How to Complete the
Peggy or Jeff Pedigree
Case Study Assignment
A practical guide for nursing students tackling the Peggy or Jeff genetics pedigree assignment β covering pedigree construction using Bennett’s standardized nomenclature, how to approach each question, what each topic requires, and how to write answers that meet the rubric’s standards.
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Get Expert Help βWhat This Assignment Is Actually Asking You to Do
This assignment has two distinct parts. Part one is a pedigree diagram β a standardized visual representation of your chosen case study’s family health history, built using Bennett et al.’s (2008) nomenclature. Part two is a series of six written responses, each a minimum of two double-spaced paragraphs, with proper APA citations, addressing genetics, psychiatric or oncological risk, legal protections, nursing implications, and a community referral. Both parts go into a single Word document. The pedigree is not optional and is not a decoration β it is graded as part of the assignment.
Read the case study fully before you do anything else. Both Peggy and Jeff involve multi-generational family histories with specific conditions, relationships, and ages that you need to map correctly. Choosing the wrong case β or misreading a family relationship β affects every subsequent answer.
Peggy Case Study Topics
Focus: PTSD, mental health genetics, psychiatric risk
- Q1: Causes, symptoms, and four PTSD categories
- Q2: Risk factors, heritability, and Peggy’s specific risk status
- Q3: What GINA is and what it protects
- Q4: GINA’s limitations β who is and is not covered
- Q5: F-GENES red flags in Peggy’s family history; nursing implications
- Q6: Find a genetics counselor via NSGC for Peggy’s cousin
Jeff Case Study Topics
Focus: BRCA2, hereditary cancer, oncogenetics
- Q1: Mendelian transmission of BRCA2 β autosomal dominant, locus
- Q2: Cancer risks for men and women with BRCA2 mutation
- Q3: What GINA is and what it protects
- Q4: GINA’s limitations β who is and is not covered
- Q5: F-GENES red flags in Jeff’s family history; nursing implications
- Q6: Find a genetics counselor via NCI for Jeff’s cousin
Do Not Pay for a Pedigree Program
The assignment instructions explicitly state not to pay for pedigree software. Free options include the Surgeon General’s Family Health History tool (hhs.gov/familyhistory), free trial downloads of Cyrillic or Progeny Genetics, or drawing the pedigree manually using Word’s shape tools or PowerPoint and inserting it as an image. A hand-drawn, correctly labelled pedigree using Bennett symbols will be marked the same as a software-generated one.
How to Build the Pedigree: Start Here Before You Write a Single Word
The pedigree needs to be completed before you start writing. Why? Because questions 2 and 5 β for both Peggy and Jeff β require you to analyse the family history pattern, and you will not see that pattern clearly until you have drawn it out. The act of constructing the pedigree forces you to read the case study carefully enough to answer the questions accurately.
Pedigree Construction β Step-by-Step Workflow
Step 1 β Read the full case study and list every family member. Write out all individuals mentioned: the proband (Peggy or Jeff), parents, siblings, grandparents, aunts, uncles, cousins. Note each person’s sex, age, and any stated conditions. If a family member is deceased, note it. Do not assume β only include what is stated in the case study.
Step 2 β Map the generations horizontally. Place the oldest generation (grandparents) at the top. Each subsequent generation goes on a lower horizontal row. The proband’s generation goes on the third row if grandparents are included. Number generations with Roman numerals (I, II, III) on the left side of the pedigree.
Step 3 β Apply Bennett symbols correctly. Squares = males. Circles = females. Diamonds = sex unspecified. Filled symbols = affected with the condition being tracked. Half-filled = carriers (relevant for Jeff/BRCA2 if applicable). A diagonal line through a symbol indicates a deceased individual. Couple pairs are connected by a horizontal line; offspring connect below via a vertical line to a horizontal sibship line.
Step 4 β Label each individual. Under each symbol, note age (or age at death), condition or relevant diagnosis, and any genetic test results mentioned in the case study. The proband should be indicated with an arrow.
