Which of these is a claim of Mills’s racial contract

Step 2: Part 1 — The Present Scene (Present vs. Progressive) Goal: Describe the “Who, What, Where, and When” of the image. Format & Structure: Required: Clearly label this section as Part 1 in the text box below. It is perfectly acceptable to provide a list of complete sentences. Group your sentences logically (e.g., one group for the setting, and one group for each person). Checklist for Part 1: Setting: Describe the location, weather, day/date, and time.  Give sufficient details to really “set the scene”.  The People: Choose at least two people and describe Physical appearance, clothing (including colors), and age. Personality, their relationship to others, and their mental/emotional state Include at least one sentence comparing the characteristics of the people (e.g., who is older/younger, taller/shorter, or more/less patient). Mention if the people know each other or know a specific place / fact / how to do something Mention things that please, bore, fascinate, or interest them. This is where you must demonstrate control of the proper format for verbs like gustar (using the required indirect object pronoun). You are welcome to include additional details using vocabulary and themes from S101 to make your description more vivid. However, ensure these details do not overshadow your production and control of the S102 topics listed above. Optional Stretch Goal: If you feel ready, describe any interaction between the people. What are they saying to each other? Is someone giving something to another person? This is a great way to show your progress with pronouns! The Actions: Use at least 10 unique verbs. You may also use verb phrases to describe ideas such as what someone wants to do, plans to do, is going to do, etc. Here are some examples: Acabar de… Aprender a… Deber… Decidir a… Desear… Empezar a… Ir a… Pensar… Poder… Querer… Saber… Tener ganas de… Tener que… If you use a verb phrase (like Tener que + comer), it is the infinitive (comer) that counts as your unique action. Example: If you use “quiere comer” and “tiene que comer,” that only counts as one unique action (eating). You need 10 different activities! Simple Present: Use this for general facts, descriptions of what people are wearing, and states of being. Present Progressive: Use this only for actions actively in progress in the “snapshot” of the photo.

Step 2: Part 2 — The Backstory (Preterit Tense) Goal: Imagine what happened before this scene. Use the preterit tense to tell their story. Format & Structure: Required: Clearly label this section as Part 2. This section should be separate from Part 1 to show your control of the past tense. Checklist for Part 2: Pick two people and write at least 8 sentences for each person about their actions earlier today. You may group them by person or tell a chronological story.  Each person must perform different actions.  If Person A brushes their teeth, Person B should be doing something else. Avoid repeating the same routine for both characters. Include at least one sentence comparing the actions of the two people. You may compare a shared activity (e.g., who ate more) or their general effort (e.g., who worked more than the other). Showcase as many different verbs as possible Across your 16 sentences, aim for 16 unique actions. You are encouraged to use a wide variety of verbs, including those learned in S101. Avoid defaulting only to high-frequency verbs from early chapters (like comer or beber); try to include more specific actions that demonstrate your growing S102 vocabulary. Use reflexive verbs to describe their personal care/morning routine. Optional Stretch Goal: If you feel ready, try incorporating direct or indirect object pronouns (e.g., mentioning an object and then referring back to it with lo, la, le, etc.). Note: This is not a requirement, but it is a great way to showcase your progress with developing skills. I encourage you to try even if you aren’t 100% sure!

Vocabulario con fotos. Label each image with the appropriate vocabulary word. Be sure to include the correct definite article (el/la/los/las).  1. [1] 2. [2] 3. [3] 4. [4] 5. [5] 6.  [6]

Crédito adicional. Answer each of the following questions using the double object pronoun. No credit for answers that do not use the double object. Up to 3 points possible. ¿A quién le cocinas la cena con frecuencia? ¿Con qué frecuencia me das la tarea tarde? ¿Te compró un carro nuevo tu padre?

Referring to the figure, what bases will be added as DNA replication proceeds on the bottom strand?    

The fact that a gene for human insulin can be inserted by scientists into bacteria, and that these bacteria can then produce human insulin protein demonstrates that 

Which of the following has happened at the conclusion of meiosis I?

The creature the “Flying Purple People Eater” (FPPE) was made famous in a 1958 song by the same name. What is less commonly known is that this species has several color types. Purple is dominant (P) and orange is recessive (p). The ability to fly is also a genetic trait and is recessive (f). Both of these traits are located very close together on the same chromosome. The FPPE is purple (of course) and can fly (of course).   Given these traits which genotypes could FPPE have? [ans1] Are these traits linked or unlinked? [ans2] FPPE’s finds a mate (named Qwerty) who is purple and cannot fly. One of Qwerty’s parents was orange and could fly.  What is the genotype of that parent of Qwerty’s? [ans3] What is Qwerty’s genotype? [ans4] Assuming no crossing over, with regard to color and flying what types of gametes can Qwerty create? [ans5]

Red-green color deficiency is a X-linked recessive trait in humans. Two people with normal color vision have a male (XY) child with red-green color deficiency.  What are the genotypes of the parents with regard to color vision? (Xc is used to indicate the color deficiency allele and X is used to indicate no color deficiency) [ans1] If the same couple later had a female (XX) child, what would be the possible genotype(s) and phenotype(s) of that child? Genotype [ans2] Phenotype [ans3] *for all questions we are assuming no new mutations for this trait