The ethics of genetic 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
The ethics of genetic engineering
The field of genetic engineering raises important ethical questions about the extent to which humans should intervene in the natural world, and the potential consequences of these interventions. Some of the key ethical concerns associated with genetic engineering include issues related to consent, justice, safety, and social and environmental impacts.
One of the key ethical concerns associated with genetic engineering is the issue of consent. This relates to the question of whether individuals and communities have the right to make decisions about whether their genetic material is modified or used for research purposes. In many cases, genetic material is obtained from individuals without their explicit consent, either because they are not fully informed about the risks and benefits of genetic testing or because they are unable to give informed consent due to their age, cognitive abilities, or other factors. This raises questions about the ethical implications of using genetic material without consent, and the potential harm that can be caused by such practices.
Another key ethical concern associated with genetic engineering is the issue of justice. This relates to the question of whether access to genetic technologies is distributed fairly across different populations and communities. There is a risk that genetic technologies could exacerbate existing inequalities, by giving certain groups of people access to advantages that others do not have. For example, the use of genetic engineering to enhance physical or intellectual abilities could lead to a society in which those who are genetically engineered have greater opportunities and advantages than those who are not. This could have serious implications for social justice, and for the distribution of power and resources in society.
The issue of safety is another key ethical concern associated with genetic engineering. There is a risk that genetic engineering could have unintended consequences, either for the individuals who are genetically modified or for the wider environment. For example, the release of genetically modified organisms into the environment could lead to the unintended spread of modified genes, potentially leading to unforeseen ecological consequences. There is also a risk that genetic modifications could have unintended health consequences, either for the individuals who are modified or for their offspring. This raises important ethical questions about the balance between the potential benefits of genetic engineering and the risks associated with it.
The social and environmental impacts of genetic engineering are also important ethical concerns. Genetic engineering has the potential to transform the natural world in profound ways, by introducing new species, modifying existing species, or altering ecosystems. This raises questions about the appropriate use of genetic engineering in relation to the natural world, and the potential consequences of these interventions. There is also a risk that genetic engineering could exacerbate existing social and environmental problems, such as inequalities, environmental degradation, or the exploitation of vulnerable populations.
In conclusion, genetic engineering raises important ethical questions about the extent to which humans should intervene in the natural world, and the potential consequences of these interventions. These include issues related to consent, justice, safety, and social and environmental impacts. While genetic engineering has the potential to bring many benefits, it is important that we consider these ethical concerns carefully, and ensure that the development and use of genetic technologies is guided by principles of ethical responsibility and social and environmental justice.
RUBRIC
QUALITY OF RESPONSE |
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POOR / UNSATISFACTORY |
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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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The ethics of genetic engineering
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