Describe any new insights you gained through this experience about your interactions with others on a daily basis, including any behaviors you wish to change or to continue. 

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MUCH OF WHAT WE TEND TO FOCUS ON WHEN WE STUDY SOCIAL PSYCHOLOGY ARE TOPICS THAT

Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.
For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself “is there a way I might help another here?” Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.
At the beginning of the day, jot down your general mood, feelings, attitude, etc.
Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
In a 5-7 slide PowerPoint presentation, not counting title or reference slides:
Summarize your experience. Describe the prosocial behaviors you engaged in, others’ reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
Review what you have learned about human behavior in social settings this week in your readings and CogBooks activities. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
Describe any new insights you gained through this experience about your interactions with others on a daily basis, including any behaviors you wish to change or to continue.
Use the features of PowerPoint to your advantage to communicate your ideas – include pictures, audio recorded narration, speaker’s notes, video, links, etc. as appropriate to enhance your ideas.
Include an APA formatted title slide and reference slide. APA components such as an abstract, headings, etc. are not required since this is a PowerPoint presentation.
Submit your presentation as an attachment in the Week 7 Assignment Prosocial Behavior link in the Assignments area of the classroom no later than 11:55 pm EST Sunday of Week 7.

Cell division, mutations, and genetic variability.

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BIOLOGY -GENETICS (DNA, MUTATIONS, CELL DIVISION, PROTEIN SYNTHESIS)

hi need a biology wiz help please.Mendel is the father of modern genetics, but there are some genetic characteristics that cannot be explained by simple Mendelian genetics. Such is the case with the human blood types in which there are 3 alleles for the same gene, A B, and o. A parent can pass allele A, B, or o to the offspring based on the parentÂ’s genotype.
From these 3 alleles, there are 4 blood types (phenotypes): A, B, AB, and O, and there are six genotypes: AA, Ao, BB, Bo, AB, or oo. This is an example of codominance in which both A and B alleles are codominant to each other.
Blood types can be used in forensics to determine if blood is from the victim or criminal. Blood types can be used to determine parental source in situation where the father is unknown; however, blood types can only eliminate certain blood types. DNA fingerprinting is a better method that is used often in criminal and parental determination cases.
Punnett squares such as the one shown above are used to determine the probabilities (percentages) for genotypes of offspring given specific genotypes for the parents.
In the example above, the Punnett Square represents a cross (mating) between a male (on the left side) with blood type AB, and a female, (top of square), with blood type A, genotype Ao.
Fill out and turn in the Punnett square for AB x Ao above. And, answer the following questions for the cross represented above. Make sure you understand the difference between phenotype (blood type) and genotype. The Punnett Square shows the possible genotypes. When answering the questions, percent (probability) calculations and your answers should be in terms of the phenotypes (the blood types) and NOT the genotypes.
What are the possible blood types for the offspring?
What are the ratios or percentages for each possible blood type from this cross?
What blood type is not possible from this cross?
Fill out two Punnett squares for a cross between a male with blood type B and a female with blood type AB. (Note that we do not know if the father is genotype BB or Bo from the information given. Thus there are two solutions to the possible cross.)
Set up two Punnett squares and answer the following questions about them. Turn in these two Punnett Squares and your answers to the questions. Again, make sure you understand the difference between phenotype (blood type) and genotype. The Punnett Squares that you set up show the possible genotypes. When answering the questions, percent (probability) calculations and your answers should be in terms of the phenotypes (the blood types) and NOT the genotypes.
What are the possible blood types for the cross between the type B (BB or Bo?) male and AB female?
What are the percentages (%) or probabilities for each blood type in the offspring?
What blood type(s) would not be possible in a cross between these two parents?
Hint: There are two answers for questions 1 & 2 above and only one for 3.
You will be turning in 3 completed Punnett squares and answers to the questions for Parts 1, A and B above.
Part 2: Cell division, mutations, and genetic variability.
Eukaryotic cells can divide by mitosis or meiosis. In humans, mitosis produces new cells for growth and repair. And, meiosis produces sex cells (gametes), called sperm and eggs. Changes or mutations in genes in sex cells can be inherited by human offspring. Genetic variation in a population of organisms is good; however, sometimes mutations can be harmful or cause genetic disorders.
Briefly, answer the following two questions. List and cite your references for this:
How do meiosis and sexual reproduction (fertilization) produce offspring that differ genetically from the parents? Be sure to talk about both meiosis and fertilization.
Describe one example of a human disorder that is inherited and also describe the specific inheritance pattern. For this question, pick disorders that result from mutations in DNA or chromosome number rather than examples such as a genetic tendency for a disorder such as cancer.
You will be turning in answers to the two questions above for Part 2.
***Part 1:
Make sure you understand the difference between and Which one refers to blood type? Answer carefully.
For Part 2:
Make sure all information in your submission is properly referenced using in text references and a list of references in APA format.****

