Genetic engineering and disease prevention
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 disease prevention
Genetic engineering has the potential to revolutionize disease prevention by enabling scientists to identify and address the genetic factors that contribute to the development of diseases. In this essay, we will explore how genetic engineering is being used to prevent diseases and the potential impact this technology could have on healthcare.
One of the most promising areas of genetic engineering in disease prevention is the development of vaccines. Vaccines are designed to stimulate the body’s immune system to produce a response that can protect against future infections. Genetic engineering is being used to develop new vaccines that are more effective and have fewer side effects. For example, scientists are using genetic engineering to develop vaccines that target specific genetic markers on the surface of cancer cells, enabling the immune system to recognize and destroy cancer cells more effectively.
Another area where genetic engineering is being used in disease prevention is in the development of gene therapies for inherited diseases. Inherited diseases are caused by genetic mutations that are passed down from parents to children. By using genetic engineering to correct these mutations, scientists can prevent the development of inherited diseases. For example, gene therapy has been used to treat sickle cell anemia, a genetic disorder that affects the production of hemoglobin in red blood cells.
Genetic engineering is also being used to identify individuals at risk of developing certain diseases. By analyzing an individual’s genetic information, scientists can identify genetic markers that are associated with an increased risk of developing certain diseases. This information can be used to develop personalized prevention strategies, such as lifestyle changes or targeted therapies.
In addition to these applications, genetic engineering is also being used to study the genetic factors that contribute to the development of diseases. By understanding the genetic basis of diseases, scientists can develop new treatments and prevention strategies. For example, genetic engineering is being used to develop animal models of diseases, which can be used to study disease progression and test potential therapies.
However, the use of genetic engineering in disease prevention also raises ethical and social concerns. One concern is the potential for genetic discrimination. Genetic information can be used to determine an individual’s risk for developing certain diseases, which could be used by insurance companies or employers to discriminate against individuals. To address this concern, laws have been put in place to protect against genetic discrimination in healthcare and employment.
Another concern is the potential for unintended consequences of genetic engineering. While genetic engineering has the potential to prevent diseases, it could also have unforeseen consequences on individuals and society. For example, the use of genetic engineering to identify individuals at risk of developing certain diseases could lead to stigmatization and discrimination.
In conclusion, genetic engineering has the potential to revolutionize disease prevention by enabling scientists to identify and address the genetic factors that contribute to the development of diseases. By using genetic information to develop new vaccines and therapies, and to identify individuals at risk of developing certain diseases, genetic engineering has the potential to improve the effectiveness of disease prevention strategies. However, the use of genetic engineering in disease prevention also raises ethical and social concerns that must be addressed. As genetic engineering continues to advance, it is important to carefully consider the potential risks and benefits of this technology and to ensure that it is used in a way that benefits society as a whole.
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 disease prevention
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