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The Hardy-Weinberg equilibrium
The Hardy-Weinberg equilibrium
The Hardy-Weinberg equilibrium states that allele frequencies remain constant across generations unless certain influences are introduced, such as nonrandom matings or mutations.
Describe the Hardy-Weinberg principle. Are there influences that deviate from the principle? If so, what are they? If no, why? Deoxyribonucleic acid (DNA) profiling is a tool used in forensic investigation and paternity testing. This technique is often used by forensic scientists to identify individuals on the basis of their DNA profiles.
How is DNA profiling performed? What are some of the novel uses of DNA profiling, other than those described in your textbook? Sickle-cell disease is an example of balanced polymorphism as carriers of this disease are protected against malaria.
Describe an example of balanced polymorphism, other than sickle-cell disease, glucose-6-phosphate dehydrogenase (G6PD) deficiency, phenylketonuria (PKU), prior protein mutation, cystic fibrosis (CF), and Smith-Lemli-Opitz syndrome (SLOS). Genetic ancestry testing is becoming popular as more and more people are trying to trace their ancestry. Two different types of tests are generally offered, mitochondrial DNA, which traces maternal lineages, and Y chromosome testing, which traces paternal lineages.
Does genetic ancestry testing provide a complete picture of a person’s heritage? If so, how? If not, why not?
Sample Solution
partly true since the system only really rewards those talents deemed important for Singaporeâs development, currently science and technology (Caleon & Subramaniam, 2008), contrasting against Finlandâs emphasis on development of individual gifts being more about developing an individual rather than seeking out desirable gifts and talents. Nevertheless, Finland at least recognises some national priorities at the very extremes of exceptional talent. Joint funding fro The Hardy-Weinberg equilibrium m Nokia and the Finnish government offers boarding school places to 20 pupils whose education is accelerated so that they complete school a year early (Tirri and Kuusisto, 2013). These 20 students are selected based on scores in âexcursion weekend testsâ (Tirri and Kuusisto, 2013, 90), making these the only selective tests in Finland. It can therefore be seen that Finland has strong values of equality for the vast majority of students using teacher judgement, but also uses exam-based selection to identify the most elite students in much the same way as Singapore makes special provision for the most exceptional 3 children per 100,000 (Singapore MOE, 2018a). It is also noteworthy that Finland is starting to use acceleration, either by condensing the curriculum or through grade-skipping, where previously the system relied on differentiation within the classroom (Tirri & Kuusisto, 2013). This is an important acknowledgement that identifying gifts and talents does not just mean identifying high ability but also specific learning needs, such as needing more ch The Hardy-Weinberg equilibrium allenge or to learn at a faster pace. For instance, Davis, Rimm, and Siegle (2011) argue that acceleration is not really about gifted and talented students going faster but rather teachers moving at the pace which those students find comfortable. Similarly, while curriculum enrichment is valuable for the majority of students as part of effective differentiation, there are also argued to be other types of enrichment which âseem appropriate strictly for gifted and talented studentsâ (Davis, Rimm, & Siegle, 2011, p.146). Nevertheless, there is still an egalitarian rationale for acceleration as students can be accelerated based on being identified as suitable by their teacher. Students can therefore accelerate when they are ready and, since acceleration is personalised, find their own comfortable pace. The Singapore system of enrichment and acceleration has much stricter cut-offs by which a child must be identified as gifted or talented â indeed, there is really just one opportunity to join the main gifted programme (Neihart & Teo, 2013). There is also little provision for ongoing assessment in Singapore, such as deciding whether the gifted programme remains effective for learners, making identification of gifted and talented children much more summative while Finland can be thought of as more formative. Recommendations International comparison test show Singapore and Finland are both highly successful not just as creating a positive elite of world-leading students but also at raising attainment across all levels of performance. Gifts and talents are effectively nurtured in both systems regardless of whether a child meets formal identification as gifted and talented. It is therefore not appropriate to say that one countryâs system of identification is better than the other. However, it can be seen>
partly true since the system only really rewards those talents deemed important for Singaporeâs development, currently science and technology (Caleon & Subramaniam, 2008), contrasting against Finlandâs emphasis on development of individual gifts being more about developing an individual rather than seeking out desirable gifts and talents. Nevertheless, Finland at least recognises some national priorities at the very extremes of exceptional talent. Joint funding from Nokia and the Finnish government offers boarding school places to 20 pupils whose education is accelerated so that they complete school a year early (Tirri and Kuusisto, 2013). These 20 students are selected based on scores in âexcursion weekend testsâ (Tirri and Kuusisto, 2013, 90), making these the only selective tests in Finland. It can therefore be seen that Finland has strong values of equality for the vast majority of students using teacher judgement, but also uses exam-based selection to identify the most elite students in much the same way as Singapore makes special provision for the most exceptional 3 children per 100,000 (Singapore MOE, 2018a). It The Hardy-Weinberg equilibrium is also noteworthy that Finland is starting to use acceleration, either by condensing the curriculum or through grade-skipping, where previously the system relied on differentiation within the classroom (Tirri & Kuusisto, 2013). This is an important acknowledgement that identifying gifts and talents does not just mean identifying high ability but also specific learning needs, such as needing more challenge or to learn at a faster pace. For instance, Davis, Rimm, and Siegle (2011) argue that acceleration is not really about gifted and talented students going faster but rather teachers moving at the pace which those students find comfortable. Similarly, while curriculum enrichment is valuable for the majority of students as part of effective differentiation, there are also argued to be other types of enrichment which âseem appropriate strictly for gifted and talented studentsâ (Davis, Rimm, & Siegle, 2011, p.146). Nevertheless, there is still an egalitarian rationale for acceleration as students can be accelerated based on being identified as suitable by th The Hardy-Weinberg equilibrium eir teacher. Students can therefore accelerate when they are ready and, since acceleration is personalised, find their own comfortable pace. The Singapore system of enrichment and acceleration has much stricter cut-offs by which a child must be identified as gifted or talented â indeed, there is really just one opportunity to join the main gifted programme (Neihart & Teo, 2013). There is also little provision for ongoing assessment in Singapore, such as deciding whether the gifted programme remains effective for learners, making identification of gifted and talented children much more summative while Finland can be thought of as more formative. Recommendations International comparison test show Singapore and Finland are both highly successful not just as creating a positive elite of world-leading students but also at raising attainment across all levels of performance. Gifts and talents are effectively nurtured in both systems regardless of whether a child meets formal identification as gifted and talented. It is therefore not appropriate to say that one countryâs system of identification is better than the other. However, it can be seen>
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