video, you will watch a third grade teacher simulate the social construction of discrimination by introducing a two-day exercise to her class where students were intentionally discriminated against based on the colour of their eyes. Oppression and Colonization: As you have seen in this lesson, there are many forms of oppression. It can be overt (obvious and intentional) and it can also be covert (unintentionally discriminating against an individual or group of individuals based on pre-conceived assumptions that we have—biases that often come from “single stories”). Another important concept to learn is “intersectionality”. Intersectionality refers to the interconnections between multiple socially constructed categorizations (e.g., race, gender, social class). Oppression of an individual or group with multiple intersecting personal identities becomes driven by multiple intersecting systems of discrimination and marginalization (Kloos et al., 2012). For example, examining the social mechanisms that drive violence against lesbian women of colour must consider the overlapping, complex nature of the various systems of oppression—rather than examining each factor separately. Oppression can also be systemic. For example, the colonization of First Nations, Métis, and Inuit individuals, families, and communities is a form of oppression that has persisted throughout the history of Canada and continues to exist today. So far in this course, you have learned a bit about some of the inequalities and discrimination faced by Aboriginal people in Canada. Now that you have also been introduced to different ways of understanding and honouring diversity, I would like for you to read a brief chapter (14 pages) written by a Mohawk woman , Patricia Monture-Angus, who worked as a legal scholar in several Canadian law schools. This chapter is a story of her experience as “a woman, an Indian, and an Indian woman” (note: intersectionality) attending an academic conference about oppression. She challenges language around “disadvantage” and speaks about her experiences as a “minority”. She teaches important lessons about diversity and oppression that I think is a good way to wrap up this lesson.

The constitutional rights guaranteed in the Bill of Rights are most highly protected during the trial stage of a criminal proceeding. This is when the adversarial process, which characterizes the U.S. criminal justice process, is at its peak. Use the Strayer Online Library (https://research(dot)strayer(dot)edu) to research, identify, and discuss a criminal case from within the last three years. Analyze and evaluate the steps which brought the individual to trial beginning with the arrest phase of the process. Write a 4- to 6-page paper in which you: Summarize the events leading up to the arrest and identify and discuss the four elements of the arrest related to this case. Identify the four requirements for search and seizure with a warrant and describe how the search and seizure process was carried out for this case. Explain the various aspects of the plain view doctrine and describe how this is relevant to this case. Compare and contrast the various means of identifying suspects and describe the process used in this case. Summarize the basic constitutional rights of the accused during trial. Use at least five quality references. Note: Wikipedia and other similar websites do not qualify as academic resources.

Here are two situations that working journalists might face. Choose one and discuss what is involved in a way that demonstrates your knowledge of media law and ethics (5 PTS each) A. You are a political reporter. A candidate for the State Senate had a nervous breakdown ten years ago. The candidate’s opponent has slipped you a notarized hospital document confirming this fact. In an essay that demonstrates your journalism knowledge, discuss whether or not you should print the story and the legal and ethical reasons why. Include the factors involved, the risks if you don’t print it, and the risks if you do print it. B. Your friend is the lead singer of a rock group. Despite your objections, your editor insists that you review their performance tonight. But at the show, your friend is drunk; it’s obvious to everyone and it’s a terrible show. If you write an honest review, you could ruin his reputation. He asks you to come back the next night, when he promises to stay sober and do a great show. Explain what you would do and the legal and ethical factors that would influence your decision—why you should go, why you shouldn’t go, what you would ultimately write, and what the consequences could be.