Step 5 β Add a key/legend. Always include a legend explaining your filled/half-filled symbols and any notation you have used. This is required by Bennett nomenclature and tells the reader what the pedigree is tracking.
Step 6 β Insert into your Word document. If using free software, export as an image (PNG or JPEG) and insert. If drawing in Word or PowerPoint, paste as an image. Make sure the pedigree is legible β if the examiner cannot read it, it cannot be marked.
The Most Common Pedigree Error: Putting the Couple Relationship Wrong
Students frequently draw the horizontal mating line incorrectly β either connecting individuals at the wrong generation level, or running the offspring line directly from a parent rather than from the couple line. Review the YouTube tutorial linked in your assignment instructions (youtube.com/watch?v=11s5Biyi9q4) specifically for this. Watch how the sibship line works and how adopted individuals are denoted. These are the two symbols most likely to be wrong in a first attempt.
Bennett et al. (2008) Standardized Nomenclature: What Your Pedigree Must Follow
Bennett et al. (2008) is the peer-reviewed standard for human pedigree construction used in clinical genetics, genetic counseling, and nursing practice. Your pedigree must use these symbols β not alternatives you find on general websites. The article is posted on your course Blackboard and is the authoritative source you should cite when describing your pedigree construction method.
| Symbol / Convention | Meaning | Assignment Application |
|---|---|---|
| β‘ Square | Male individual | All male family members in Peggy’s or Jeff’s family |
| β Circle | Female individual | All female family members |
| β Diamond | Sex unspecified / unknown | Use if the case study mentions a family member without specifying sex |
| Filled symbol | Affected with condition being tracked | Peggy: fill for individuals with PTSD/psychiatric dx; Jeff: fill for BRCA2-associated cancers |
| Half-filled symbol | Carrier (not fully affected) | Jeff case: relevant for obligate carriers of BRCA2 |
| Diagonal line through symbol | Deceased individual | Mark any deceased family members mentioned in the case study |
| Arrow (β) pointing to proband | Proband β the individual presenting for evaluation | Peggy or Jeff, depending on your chosen case |
| Roman numerals (I, II, III) | Generation numbers β left side of pedigree | Label each generational row; I = oldest (grandparents), II = parents, III = proband’s generation |
| Arabic numerals | Individual numbers within each generation (left to right) | II-1, II-2, III-3 etc. β allows written text to reference specific individuals |
| Double horizontal line | Consanguineous relationship (related couple) | Use only if the case study indicates related partners β check carefully |
| Brackets around symbol | Adopted individual | Use if adoption is mentioned in the case study |
| P inside symbol or next to it | Pregnancy | Use if any pregnancy is mentioned β triangle = unspecified outcome |
A pedigree is not just a family tree. It is a clinical tool. Every symbol means something specific, and using the wrong one β or inventing your own β tells the reader you have not learned the standard that the entire genetics profession uses.
β Adapted from Bennett et al. (2008), Journal of Genetic CounselingHow to Approach Each Peggy Question: What to Cover and Where to Look
If you chose Peggy, your six questions cover PTSD from a biopsychosocial and genetic angle. Here is what each question requires and how to structure it.
Peggy Q1 β PTSD Causes, Symptoms & the Four DSM-5 Categories
What this question is testing and what your two paragraphs need to cover
What to Cover: Causes
Identify the types of traumatic events that cause PTSD: combat, sexual violence, natural disasters, serious accidents, witnessing death. Explain the neurobiological mechanisms β HPA axis dysregulation, amygdala hyperreactivity, impaired hippocampal memory processing, reduced prefrontal cortex inhibition.
Source to use: DSM-5 (APA, 2013); National Center for PTSD at va.gov; peer-reviewed neuroscience literatureWhat to Cover: Four DSM-5 Clusters
Name and describe each cluster: (1) Re-experiencing β flashbacks, nightmares, intrusive memories; (2) Avoidance β avoiding reminders of trauma; (3) Negative cognitions and mood β distorted beliefs, emotional numbing, guilt; (4) Hyperarousal β startle response, sleep disturbance, irritability, hypervigilance.
