Genetic engineering and epigenetics
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 epigenetics
Genetic engineering and epigenetics are two fields that are closely related. Genetic engineering involves manipulating an organism’s DNA to produce a desired trait, while epigenetics involves changes in gene expression that do not involve changes to the DNA sequence. Understanding the relationship between genetic engineering and epigenetics is important for the development of effective and responsible genetic engineering techniques.
Epigenetic modifications, such as changes in DNA methylation and histone modification, can have a profound effect on gene expression. These modifications can be influenced by environmental factors, such as diet and exposure to toxins, and can be passed down from one generation to the next. Understanding the mechanisms behind epigenetic modifications is essential for developing genetic engineering techniques that take into account the potential long-term effects of these modifications.
One area where genetic engineering and epigenetics intersect is in the development of epigenetic therapies. Epigenetic therapies involve modifying the epigenetic marks on specific genes to treat diseases. For example, cancer cells often have abnormal DNA methylation patterns that contribute to their uncontrolled growth. Epigenetic therapies aim to restore normal DNA methylation patterns to cancer cells, thereby reducing their growth and spread. Genetic engineering techniques can be used to deliver the epigenetic modifying agents to specific cells or tissues, increasing their effectiveness.
Another area where genetic engineering and epigenetics intersect is in the development of genetically modified organisms that are resistant to environmental stressors. Epigenetic modifications can play a role in an organism’s response to stress, such as changes in temperature or exposure to toxins. Understanding the mechanisms behind these modifications can inform the development of genetic engineering techniques that create organisms that are more resilient to environmental stressors. For example, genetic engineering techniques could be used to modify the epigenetic marks on genes that are involved in stress response, making them more active and improving an organism’s ability to survive in harsh environments.
In addition to their practical applications, genetic engineering and epigenetics can also inform our understanding of fundamental biological processes. For example, the study of epigenetic modifications has led to new insights into the mechanisms behind gene expression and the regulation of gene networks. These insights can inform the development of genetic engineering techniques that are more precise and effective.
However, there are also concerns about the potential unintended consequences of genetic engineering and epigenetic modifications. For example, modifications made to an organism’s DNA or epigenetic marks could have unintended effects on other genes or on the organism as a whole. It is important to carefully consider the potential long-term effects of these modifications and to involve experts in epigenetics and genetics in their development and regulation.
In conclusion, genetic engineering and epigenetics are two fields that are closely related and have important practical applications. Understanding the mechanisms behind epigenetic modifications is essential for developing effective genetic engineering techniques and for the development of epigenetic therapies. However, it is also important to carefully consider the potential unintended consequences of these modifications and to involve experts in their development and regulation to ensure that they are used in a responsible and sustainable way.
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 epigenetics
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