1.Based on your readings, describe what you consider to be the responsibility of top leadership in a large organization with respect to reaching a balance between profits and stakeholder concerns. Please support your position by giving some examples from the text or from other sources where CEOs did a good or poor job of finding this balance. 2.Terris discusses the history of business ethics in America since the late 1800s with respect to anti-competitive practices, seeking unfair advantage through immoral arrangements with suppliers and public officials, failing to adhere to laws and regulations, and lack of transparency. Discuss to what extent you believe things to be better or worse in the present day for businesses in general. 3.On page 41, Terris discusses the ideas of Howard Bowen regarding the evolution of social responsibility of businesses. To what extent do you think his predictions held true since 1953? Your paper should have a separate cover page and a separate reference page containing the full citations corresponding to the in-text citations you choose to use in the body of your paper. So in addition to the 4- to 5-page body of your paper you will have a title page and a reference page. So overall, you will be submitting a 6 page document. Links for questions is readings 1-48 https://muse-jhu-edu.ezproxy.trident.edu/chapter/879453/pdf https://muse-jhu-edu.ezproxy.trident.edu/chapter/879454

Can choose between opinion piece or creative project below，please choose one first and leave a message for me. 【Opinion Piece】 Select a news story that is capturing the imagination of the world with regard to social media or one of the concepts of the course. Go through approximately three to four different articles written on the topic (e.g. on removing harmful COVID-19 related stories from Twitter, an example of which appears in the following: https://www.theverge.com/2020/4/22/21231956/twitter-remove-covid-19-tweets-call-to-action-harm-5g (Links to an external site.)) and on the basis of your readings and knowledge of course concepts, readings and online discussions, form an informed opinion as to why that particular story is of importance in our society. You may want to consider what fears and hopes it holds and heralds or what impacts it may have on our society in the short and long run. Please use references (at least TWO scholarly sources, one of which, may be from the course readings) in your opinion piece. This assignment should be around 1000 words and formatted and referenced on the basis of the MLA or APA guidelines as long as you are consistent. 【creative projects】such as a (collection) of video(s), drawings, creative photographs and/or a web design may be submitted in lieu of the opinion piece; however, these projects must be worked out in collaboration with the professor and finalized a week in advance of the due date. The projects are accompanied with a rationale of approx. 550 words. Your rationale will include the “reason-why” you decided to embark on the project; what app(s) or means you used to go about your project; what message is encoded in your project and why. It may be worth noting that most students have opted to present creative videos on youtube. Refrain from taking an easy route (e.g. photoshopping your photo) to complete this component. You must use at least ONE scholarly source in your rationale (and it can be from the course readings).