The DSM-5 reorganized PTSD from 3 to 4 clusters β make sure you use the current 4-cluster model, not the old DSM-IV versionHow to Structure Your Answer
Paragraph 1: causes of PTSD (trauma types + neurobiological mechanisms). Paragraph 2: the four DSM-5 symptom clusters with one or two specific symptoms per cluster. Link back to Peggy’s case if relevant. Minimum 2 paragraphs β aim for 3 for full marks.
APA cite: American Psychiatric Association (2013); National Center for PTSD (va.gov/ptsd); at least one peer-reviewed journal articlePeggy Q2 β Risk Factors, Heritability, and Peggy’s Individual Risk
The genetics question β is PTSD hereditary, and what genes are involved?
PTSD Heritability Evidence
PTSD has a heritable component β twin studies estimate heritability at 30β40%. Candidate genes include FKBP5 (glucocorticoid receptor regulation), CRHR1, SLC6A4 (serotonin transporter), COMT, and BDNF. Gene-environment interaction is key: genetic variants increase susceptibility but trauma exposure is required for PTSD to manifest.
Key sources: Skelton et al. (2012); Nievergelt et al. (2019) β search PubMed for PTSD heritability geneticsRisk Factors to Address
Personal history: prior trauma, childhood abuse, prior psychiatric diagnosis, female sex, low social support. Family history: first-degree relatives with PTSD, anxiety disorders, or depression increase risk via shared genetic susceptibility and learned fear responses. Combat exposure and type/severity of trauma are the strongest environmental predictors.
Evaluate Peggy’s specific risk using these criteria applied to her case study family historyApplying This to Peggy
Read Peggy’s case study and apply the risk factors directly. Does her family history include psychiatric diagnoses? Has she experienced trauma? Is there a pattern of PTSD or anxiety across generations? Your answer must connect the general evidence to Peggy specifically β do not leave the question as purely theoretical. “Peggy is/is not at risk because…” followed by specific evidence from her case.
Reference your pedigree: use generation/individual numbers (e.g., II-3) to reference specific family membersPeggy Q5 and Q6 β What the Rubric Is Looking For
- Q5 (F-GENES): Apply each letter of the mnemonic to Peggy’s family history. Which red flags are present? What does the nursing implication mean in practice β what should a nurse do when these flags are identified? Answer: document the history, discuss with the provider, and initiate a referral to genetic counseling.
- Q6 (NSGC Referral): Go to nsgc.org/p/cm/ld/fid=164 and search by state for a genetics counselor with psychiatric genetics expertise. Provide the full name, practice name, address, phone number, and estimated travel distance from “your home town.” State which state you searched and why. This is a graded practical exercise β do the actual search.
How to Approach Each Jeff Question: BRCA2 Genetics and Cancer Risk
Jeff’s case focuses on hereditary breast and ovarian cancer syndrome (HBOC) caused by a BRCA2 mutation. The genetics here is more clearly Mendelian than PTSD, which means the first two questions have more definitive answers β but you still need to explain the mechanisms precisely.
Jeff Q1 β Mendelian Transmission of BRCA2: The Terms You Must Use
Autosomal dominant inheritance, alleles, heterozygosity, and locus β all required
The Inheritance Pattern
BRCA2 follows autosomal dominant inheritance. “Autosomal” means the gene is on a non-sex chromosome (chromosome 13). “Dominant” means one mutated copy β a heterozygous genotype β is sufficient to confer significantly elevated cancer risk. An affected parent has approximately a 50% chance of passing the mutation to each child, regardless of the child’s sex.
Key term to define: heterozygous = two different alleles at a locus; BRCA2 mutation carriers are typically heterozygous (one wild-type + one mutated allele)Gene and Locus
BRCA2 (Breast Cancer gene 2) is located on chromosome 13q12.3. It encodes a tumour suppressor protein involved in DNA double-strand break repair via homologous recombination. When both copies are inactivated (one inherited mutation + one somatic “second hit”), DNA repair fails, allowing cancer to develop. This is the two-hit hypothesis (Knudson, 1971).
