Answer:
The main reason is attributed to habitat loss, as animals are left without places to live as areas around the planet are being taken over and changed by human presence. With the added pressures of invasive species and climate change, the study writes, species are vanishing faster.
Explanation:
Answer:
Behavior is best defined as anything a person says, does, or feels.
Answer:
Single nucleotide deletion
Explanation:
Original DNA sequence:
A T A C G G T A
T A T G C C A T
Mutated DNA sequence:
A T C G G T A G
T A G C C A T C
In the mutated sequence, there is a nucleotide missing. It goes from ATACGGTA to ATCGGTAG. The A nucleotide is gone. This represents a single base pair deletion.
Even though it is only one base, this changes the way the entire sequence is interpreted. The DNA transcribed into an mRNA and then translated into a protein by reading triplet codons which correspond to specific amino acids.
So while the initial sequence would be read as:
ATA, CGG, TA...
The new sequence would be read as:
ATC, GGT, AG...
So the sequence of the protein is completely altered.
Answer:
Option (1).
Explanation:
The RNA is produced from the DNA by the process known as translation. The proteins products are produced from the RNA by the process known as translation. Proteins are the polymers of the amino acids.
The situation 1, radioactive amino acids has been used. In this case, the mRNA is used in this process to make the radioactive proteins by the process of translation. The radioactive amino acids are used for the formation of radioactive protein. The situation 2, the RNAase has used with radioactive amino acids. In this case, the RNAse enzyme breaks the mRNA molecule and the proteins are not translated that contains the radioactive amino acids. No proteins formation occurs in this case.
Thus, the correct answer is option (1).
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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