The Nature V Nurture Debate on Obese Genetic

The Nature V Nurture Debate on Obese Genetic Is been obese genetic, and there’s nothing we can do about it.

The Nature V Nurture Debate on Obese Genetic
The Nature V Nurture Debate on Obese Genetic

Discuss this statement in light of the nature-nurture debate and considering recent and relevant literature.

Remember that one of the main aims of this essay is to find and use cited evidence from peer-reviewed journal articles! This is what is meant by ‘relevant literature’. Information from textbooks and credible web-sources can be used, but you should aim to have over two-thirds of the argument supported and developed using cited evidence from your reading of journal articles. Nearly two-thirds of Americans are overweight or obese, and the diagnosis of type 2 diabetes in children has doubled in the past 25 years.

Ecology and Keystone Species Essay Paper

Ecology and Keystone Species Essay Paper https://www.chinadialogue.net/article/show/single/en/5193-Decline-of-bees-forces-China-s-apple-farmers-to-pollinate-by-hand

Ecology and Keystone Species Essay Paper
Ecology and Keystone Species Essay Paper

http://www.theepochtimes.com/n3/1321746-after-bee-die-off-chinese-apple-farmers-resort-to-hand-pollination/

https://www.hakaimagazine.com/video/how-ecosystems-got-keystone

Now answer these questions in your own words; if I can tell that you copied the text, you fail the assignment. You should fill at least two COMPLETE pages, and follow all the other paper submission guidelines

Keystone species,

Explain what a trophic level is

How much energy is usually lost to the environment between tropic levels?

What is the difference between a food chain and a food web?

How does commensalism differ from mutualism and parasitism?

Explain how niche separation can eliminate the pressure of the competitive exclusion principle. What does this have to do with speciation?

Which of the causes of colony collapse disorder do you feel is the most dangerous?

Crispr Research Paper Assignment Available

Crispr
Crispr

Crispr

Your Ethics Essay will be developed around a particular application of the CRISPR Cas9Æ and the associated Gene Driver technology. Your focus will be on the ethical issues that are specific to the application of the technology you have located. Your Ethics Essay, to be submitted in module 2, should be between 1000 and 1500 word long, and should include:

The title, author, publication and dates for the particular research project you are examining

A clear detailed description of the ethical issues raised by this particular project, not just gene altering in general, be specific and detailed.

What are the scientists working on the project doing to address these ethical concerns? What more could they be doing?

How do the actions of the researchers compare to the ethical guidelines you examined?

What is the community saying about these ethical concerns? Describe the stakeholders and their various positions. For example, farmers supporting GMO crops vs. environmentalists who are concerned about the spread of the altered genes to non-food crop plants.

Do you think the stakeholders understand the scientific efforts to address the ethical concerns? Why or why not?

What are some potential unintended consequences from the research and the interactions with the stakeholders in the community?

Must use only one reference : Beth Rowan UC Davis Targeted meiotic recombination using CRISPR-Cas9 for crop improvement

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Personal Genetics Testing and Dilemma Discussion

Personal Genetics Testing and Dilemma Discussion Positive and Negative Aspects of Personal Genetic Testing

Personal Genetics Testing and Dilemma Discussion

Part 1: Make a T-chart showing the positive and negative aspects of personal genetic testing. [4 pts]

Personal Genetics Testing and Dilemma Discussion
Personal Genetics Testing and Dilemma Discussion

Part 2: Answer the following questions.

  1. You decide to have genetic testing completed on you and your partner prior to having children. You find out that you and your partner are both carriers of Cystic Fibrosis. Show your Punnett square below. (NOTE: CF is not a sex-linked trait)
  2. How could you use the information given to you by the geneticist to make an informed decision about having children?
  3. Now consider the possibility of having a personal genetic test done for a disease-causing gene, such as the BRCA gene for breast cancer, or a gene that causes testicular or prostate cancer. How might you use the results of such a test to inform your personal health decisions and care options?

Personal Genetics Testing and Dilemma Discussion Prompt

Part 3: In the space below, respond to the following prompt.

With the sequencing of the human genome during the last decade, we now have the ability to ìscreen forî various genetic disorders. People who are going to start a family can sit down with a genetic counselor and be tested for diseases such as Tay Sachs and Cystic Fibrosis. We can also have our own DNA screened for diseases like breast cancer to find out if we are susceptible to them.

