Pre-Conviction DNA Profiles Debate
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
Pre-Conviction DNA Profiles Debate
MAIN
As you review the required readings for this week, you will notice there are many arguments for and against the idea of pre-conviction DNA collection. Drawing on the readings and additional research, this discussion asks you to evaluate these arguments and formulate a position on the topic of pre-conviction DNA collection. Although you may be inclined toward one position, being able to debate your position involves awareness of the opposing positions. In this debate-style discussion, you may have heated arguments and everyone’s commitment to netiquette and mutual respect is expected. Therefore, if you adamantly oppose the position formulated by a peer, remember to support your opposition using the sources you consulted to ensure your opposition represents an informed opinion.
Using the required readings for this week and two additional scholarly sources from the Ashford University Library or other credible sources, examine the legal and ethical issues related to the pre-conviction collection and storage of DNA. Provide at least one argument in support of each side of the controversy. After considering both sides of the issue, clearly state your position and rationale. Consider the following issues as you formulate your position:
- Is it ethical to collect DNA prior to conviction?
- Should law enforcement be allowed to run comparisons to pre-conviction DNA?
- How does the identification of other crimes the suspect may be involved in, based on pre-conviction DNA, weigh into this issue?
- If a suspect for an unsolved crime is identified from pre-conviction DNA, should law enforcement be allowed to pursue it, if the subject is not convicted on the charge the DNA was collected following?
Your initial post should be a minimum of 300 words in length and TWO references formatted using APA style.
Clinical significance refers to the practical value of a study, the judgement the evaluator must make when deciding if the results are significant enough to make a clinical difference (University of Western States, 2011). Statistical significance tells us the likelihood of the results being replicated. This is expressed as p value and states the probability of the results being due to luck or chance. In health care studies the p value is usually set at 0.5, indicating there is a 5% probability the results were due to chance (University of Ottowa, n.d.).
Clinical significance can support the outcomes in my project by highlighting improved patient outcomes. My EBP project focuses on a reduction in length of hospital stay due to early mobility. While there are many factors that influence how long a patient remains in the hospital, such as comorbidities, any reduction in length of stay benefits the patient.
In many of the studies I have read, the researchers comment on the fact that they cannot control all factors of the study, which may have an effect on the measurable outcomes. If I were to collect data, such as hospital length of stay, on patients before the implementation of an early mobility protocol and again 4 weeks after implementation the patient population at the time may be drastically different. That is where clinical significance would support the positive outcome of any reduction in hospital length of
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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Pre-Conviction DNA Profiles Debate
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