DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions

Grand Canyon University DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions                       

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions                       

The introduction for the Grand Canyon University DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions                       

After the introduction, move into the main part of the DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions                       

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions                       

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions Included After Question

DNP 810 Topic 1 DQ 1

DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions

Name three essential structural elements of a functional eukaryotic chromosome and describe their functions. Discuss the implications related to research, health, and life span in terms of one of the structural elements.

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A Sample Answer For the Assignment: DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions

Title: DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions

Eukaryotic Chromosome

An essential structural element of a functional eukaryotic chromosome of interest:

Introduction

The study of systems biology, genetics, synthetic biology, and the functional analysis of genomes is the main focus in fields of chromosomal engineering. Eukaryotic cells contain chromosome ends which are protected by telomeres from incomplete DNA synthesis, inappropriate fusion, and degradation during DNA replication. Eukaryotic chromosome ends are divided into two, telomeres and adjacent sub-telomeric regions. Telomeres function is to protect the chromosome ends from external attacks and to avoid the loss of genetic information.

Telomeres: Telomeres consist of double-stranded repetitive G-rich DNA with Telomeres nucleoprotein structures at the ends of eukaryotic chromosomes. In order to conserve genetic information, chromosomal stability, and cell survival, maintenance of the proper structure and function of telomeres are crucial for the maintenance of genome integrity. The epigenetic regulators play an important role in controlling the chromatin state at the telomeres and the sub-telomeric regions. Telomeres are maintained by cellular activities associated with telomerase and telomere binding proteins which contribute to the maintenance of chromosomal homeostasis in yeast, animals, and plants.

The implications of Telomeres element for research: Research studies shows that the lengths of telomeres at birth are determined by genetic makeup. Other factors such as environmental and living conditions affect the telomere lengths during an individual’s lifespan. Extreme and long-term stress has also been shown to negatively impact telomeres and their protective function and some chromosomal abnormalities in offspring are influenced by the stress experienced by parents (Konečná, K., Lyčka, M., Nohelová, L., Petráková, M., Fňašková, M., Koriťáková, E., Sováková, P., P., Brabencová, S., Preiss, M., Rektor, I., Fajkus, J., Fojtová, M., 2019).

The implications of Telomeres element on health: The previous assumption shows that aging is a primary risk factor for neurodegenerative disease (ND), especially in Alzheimer’s and Parkinson’s patients. Leukocyte telomere length (LTL) serves as a predictor of neurological disease because the Telomeres ribonucleoprotein complexes that cap eukaryotic chromosomes shorten in leukocytes with aging (Konečná, et al., 2019).

The implications of Telomeres element for life span: telomeres are most rapidly shortened during the first four years of life and the rate of telomere shortening differs with age. in humans, the telomere length at birth is determined mostly by genetics, environmental conditions, gender, and maternal stress during pregnancy. Modifiable factors that can affect Telomeres include low socioeconomic factors, and lifestyle status including obesity, cigarette smoking, and stress. Exposure to severe and long-lasting stress conditions is associated with shorter telomere length and notable symptoms of premature aging persisted after the stress subsided (Konečná, et al., 2019).

How can the doctoral-prepared nurse apply this information in practice? Explain.

Currently, I work with elderly demented patients and the study of eukaryotic chromosome with a focus on Tolemeres have shed light on some causes of Alzheimer’s and Parkinson’s patients. Knowledge gained from this topic shows that individual personality which is difficult to express is a crucial factor in the capability of each person to cope with extremely stressful conditions. Resilient individuals with distinct personal qualities such as optimism, positive affect, self-efficacy, and high self-esteem are relevant parameters to survive post-traumatic stress symptoms Lee, W., K., & Cho, M., H., 2019).

Reference

Konečná, K., Lyčka, M., Nohelová, L., Petráková, M., Fňašková, M., Koriťáková, E., Sováková, P., P., Brabencová, S., Preiss, M., Rektor, I., Fajkus, J., Fojtová, M. (2019). Holocaust history is not reflected in telomere homeostasis in survivors and their offspring. Journal of Psychiatric Research. V 117, pp. 7-14. doi: 10.5483/BMBRep.2019.52.3.047. https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC6476486/

Lee, W., K., & Cho, M., H. (2019). Epigenetic aspects of telomeric chromatin in Arabidopsis thaliana. Korean Society for Biochemistry and Molecular Biology. V52 (3), pp. 175-180. Retrieved from DOI: 10.5483/BMBRep.2019.52.3.047. https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC6476486/

A Sample Answer 2 For the Assignment: DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions

Title: DNP 810 Topic 1 DQ 1 Name three essential structural elements of a functional eukaryotic chromosome and describe their functions

