Answer:
b. determine the evolutionary relationships among species
Explanation:
Biologists through the analysis of characters obtained from molecular, morphological, embryological, physiological and behavioral analyzes look for the relationship between species and their origin.Through these coincidences phylogenetic trees are made.
Answer:
1) Crossing over
2) Independent assortment.
Explanation:
Gametes are formed resulting from the process of meiosis where the gametes get half of the original number of chromosomes. One phenomenon that happens during the prophase 1 of Meiosis and leads to the genetic diversification is crossing over. In this process , Here, homologous chromosomes pair up and exchange information present on genes from one another. When information is exchanged, it leads to the diversity of genetic data.
The second way of increasing genetic diversity is independent assortment that takes place during metaphase 1. In this process chromosomes from both father and mother cells align on equatorial plate of the cell in an independent manner. This means that some gamete can have 1 of many different chromosomal combinations.
This reshuffling of chromosomes during independent assortment enhances the genetic diversity of any organism and this also explains why kids of same parents can look or behave very different.
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The suggested set of activities for the corresponding principles regarding the Programs and teachers is explained below.
<h3>How to explain the information?</h3>
1. Programs and teachers engage families in ways that are truly reciprocal.
- Programs and families can benefit from shared resources and information.
- Teachers seek information about children’s lives, families, and communities.
2. Programs invite families to participate in program-level decisions and advocacy efforts.
- Programs invite families to actively participate in making decisions about the program itself.
- Programs also invite families to advocate for early childhood education in the wider community.
3. Programs invite families to participate in decision-making and goal-setting for their children.
- Programs invite families to actively take part in making decisions concerning their children’s education.
- Teachers and families jointly set goals for children’s education and learning both at home and at school.
4. Programs provide learning activities for the home and in the community.
- Programs use learning activities at home and in the community to improve each child’s early learning.
5. Programs implement a comprehensive, program-level system of family engagement.
- Programs institutionalize family engagement policies and practices and ensure that teachers, and other staff receive the supports they need to fully engage families
6. Teachers and programs engage families in two-way communication
- Strategies allow for both school- and family-initiated communication that is timely and continuous.
- Conversations focus on a child’s educational experience as well as the larger program.
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