All of the early detection technology cannot help us to make decisions as to what to do with this information. If you find that you and your partner have a 25% chance of making a baby with Tay Sachs, do you proceed with pregnancy? Do you take the risk? How much risk is too much? Would your desire to know be different for a disease that could potentially be cured, such as breast cancer, versus one that is always fatal, like Huntingtonís Disease?

Personal Genetics Testing and Dilemma Discussion

In your dilemma discussion, you should discuss what type of testing, if any, you would seek out, and how you would make decisions based on the results of any testing you had done.

GENETIC TESTING: DILEMMA DISCUSSION 2

Personal Genetics Testing and Dilemma Discussion Resources

http://www.mayoclinic.com/health/genetic-testing/MY00370

http://www.cdc.gov/genomics/gtesting/index.htm

http://www.nature.com/scitable/topicpage/ethics-of-genetic-testing-medical-insurance-and-651

http://www.scu.edu/ethics/publications/iie/v9n2/outstrips.html

http://www.cancer.gov/cancertopics/factsheet/Risk/BRCA

http://www.americanpregnancy.org/gettingpregnant/geneticcounseling.html

Genetic modified foods Annotated Bibliography

Genetic modified foods
Genetic modified foods

Genetic modified foods

Essay 2: Annotated Bibliography

For your second major assignment, we will continue our discussion of food production issues pertaining to sustainability and the need to feed a growing world population. In this essay you will communicate your exploration, research, and reflection as you listen to, evaluate, and record the conversation surrounding food production. Acceptable topics include a discussion of GMO foods, the Green Revolution, or Nobel Prize Laureate Norman Borlaug. This could build from the interests you explored in your first essay on sustainability, or you can follow a different track. Was there something about your definition of sustainability that piqued your curiosity and warrants further exploration? This could also be an opportunity for you to delve deeper into an issue or question surrounding your chosen field.

This assignment won’ be a formal essay but a document that demonstrates your engagement with the research process. At its completion your assignment will consist of three (3) parts, each of them recording the steps you’ve taken in researching your ethical problem or issue, understanding your sources, and evaluating the direction you’ll take for the final research-supported argumentative essay. This assignment will tell your research story from inquiry (exploration of a research question) to claim (tentativ thesis).

For guidance in successfully completing this assignment, consult RRW, Ch. 1 (summary/paraphrase, embedding direct quotations in your prose), Ch. 12 (finding and evaluating sources, preparing an annotated bibliography), Ch. 13 (studying sources) and Ch. 14 (formal documentation for MLA or APA documentation style).

The most important thing to understand is that this is not an assignment you can write in one sitting from beginning to end. Itís a construction project that, in many ways, builds from the inside out.

Think of the finished product in terms of the following general outline:

Part I: Exploratory Narrative (500+ words)

The first section of the assignment will be a 1st person narrative that tells the story of your intellectual journey, beginning with your research question. You should use your research question as the title of the document. This portion of the assignment will let the reader know how your process began and progressed, what sources you found, what they were saying, and where they led you. Iím interested here in the chronological path of your process. As you can imagine, you can be drafting this section throughout the process. Consider also that books, articles, database materials, and websites are not the only relevant sources available. An interview with someone in your field, for example, might give you further insight and background into the question.

Important:Your sources here will reflect how your research develops. There is no expectation that these sources are the ones that will appear in the final paper or that they will be balanced, that is, so many for or against an issue. In fact, it’s unlikely

that all the sources will appear in the final paper. Also, resist the impulse to select only those sources that support any opinions or judgments you may already have about your topic. Reserve judgment and see where the research leads you.

Part II: Annotated Bibliography (minimum of 6 entries – 150+ words each). At least 2 sources should be accessed using the library’s ENGL 1304 Research Guide.

An annotated bibliography is like an expanded Works Cited (MLA) or References (APA) page where your reader sees not only the formal citation but a paragraph containing a summary and explanation of each source. You’ll list your sources alphabetically according to MLA or APA citation style as you would in a Works Cited or References page. Each formal citation will be followed by a short paragraph containing description and summary, an indication of the credibility, authority, or bias of the source, and a statement of how the source might fight into an argument.

Part III: Reflection and Tentative Thesis (200+ words)

The final section will give the reader a sense of where your research stands now, what’s left to be done, and what conclusions you may have drawn from participating in the conversation surrounding your question. Like the first section of the assignment, 1st person makes sense here. You can think of your final document as a rhetorical sandwich: an objective 3rd person annotated bibliography between two 1st person narratives. You’ll have a chance to flex your voice and tone muscles with this assignment.