Attachments:

In this section, state clearly whether you reject or accept the hypothesis based on the (pretend) results

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Introduction:
The Introduction is an investigation of what is currently known about the question being asked. Before one proposes a hypothesis or dashes off to the lab to do an experiment, a thorough search is made in the existing literature about the specific question and about topics related to the question. Once one is familiar with what is known about the question under consideration, one is in a position to propose a reasonable hypothesis to test the question.
Hypothesis:
This is an educated guess, or “best” guess, about what might be the explanation for the question asked. A hypothesis should be a one sentence statement (not a question) that can be tested in an experiment. The ability to test a hypothesis implies that it has a natural, repeatable cause.
Prediction:
What do you predict as an outcome for the controlled experiment (i.e. results) if the hypothesis is true? This should be in the form of an “If…….., then……….” statement.
Controlled Experimental Method:
The hypothesis is tested in a controlled experiment. A controlled experiment compares a “Control” (i.e. the normal, unmodified, or unrestricted, or uninhibited set-up, based on the observation) to one or several “Experimental” set-ups. The conditions in the experimental set-ups are identical to the Control in every way, e.g. temperature, composition, shape, kind, etc., except for the one Experimental variable that is being tested. The results obtained from the Experimental set-ups will be compared to each other and to those obtained from the Control. If done correctly, any differences in the results may be attributed to the Experimental variable under consideration.
When designing an experiment, it is important to use multiples, (i.e. replicates), for each set-up, to avoid drawing the wrong conclusion. If the experiment only has one control and only one experimental set up with just one test subject in each, there is always the chance that a single living organism (test subject) could get sick or even die for reasons not caused by the experimental variable. And, because living organisms are genetically different, the results from just one test subject in a given set up may not be typical for the species as a whole. This could result in errors when interpreting the results. This kind of problem is avoided by using multiple controls and multiple experimental set-ups with multiple test subjects.
Be sure to provide sufficient details in your method section so that someone could reproduce your experiment.
The experimental method section should also state clearly how data (numbers) will be collected during the experiment which will be used to compare results in each test set up.
Results:
Since this is a “thought experiment,” you will make up results according to what you think might happen if you actually did the experiment.
Results should include detailed raw data (numbers) rather than just a summary of the results. For example, if data are collected daily for five weeks, results should include the actual data from each day, and not just a summary of what happened at the end of the five weeks. Recorded results should match the experimental method.
Conclusion:
In this section, state clearly whether you reject or accept the hypothesis based on the (pretend) results. Discuss what this means in terms of the hypothesis, such as the need for additional experiments, or the practical uses or implications of the results.
Provide references in APA format. This includes a reference list and in-text citations for references used in the Introduction section.
Give your paper a title and number and identify each section as specified above. Although the hypothesis and prediction will be one sentence answers, the other sections will need to be paragraphs to adequately explain your experiment.
Submit your assignment as a MS Word document.
For information on Macintosh Word shortcuts, click here.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s)
•Unit 1: Biology, Bonds, and Chemistry
External Web link:
•Unit 1: The Scientific Method
Points Possible: 125
Date Due: Sunday, May 01, 2011
Objective: •Describe the relationship between chemistry and the characteristics of living things.
•Use effective study methods for college level students.
•Identify and effectively use institution-based resources.

Would a blue ceiling really deter wasps from building nests on the porch?

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Option B:
Observation: Your neighbor added a farmer’s porch to his house and painted the ceiling of it blue. When you asked him why, he told you he had read that the sky blue ceiling would fool wasps into thinking it was the sky and they would not build any nests under the eaves of the porch or along the ceiling.
Question: Would a blue ceiling really deter wasps from building nests on the porch?
Option C:
Observation: When taking a hike, you notice that a ruby-throated hummingbird seems interested in your red hat. It hovers over the hat and then darts away.
Question: Do ruby-throated hummingbirds prefer some colors more than others when visiting flowers?
After choosing ONE of the above options (observation and question), you will do some library /Internet research about the subject. Once you have become familiar with the topic, propose a testable hypothesis to answer the question; and, follow the rest of scientific method to determine if your hypothesis is correct by designing a controlled experiment.
You will not actually do the experiment or collect results. Rather you will propose a workable controlled experiment and make up what would seem to be reasonable results. You will then discuss those imagined results and draw a conclusion (based upon your imagined results) about whether or not to accept your hypothesis.
Complete the steps of the scientific method for your choice of observation and question using the directions below. Use these headings in your paper, please.