CREATIVE BRIEF Assignment Client: Date: Assignment: Client Signed By: Briefed By (your names here): Due: PROJECT DESCRIPTION /1 This project should showcase the new slogan of Pepsi – Dare for More. It must have a strong impact to its viewers through the use of visual elements and a catchy storyline that would leave a sort of an emotional aftertaste to the viewers. In line with the current day issues, it must include the use of actresses as the protagonists, while also showing Pepsi in strategic focal points. WHAT ARE THE COMMUNCIATIONS OBJECTIVES? (Behaviour you’re trying to change) at least 2 /4 This video should show difference from the norm as envisioned in Pepsi’s slogan. This effect could be measured by the reactions of the people about the advertisement itself relative to the advertisements of our competitors. Based on the reactions of the audience to this difference, the brand could change its packaging to entice more customers. Additionally, this is relevant because of the strength of the competitors in establishing a strong brand identity. Lastly, this experiment would be done for this quarter. Another objective of the video is to show its concern for the current issues in society. The perceptions of the people towards this corporate social concern (i.e., current issues in feminism) could be measured through surveys (Bunting, 2004). By doing this, the company could also leverage helping others while also increasing its brand recognition relative to others. The observation for the results of this experiment would be done within a month. WHO IS THE TARGET AUDIENCE? /4 The target audience would be the youth who are residing in the urban areas. In terms of geographic segmentation, the advertisement would target those in the cities that has access to both the advertisement as well as the product itself. This would optimize the effectivity of the advertisement in communicating its message. As for demographic segmentation, it would focus on the youth. The primary reason for this is because people of old ae would have many dietary restrictions, and this allows soda. Thus, in order to increase the effectivity of the commercial, we would focus more on the said population. In terms of behavioral segmentation, it would be best to direct the advertisements towards both who already knows Pepsi as well as those who don’t. However, focusing on those who don’t would also be effective as it would help increase its consumer base (Trott, 2016). In terms of psychographic segmentation, focusing on the youth would be advantageous because of the trend these days to “think differently”. In turn, through the consumption of the product, this message would be emphasized. WHAT IS THE CONSUMER INSIGHT? /2 “I think that these days, doing things ‘differently’ also refers to the company’s focus towards giving back to the society. This is what a strong brand means. A brand that resonates with the issues happening around them”. WHAT IS THE BENEFIT WE ARE TRYING TO COMMUNICATE? /2 The benefit that we are trying to communicate is the chance to be “different” and the idea to achieve more WHAT CAN WE OFFER AS SUPPORT FOR THIS? /1 In order to realize this project, Pepsi would offer all of the support that it could provide as long as it is within the scope of the conditions and agreements provided thereof. This includes financial, logistics, and informational support among others. WHAT IS THE BRAND’S CREATIVE STRATEGY/CAMPAIGN THEME? Campaign Theme /1 The main campaign theme would revolve around Pepsi’s current slogan “Dare for More” *Appeal Technique(s) /2 In order to increase the appeal of the advertisement, we would include general issues these days and incorporate it to the overall theme of the advertisement. *Creative Tactic(s) /2 We would also include throngs of people singing in the background in unison. The song must be one that would elicit a strong emotional appeal. WHAT’S REQUIRED / MANDATORIES/ EXECUTIONAL CONSIDERATIONS? /2 This video must put into focus Pepsi’s slogan, have a relevance to current day issues, and have a strong emotional appeal to all the viewers. References Bunting, M. (2004, March 31). The death of feminism? Retrieved from BBC.co: http://news.bbc.co.uk/2/hi/programmes/if/3579565.stm Trott, O. (2016, August 28). Behavioral & Psychographic Segmentation : How To Develop Buyer Personas. Retrieved from Medium.com: https://medium.com/data-dump/behavioral-psychographic-segmentation-how-to-develop-buyer-personas-17498dde968f *list ONLY three between the two

Below are the requirements for the essay. I have a virtual summary for the book that the essay has to be about attached to the order please use it. a paper wherein you examine the progress of Arturo’s mindset in Ask the Dust. In the thesis statement, identify his change in mindsets from beginning to end and the insight he arrives at by the end of the novel that results from that change. Throughout the paper track the stages that tell you how he arrived at this insight; furthermore, explain why he arrives at this insight and, based on your explanation, predict what you believe will happen after the novel ends in the conclusion of the paper. Writing Patterns Focus: Process Explanation Grammar and Language Focus: Use Complex and Compound Sentences, Avoid Fragments and Run-Ons SUMMARY OF REQUIREMENTS: • Present your interpretation of the progress of Arturo Bandini’s mindset in Ask the Dust in a persuasive paper directed by a specific and debatable thesis statement • Identify the insight (or truth) Arturo comes to by the end of the novel in the thesis • Track his progress toward this new insight using process of explanation (how) and cause-and-effect (why) patterns of organization • Predict what you believe will happen after the novel ends in your conclusion • Rely upon interpretation of passages from the novel to support your thesis • Integrate at least 2 quotes per body paragraph from the novel according to MLA Style • Include an MLA-Style Works Cited Page • 4 pages minimum • Thesis needs to be 1st sentence in essay, and it needs to be assertive.

Module 5: Portfolio Milestone: Option #1: Analyzing Leadership Decisions Annotated Bibliography and Reference List Identify a minimum of five appropriate sources from the CSU Global library, including academic, professional, and peer-reviewed journal articles, and prepare an annotated bibliography. The sources must be no older than five years. Provide a written summary of the purpose and relevance of each source. Each summary should include a minimum of two paragraphs. Be sure to review the Portfolio Project Milestone rubric for details regarding grading standards.

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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)