Conclude Part III with your tentative thesis. What stand can you take, now that you’ve looked at the sources? Will you have a definitional claim? An evaluative claim? A causal claim? A proposal? The thesis is tentative and can be revised or changed in the final assignment.

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Genetics gene cinnabar Research Paper

Genetics gene cinnabar
          Genetics gene cinnabar

Genetics gene cinnabar

Genetics research paper on the gene cinnabar which is found in fruit flies ans how it helps find new developments on huntingtons disease

Introduction
Drosophila melanogaster, also known as the fruit fly, is an adequate model organism for scientific research. D. melanogaster has been used for over 100 years to study genetics. The multi cellular organism’s central nervous system is made of glia and neurons that function relative to their mammalian counterparts. The first decade of the 21st century revealed information found in the laboratory of Thomas Hunt Morgan, where he and his colleagues discovered mutations in genes and confirmed Mendelian laws of inheritance.

Drosophila melanogaster is a respectable species to study genetics because of several aspects. D. melanogaster is easy to reproduce and has a short life cycle. The fruit flies are small and inexpensive, which makes them convenient to manage in a lab setting. They also produce large and quick amounts of progeny, which includes large genetic variation. In recent decades the sequenced genome has added to the investigation of cell biology. It has allowed for the study of basic developmental and cellular mechanisms, which is comparable to that of mammalian species such as humans.
The study of D. melanogaster had proven to be exceptional is genetic research and can be used to find developmental mechanisms that can help in understanding genetic variation and mutations in the human genome. About 75 % of known human genes that express diseases have an identifiable match in the genome of D. melanogaster.
The gene Cinnabar has been used to study the effects of genes that cause Huntington’s disease. Huntington’s disease is a neurodegenerative disorder that is autosomal dominant. The gene Cinnabar can be used to exploit a transgenic model of Huntington’s disease to explore the potential of the manipulation of the enzyme associated to Cinnabar gene.
Body
• Full description of cinnabar
-what phenotype
-what mutation occurs
-evidence of neurodegenerative properties
-location
-life expectancy
• Full description of Huntington’s disease
-how and when it occurs
– role of genes, enzymes,
• What research and data has been found about using cinnabar for gene therapy
-how gene was experimented
-the results
-conclusion of results
Conclusion
• final thoughts
-how D. melanogaster helps
-why experiment prove to show therapeutic advancements.

Literature Cited

1. Andrew D. Strand, Aaron K. Aragaki, Dennis Shaw, Thomas Bird, Janice Holton, Christopher Turner, Stephen J. Tapscott, Sarah J. Tabrizi, Anthony H. Schapira, Charles Kooperberg, James M. Olson; Gene expression in Huntington’s disease skeletal muscle: a potential biomarker, Human Molecular Genetics, Volume 14, Issue 13, 1 July 2005, Pages 1863–1876.

2. Jennings, B. H. (2011). Drosophila – a versatile model in biology & medicine. Materials Today,14(5), 190-195. doi:10.1016/s1369-7021(11)70113-4.

3. Breda, C., Sathyasaikumar, K.V., Sograte Idrissi, S., Notarangelo, F.M., Estranero, J.G., Moore, G.G., Green, E.W., Kyriacou, C.P., Schwarcz, R., Giorgini, F. (2016). Tryptophan-2,3-dioxygenase (TDO) inhibition ameliorates neurodegeneration by modulation of kynurenine pathway metabolites. Proc. Natl. Acad. Sci. U.S.A. 113(19): 5435–5440.

4. Campesan, S., Green, E.W., Breda, C., Sathyasaikumar, K.V., Muchowski, P.J., Schwarcz, R., Kyriacou, C.P., Giorgini, F. (2011). The Kynurenine Pathway Modulates Neurodegeneration in a Drosophila Model of Huntington’s Disease. Curr. Biol. 21(11): 961–966.

5. Green, E.W., Campesan, S., Breda, C., Sathyasaikumar, K.V., Muchowski, P.J., Schwarcz, R., Kyriacou, C.P., Giorgini, F. (2012). Drosophila eye color mutants as therapeutic tools for Huntington disease. Fly 6(2): 117–120.

6. Ghosh, D., Forrest, H.S. (1967). Enzymatic studies on the hydroxylation of kynurenine in Drosophila melanogaster. Genetics 55: 423–431.

