Genetic engineering and biodiversity
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Genetic engineering and biodiversity
Genetic engineering has the potential to impact biodiversity in a variety of ways. While the technology can be used to develop crops and animals with desirable traits, it can also pose a risk to natural ecosystems and the biodiversity they support. In this essay, we will explore the potential impact of genetic engineering on biodiversity and consider how we can ensure that the technology is used in a way that promotes the conservation of biodiversity.
One of the primary concerns about genetic engineering and biodiversity is the potential for genetically modified (GM) organisms to escape from controlled environments and interact with wild populations. GM organisms may be designed to have advantages that allow them to outcompete wild organisms, leading to a loss of biodiversity. For example, GM plants may be engineered to be resistant to herbicides, allowing them to outcompete wild plants that are not resistant. Similarly, GM animals may be designed to be more productive or to have other advantages that allow them to outcompete wild animals.
In addition to concerns about the spread of GM organisms into natural ecosystems, there is also concern that the use of genetic engineering in agriculture may lead to a reduction in biodiversity. The widespread adoption of GM crops may lead to the loss of traditional crop varieties and farming practices, leading to a loss of genetic diversity in our food supply. This loss of genetic diversity can make our food supply more vulnerable to pests, diseases, and environmental changes.
Despite these concerns, there are also potential benefits of genetic engineering for biodiversity conservation. For example, the technology can be used to restore endangered species by introducing beneficial genetic traits that help them adapt to changing environmental conditions. Genetic engineering can also be used to develop crops that are better adapted to marginal lands, reducing the need to clear natural habitats for agriculture.
To ensure that genetic engineering is used in a way that promotes biodiversity conservation, it is important to carefully evaluate the potential risks and benefits of each application of the technology. This requires a comprehensive understanding of the potential environmental risks associated with GM organisms, as well as the potential benefits they may provide.
It is also important to develop effective regulatory frameworks for the use of genetic engineering in agriculture and conservation. Regulations should be designed to minimize the potential risks associated with the technology, while also ensuring that the potential benefits are realized. For example, regulations can require that GM organisms are extensively tested in controlled environments before they are released into the wild, and that monitoring programs are put in place to detect any potential impacts on natural ecosystems.
Education and public engagement are also important for ensuring that the potential risks and benefits of genetic engineering are understood by the public. Public engagement can help to ensure that the concerns of local communities are taken into account when developing and implementing genetic engineering projects, and can help to build trust in the technology.
In conclusion, genetic engineering has the potential to impact biodiversity in both positive and negative ways. While the technology can be used to develop crops and animals with desirable traits, it can also pose a risk to natural ecosystems and the biodiversity they support. To ensure that genetic engineering is used in a way that promotes biodiversity conservation, it is important to carefully evaluate the potential risks and benefits of each application of the technology, and to develop effective regulatory frameworks and public engagement strategies. By doing so, we can ensure that the potential benefits of genetic engineering are realized while minimizing the potential risks to biodiversity.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Genetic engineering and biodiversity
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