READING RESPONSE: RACE AND GENETICS You are expected to complete the assigned readings for the day to facilitate discussion in class. After reading the excerpts, complete a written Reading Response in order to help focus your reading & prepare for class. The response should not simply address the four aspects to consider below in four separate answers but should be written in one or two paragraphs that address all of the bulleted issues together. Aim for a length of 250 – 500 words for your complete response. Reading: Angela Saini: Superior. The Return of Race Science. Beacon Press, Boston, 2019 Excerpts from chapters 6 + 7 Purpose of reading: Think about genetic diversity in humans. Consider the difference between genetic diversity and phenotypic diversity. Learn about ancient human migration and its effects on the concept of ethnic identity. Issues to address in your reading response: Why was the Human Genome Diversity Project hailed by some as a way to end all racism and by others as inherently racist itself? What are some of the explicit or implicitly different definitions of race that are being discussed in these two chapters? Briefly describe the most important or interesting thing you learned from the reading about ancient human migrations and their role on the concept of ethnic or national identity. What are your thoughts on Saini’s discussion about the questions she poses on the bottom of page 5 close to the end of the first chapter: “Is race still a problem if we redefine race?” and “can science be racist if it is done by antiracists?”
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However, others criticized it as inherently racist due to its potential for misuse in reinforcing racial stereotypes or justifying racial hierarchies, especially if certain genetic traits were found to be more prevalent in some groups than others. The definitions Show more…
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Part 1: Context. What is Bissoondath's purpose in writing this article? Support your answer with at least two reasons. (2 marks) What is the genre of this piece? How do you know? (2 marks) Who is the intended audience? How do you know? (2 marks) Part 2: Modes. Bissoondath uses blended modes in his essay "I'm not a racist but..." Mention ONE mode that he uses and give an example (2 marks). Part 3: What literary device does Bissoondath use in his 'hook,' when he says "Someone recently said that racism is as Canadian as maple syrup." (1 mark) Choose 2 literary devices from your list and find examples from the reading. Identify these sentences using "quotation marks." (1 mark each) a.) b.) Part 4: Reading for Understanding According to Bissoondath, true racism is caused by: a.) the media b.) family influences c.) willful ignorance and acceptance of stereotypes d.) use of stereotypes "I'm not a racist but..." is a phrase usually used by: a.) racists b.) bigots c.) people with a lack of experience d.) people who are willfully ignorant about stereotypes According to Bissoondath, multiculturalism: a.) indulges in stereotype b.) is only in Canada c.) is great d.) discounts personal experience Bissoondath's main idea is: a.) We must be careful about how we use the word racism b.) Racism is an international problem c.) We have to be conscious of our own responses to racism d.) Racism is an individual problem
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A graduate student believes that people consider faces with more contrast between lip color and skin tone as more feminine. She identifies the null and alternative hypotheses as: H0: The level of contrast between lip color and skin tone does not affect how feminine a face is considered. H1: The level of contrast between lip color and skin tone affects how feminine a face is considered. She chooses a significance level of .001. After she collects the data and computes the sample statistics, it is time for her to make a decision about H0. Check the two possible decisions that the graduate student can make given her choices of H0 and H1. There is enough evidence to reject the hypothesis that the contrast between lip color and skin tone does not affect how feminine a face is considered. There is enough evidence to reject the hypothesis that the contrast between lip color and skin tone affects how feminine a face is considered. There is not enough evidence to reject the hypothesis that the contrast between lip color and skin tone does not affect how feminine a face is considered. There is not enough evidence to reject the hypothesis that the contrast between lip color and skin tone affects how feminine a face is considered. What decision should the graduate student make if the test statistic is not inside the critical region? The graduate student cannot reject the null hypothesis. The graduate student should reject the alternative hypothesis. The graduate student should reject the null hypothesis. Suppose that the test statistic is 2.59 and the boundary to the critical region is 3.291. The test statistic is ________ the critical region. Therefore, the graduate student ________ reject the null hypothesis, and she ________ conclude that the level of contrast between lip color and skin tone affects how feminine a face is considered. You may use the Distributions tool if you find it helpful. Standard Normal Distribution Mean = 0.0 Standard Deviation = 1.0
Part 1 – DNA and the Journey to a Protein – (32 points) In chapter 9 you learned about genes and heredity. In this chapter, you have studied DNA and the role it plays in the creation of proteins needed for cell function. This happens at the cellular level in a complex series of events. Please fill in the blanks below to summarize the process. Write your answers as a list from 1- 32. You will find a word bank at the end to help. All words are there, but some may be used more than once, and some may not be used. In 1953 1. were credited with the discovery of the structure of DNA. It consists of long chains of chemical units called 2. , each of which is made of three parts: 3. , 4. and 5. . The shape of the DNA molecule is known as a 6. , the ‘rungs’ of which are arranged as follows: cytosine pairs with 7. while thiamine pairs with 8. . It is the sequence of these 9. that determine the code of DNA. DNA does not build a protein directly but undergoes the process of 10. to create a 11. molecule. The three key parts to this process are 12. , elongation and termination. A key enzyme that guides this process is 13. . Following this the next process, 14. takes place. During this process 15. are removed, and 16. are spliced together. The final product, 17. is now ready to leave the 18. The next key process is 19. , where the genetic code is converted from nucleic acid language to protein language. This process converts the information stored in 20. to a 21. . There are a number of ‘players’ involved in this process. First the 22. carrying its amino acid cargo attaches to the mRNA at the small 23. subunit and the process begins. The five stages of this process go in this order: initiation, 24. , and termination. During the process, the 25. picks up their 26. . These are carried to the 27. where the mRNA 28. binds to the tRNA. This continues and each new 29. is attached to the growing 30. chain by a 31. bond. Now that the protein has been created it needs to be sent to other locations to function. Proteins are critical to our functioning in many ways. One key importance is that these are the processes whereby genes control the structures and activities of cells, or thinking about what we learned in chapter 9, it is the way that genotype produces 32. .
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