7. Navrotskaya, V., Wnorowski, A., Turski, W., Oxenkrug, G. (2018). Effect of Kynurenic Acid on Pupae Viability of Drosophila melanogaster cinnabar and cardinal Eye Color Mutants with Altered Tryptophan-Kynurenine Metabolism. Neurotox. Res. 34(2): 324–331.

8. Sullivan, D.T., Kitos, R.J., Sullivan, M.C. (1973). Developmental and genetic studies on kynurenine hydroxylase from Drosophila melanogaster. Genetics 75: 651–661.

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Taxonomic Order and Primate Physical Feature

Taxonomic Order and Primate Physical Feature What defines primates as a taxonomic order is a list of physical features that are the result of a recent common ancestry.

Taxonomic Order and Primate Physical Feature
Taxonomic Order and Primate Physical Feature

For this week’s webquest we looked at the hand adaptations that define primates. For this discussion board, I would like you to further explore the primate adaptations that are not found on the hands. For this discussion board, I would like you to share your favorite primate adaptation with the rest of the class. Tell us why you think that adaptation is great and briefly tell us how primate life would be different without that trait. Also, your chosen features do not have to be at the level of taxonomic order. For example, you can talk about Hominoidea which are at the superfamily level and discuss the absence of a tail. In addition, feel free to share your thoughts in an open-ended but informed way! For your contribution, you will receive points.

Do our genes define us? Research Assignment

Do our genes define us?
        Do our genes define us?

Do our genes define us? Issues in sociobiology and the nature-nurture theories of human identity

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

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Genogram Project Assignment Help

Genogram Project
                            Genogram Project

Genogram Project

This will in two parts. The first part is called the Genogram Project. This is part is building a diagram of “my fictional family”; in essence you will have to create one. I do have the information needed to create this Genogram document. I will upload the link for the GenoPro2018, this has to be used. {please only ones who are familiar with this, and can be able to do it only bid, thank you}. not sure on sources as of yet; nor pages of paper.

Building Your Family Genogram

Part I (GenoPro Genogram Software)

A genogram (pronounced: jen-uh-gram) is “a pictorial representation of family relationships across several generations. It is a convenient organizing device to help you identify family patterns or develop hypotheses about family functioning” (GenoPro.com). The genogram resembles a family tree; however, it includes additional relationships among individuals. This instrument facilitates the practitioner and his client’s identification an understanding of patterns in family history. The genogram also does a better job than a pedigree chart in mapping out relationships and traits.

Even though there are a plethora of books and websites on the subject of genograms, it is worth noting that Monica McGoldrick and Randy Gerson are responsible for its initial development and popularity in clinical settings. The structure of a genogram is by and large determined by the imagination and creativity of its author. Some of the most common features on a genogram are information related to the number of families, children in a given family, and the birth order of the family members—including the number of births and deaths.

Index Person: In constructing the genogram, identify yourself as the “index person” and complete the genogram on your family.

Focus: The focus of this genogram will be on family strengths and resilience, family patterns, rules or ways of being, and the overall health of the family. Of course, you should also address any issues and concerns that may be discovered; however, do not make the genogram problem-focused, even though this is typically how it is used in counseling.

Construction: You will submit your genogram through the assignment manager via GenoPro, found by clicking the “assignments” button. This submission will come in as a GenoPro document. You will also need to attach your narrative on an MS Word document. Make sure to include the following items:

  • Two preceding generations—that is, the genogram must include the index person, his/her parents, and his/her grandparents (three generations, in all). It would also be imperative that, in the event of the index person being involved in a marital or significant relationship, mention must be made of the significant other involved, including their immediate family such as their parents, siblings, and children. In the case where the index person is either a parent or a grand-parent, his/her children must be included in the genogram.
  • Use the symbols as illustrated within the GenoPro software to indicate the nature of many of the relationships among family members. Be sure to indicate yourself as the index person by drawing a double circle or double square around yourself. Do not forget to include the current date on your genogram.
  • Use the relationship lines to indicate significant relationships within the family system. Do not use the “normal” line provided by GenoPro. This only crowds the graphic and makes it difficult to read.
  • Include a legend at the bottom right corner of the genogram document. The legend must only include items represented on the genogram.
  • In order to make it easy to understand, ensure that there are notes on the genogram graphic regarding people, family events, etc., in their appropriate places (for example, on the side of a relevant person or generation). Even though this is not required for the successful completion of the assignment, it may be helpful to interview other family members about important areas of their family history. It would also be a good idea to include labels (a word or two will do) about each family member’s strengths—especially those that are either known by the index person or have a relevant connection to them.
  • GenoPro gives you the freedom you need to manipulate your genogram to allow enhanced viewing on a computer system. You can shorten or lengthen lines, move entire family units around to maximize space, and more. Your objective is to work with the graph to create a genogram that is easy to view and can be understood at a glance.