Eukaryotic chromosomes are comprised of a DNA-protein complex that is organized in a tightly-knit manner, enabling a large amount of deoxyribonucleic acid to be stored in the cell’s nucleus (Nozawa et al., 2017). However, within eukaryotes, one’s genetic material situates itself within the nucleus and is thus also housed within chromosomes following a linear pattern. The primary significance behind chromosomes is their possession of DNA, otherwise recognized as deoxyribonucleic acid, which serves as the substance responsible for residing within any and every organism’s genetic coding (Nozawa et al., 2017). When a cell undergoes cell division, Its chromosomes must first undergo replication (Nozawa et al., 2017). Cells divide in two primary ways – mitosis and meiosis. Each cell possesses forty-six chromosomes, situated in a grouping of twenty-three pairs (Nozawa et al., 2017). When a chromosome possesses an irregular nature, it can prove detrimental and even induce bodily complications. The organism’s deoxyribonucleic acid is contained within the chromosome as a long series of nucleotides organized into genes (Nozawa et al., 2017). Moreover, it aids in the inheritance of parental characters with respect to their offspring.

Genetics are the essential framework that can assist the identification of certain diseases and illnesses, alongside their accompanying risks or illnesses when conceiving children, and facilitate drug dosage or selection for certain illnesses or specific patients (Lara et al., 2018). DNP learners possess an in-depth comprehension of genetic disorders, thereby proving crucial when addressing disease prevention and health promotion. In addition, DNP learners have intimate knowledge of the patient’s, families, and community’s perspectives; an understanding of biological underpinnings; experience with genetic/genomic technologies and information; skills in communication and building coalitions; and, most importantly, the public’s trust (Lara et al., 2018). Across the lifespan, nursing focuses on health promotion and disease prevention, an integral component of genetic/genomic health care practices. DNP learners recognize that prevention is the hallmark of genetic/genomic health care and will inform public policymaking groups as they address issues that affect health care practice in genetics/genomics (Lara et al., 2018). Policy making process will be informed with new insights gained by including nurses and professional nursing organizations. These policies can facilitate the ability of U.S. health care systems to use genetic/genomic knowledge to promote health and manage disease (Lara et al., 2018).

References

Lara-Otero, K., Weil, J., Guerra, C., Cheng, J. K. Y., Youngblom, J., & Joseph, G. (2018). Genetic counselor and healthcare interpreter perspectives on the role of interpreters in cancer genetic counseling. Health communication.

Nozawa, R. S., Boteva, L., Soares, D. C., Naughton, C., Dun, A. R., Buckle, A., … & Gilbert, N. (2017). SAF-A regulates interphase chromosome structure through oligomerization with chromatin-associated RNAs. Cell, 169(7), 1214-1227.

Name:  Discussion Rubric

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		Excellent90–100	Good80–89	Fair70–79	Poor0–69
Main Posting:Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%)Thoroughly responds to the Discussion question(s).Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%)Responds to most of the Discussion question(s).Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%)Responds to some of the Discussion question(s).One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	0 (0%) – 30 (30%)Does not respond to the Discussion question(s).Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references.
Main Posting:Writing		6 (6%) – 6 (6%)Written clearly and concisely.Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%)Written concisely.May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%)Written somewhat concisely.May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%)Not written clearly or concisely.Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting:Timely and full participation		9 (9%) – 10 (10%)Meets requirements for timely, full, and active participation.Posts main Discussion by due date.	8 (8%) – 8 (8%)Meets requirements for full participation.Posts main Discussion by due date.	7 (7%) – 7 (7%)Posts main Discussion by due date.	0 (0%) – 6 (6%)Does not meet requirements for full participation.Does not post main Discussion by due date.
First Response:Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings.Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%)Response is on topic and may have some depth.	0 (0%) – 6 (6%)Response may not be on topic and lacks depth.
First Response:Writing		6 (6%) – 6 (6%)Communication is professional and respectful to colleagues.Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleagues.Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%)Response posed in the Discussion may lack effective professional communication.Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%)Responses posted in the Discussion lack effective communication.Response to faculty questions are missing. No credible sources are cited.
First Response:Timely and full participation		5 (5%) – 5 (5%)Meets requirements for timely, full, and active participation.Posts by due date.	4 (4%) – 4 (4%)Meets requirements for full participation.Posts by due date.	3 (3%) – 3 (3%)Posts by due date.	0 (0%) – 2 (2%)Does not meet requirements for full participation.Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings.Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%)Response is on topic and may have some depth.	0 (0%) – 6 (6%)Response may not be on topic and lacks depth.
Second Response: Writing		6 (6%) – 6 (6%)Communication is professional and respectful to colleagues.Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleagues.Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%)Response posed in the Discussion may lack effective professional communication.Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%)Responses posted in the Discussion lack effective communication.Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%)Meets requirements for timely, full, and active participation.Posts by due date.	4 (4%) – 4 (4%)Meets requirements for full participation.Posts by due date.	3 (3%) – 3 (3%)Posts by due date.	0 (0%) – 2 (2%)Does not meet requirements for full participation.Does not post by due date.
Total Points: 100

Name:  Discussion Rubric