Genetic engineering and cloning
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 cloning
Genetic engineering and cloning are two related but distinct fields of biology that involve the manipulation of genetic material. While both fields have the potential to provide many benefits, they also raise ethical and safety concerns that need to be carefully considered.
Genetic engineering involves the modification of an organism’s genetic material, either by adding, deleting or altering genes. This can be done for a variety of reasons, such as improving crop yields or creating new therapies for genetic diseases. In contrast, cloning involves the creation of genetically identical copies of an organism. Cloning can be done either through reproductive cloning, which involves the creation of a new individual, or through therapeutic cloning, which involves the creation of embryonic stem cells for use in medical treatments.
One of the main differences between genetic engineering and cloning is the level of genetic modification involved. In genetic engineering, individual genes or sequences of DNA are targeted for modification, whereas in cloning, entire organisms are replicated. While genetic engineering can be used to create organisms with specific traits or to treat genetic diseases, cloning is more focused on creating exact genetic copies of existing organisms.
Another difference between genetic engineering and cloning is the ethical and safety concerns they raise. Genetic engineering can raise concerns about the safety and environmental impact of modified organisms, as well as the potential for unintended consequences. Cloning, on the other hand, raises concerns about the potential for abuse and the ethical implications of creating new life forms in a laboratory setting.
One of the most controversial applications of cloning is the cloning of humans. While the cloning of animals has been successful, the cloning of humans raises ethical and safety concerns that have not been fully addressed. Some experts argue that cloning humans is ethically unacceptable and that it could lead to the creation of “designer babies” or the exacerbation of existing social inequalities. Others argue that cloning humans could have medical benefits, such as the creation of organs for transplantation.
Another concern with cloning is the potential for it to be used for nefarious purposes, such as the creation of clones for use in illegal activities. There is also the possibility that cloning could be used to create military or industrial applications, raising concerns about the ethical implications of creating new life forms for non-medical purposes.
In conclusion, genetic engineering and cloning are two related but distinct fields of biology that involve the manipulation of genetic material. While genetic engineering is focused on modifying genes to achieve specific outcomes, cloning involves the creation of genetically identical copies of existing organisms. Both fields have the potential to provide many benefits, but they also raise ethical and safety concerns that need to be carefully considered. As technology continues to develop, it is important to have robust regulatory frameworks in place to ensure that genetic engineering and cloning are used in a way that minimizes risks and maximizes benefits.
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 cloning
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