Genetic engineering and tissue engineering
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 tissue engineering
Genetic engineering and tissue engineering are two cutting-edge fields of biotechnology that have revolutionized our understanding and manipulation of living organisms. While both fields have overlapping applications in medical research and biotechnology, they differ in their objectives, methodologies, and applications.
Genetic engineering is the process of manipulating the DNA sequence of an organism to introduce new traits or eliminate unwanted ones. The technique involves cutting and splicing DNA sequences using restriction enzymes and ligases, respectively. Genetic engineering has a wide range of applications, including biopharmaceutical production, gene therapy, and agricultural biotechnology. In agriculture, genetically modified crops are designed to be resistant to pests, herbicides, and harsh environmental conditions, while in medicine, genetic engineering is used to create new treatments for genetic diseases, such as cystic fibrosis, sickle cell anemia, and hemophilia.
Tissue engineering, on the other hand, is the process of creating functional three-dimensional tissues and organs using a combination of cells, biomaterials, and biochemical factors. The field of tissue engineering emerged in response to the growing demand for viable organs and tissues for transplantation. Tissue engineering techniques include cell seeding, scaffold design, and the application of growth factors and other signaling molecules to promote cell growth and differentiation. Some of the major applications of tissue engineering include the development of artificial skin for burn victims, the production of artificial cartilage for joint replacements, and the creation of liver and kidney tissues for transplantation.
While genetic engineering and tissue engineering are two distinct fields, there is a growing overlap between the two. For instance, genetic engineering can be used to modify cells before they are seeded onto a scaffold, creating cells with specific characteristics that can promote tissue growth and regeneration. Additionally, tissue engineering techniques can be used to create functional tissues and organs that can be used in genetic research, drug discovery, and disease modeling.
The use of genetic engineering and tissue engineering has raised ethical and safety concerns. Critics argue that genetic engineering may lead to unintended consequences, such as the spread of genetically modified organisms in the environment or the creation of new diseases. Additionally, the use of genetically modified crops has raised concerns about the potential impact on human health and the environment. Similarly, the use of tissue engineering for human transplantation raises concerns about the safety and efficacy of these treatments, as well as the ethical implications of creating new organs and tissues.
In conclusion, genetic engineering and tissue engineering are two cutting-edge fields of biotechnology that have revolutionized our understanding and manipulation of living organisms. While both fields have overlapping applications in medical research and biotechnology, they differ in their objectives, methodologies, and applications. The use of genetic engineering and tissue engineering has raised ethical and safety concerns, highlighting the need for careful consideration and regulation of these technologies. Nevertheless, these fields hold great promise for the development of new treatments and therapies for a wide range of diseases and conditions, as well as for the creation of new materials and products with novel properties and applications.
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 tissue engineering
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