Analysis: Once you have completed your genogram, you will need to interpret your family map. Analyze the genogram and who you are in the context of the family based on race/ethnicity, culture, class, gender, spiritual tradition, family life cycle, etc.

Part 2 is a paper instructions below:

Part II (Microsoft Word document)

Written Narrative: After analyzing your genogram graphic following the guidelines above, state your interpretation of yourself in clear terms. Do this by writing a paper that describes the contributions that religion, gender, race, culture, etc., and your own unique family history have made to your personal identity. Do not forget to demonstrate your understanding of key concepts learned in this course. Apart from the quality of your written work, you will also be graded on your ability to widely, deeply, and accurately analyze and utilize theoretical concepts in describing your family’s interactional process.

Rest assured that this paper will be kept confidential. Be reminded that you are solely responsible for any information you choose to disclose in this project. Also note that you are under no obligation to reveal any information that you choose not to reveal.

The following outline must be used for your paper, using current APA format:

  1. Briefly introduce your family. Discuss the sociopolitical, cultural, economic, spiritual, etc. issues in your family. Do not spend a lot of time describing demographic details that can be observed on the genogram.
  • You can use first person in this narrative.
  • You will not need an abstract; however, you will need a cover page. A reference page must be provided if you use citations.
  1. Using the data gathered and the analyses you have made based upon your genogram and other resources, address the following questions:
  2. What do you understand about yourself within the context of this multigenerational family?
  3. How do the cultural, historical, and personal characteristic aspects of the information impact your understanding of the self?
  4. If at all, what are the family lifecycle-related issues in the past or present that have influenced your family and/or interface with question D?
  5. What intergenerational dynamics, patterns and/or themes that you have identified influence you (or others) in your current family? Jump to the last section of the present document, “Interpreting Genograms” and then draw a conclusion about your analysis.
  6. What areas do you need to work on in order to become a better spouse, parent, counselor, and godly person?

Conclude this part of the assignment with personal reflections on the development of this project. Were there any issues that came to light? What did you learn?

(At the present time, I do not know exactly how many pages are due to this project. But will inform once instructor let us know).

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Evaluation of Genetics Data Assignment

Evaluation of Genetics Data
    Evaluation of Genetics Data

Assignment details
You have been given a dataset containing Identifiler® genotypes from 200 individuals. Your first task is to analyse this dataset in terms of its potential usefulness as a database for individual identification purposes
In an investigation being carried out in an Arab country, a match has been observed between a DNA profile generated from a crime scene stain and the DNA profile generated from a white Caucasian male arrested by police.

The DNA profile generated is shown below:
D8S1179 8, 17
D21S11 34, 34.2
D7S820 9, 9
CSF1PO 8, 14
D3S1358 14, 14
TH01 8, 10
D13S317 9, 10
D16S539 14, 15
D2S1338 19, 19
D19S433 11, 14.2
vWA 18, 18
TPOX 10, 10
D18S51 11, 19
D5S818 8, 9
FGA 18.2, 19.2
Match probability estimates using this database have been provided for the investigation but the defence team has raised the inappropriateness of the database as an issue.
Your second task is to evaluate why the defence team may have raised this issue.
You must present your results in a scientific manner (take a look at published articles) detailing every analysis carried out and discussing the results obtained

Remember:
• You must demonstrate that you have met the learning outcomes listed below.
• As you prepare your assessment, consider the assessment criteria listed below.

Learning outcomes
This assessment will test your ability to meet the following learning outcomes described in your module booklet:
1. Apply the principles of population genetics to forensic science.
2. Analyse and assess genetic data using different population genetic software.
3. Critically evaluate genetic data using statistical analyses for forensic purposes.
4. Present and defend the rationale of forensic DNA evidence in relation to population genetics theory.
5. Discuss and evaluate critically the genetic relationships of individuals and populations.

Assessment Criteria
1. Evidence of thorough data analysis skills.
2. Evidence of ability to interpret results accurately.
3. Evidence of wide reading and comprehension.
4. Evidence of incorporation of independent thought.

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