Locus notation: 13q12.3 means chromosome 13, long arm (q), region 12, band 3How to Structure the Answer
Paragraph 1: Define autosomal dominant inheritance β what autosomal means, what dominant means, how 50% transmission probability works. Use a Punnett square if it helps illustrate the point. Paragraph 2: BRCA2 gene, chromosome 13q12.3 locus, tumour suppressor function, and the two-hit mechanism. Define heterozygous and allele in context.
APA cite: Petrucelli et al. (2013) GeneReviews; NCBI Gene database; National Cancer Institute fact sheetJeff Q2 β Cancer Risks for Men and Women with BRCA2 Mutations
Specific cancer types and lifetime percentage risks for each sex
Women with BRCA2 Mutation
Breast cancer: lifetime risk ~45β85% (general population risk ~12%). Ovarian cancer: lifetime risk ~10β27% (general population ~1β2%). Also elevated: fallopian tube cancer, primary peritoneal cancer. Some studies also report elevated risk of pancreatic cancer and melanoma.
Source: National Cancer Institute; Petrucelli et al. GeneReviews β check current NCI figures as estimates are updated periodicallyMen with BRCA2 Mutation
Male breast cancer: lifetime risk ~6β8% (general population ~0.1%). Prostate cancer: elevated risk, particularly aggressive form (some estimates 20β34% by age 80). Pancreatic cancer: approximately 2β7% lifetime risk (general population ~1.5%). Melanoma: modestly elevated. BRCA2 carries higher cancer risk for men than BRCA1.
Jeff is male β this question directly applies to his personal risk, not just a theoretical answerNursing Surveillance Implications
For this question you should also address what surveillance and risk-reduction options are recommended β annual MRI + mammography for women, prostate-specific antigen testing, prophylactic surgery discussions (mastectomy, oophorectomy). This shows you understand clinical application, not just the genetics numbers.
Source: NCCN Guidelines for Genetic/Familial High-Risk Assessment; current version at nccn.orgJeff Q5 and Q6 β What the Rubric Is Looking For
- Q5 (F-GENES): Apply the F-GENES mnemonic to Jeff’s family history, identifying which red flags are present. For a BRCA2 family, you are likely to find: F (family history of breast/ovarian/prostate cancer), E (early age of onset β cancer before age 50), and potentially G (multiple primary cancers in one individual). State nursing implications: document, communicate to provider, initiate genetics referral.
- Q6 (NCI Referral): Use the NCI cancer genetics directory at cancer.gov/cancertopics/genetics/directory to find the nearest genetics professional for BRCA testing and counseling. State your home city/state, the provider you found, their full contact details, and estimated travel distance. Do the actual search β this is graded for accuracy.
GINA Questions: What the Law Does and What It Does Not Do
Questions 3 and 4 are identical in structure for both Peggy and Jeff. They are asking for two things: (1) what GINA is and what it protects, and (2) its limitations β who and what it does not cover. These are separate questions that require separate answers, so do not merge them into one response.
The Genetic Information Nondiscrimination Act of 2008
GINA has two titles. Title I prohibits health insurers from using genetic information β test results, family history, participation in genetic research β to deny coverage, set premiums, or impose pre-existing condition exclusions. Title II prohibits employers (with 15+ employees) from using genetic information in hiring, firing, pay, or promotion decisions. It also restricts employers from requesting or requiring genetic testing. Your answer should explain both titles with specific examples of what each prohibits.
The Gaps: Life Insurance, Disability, Long-Term Care, Military, Small Employers
GINA does not apply to life insurance, disability insurance, or long-term care insurance β insurers in these markets can use genetic information. It does not apply to employers with fewer than 15 employees. It does not protect active military personnel. Crucially, it does not protect individuals who are already symptomatic or diagnosed β it covers genetic predisposition, not existing conditions. The ACA fills some gaps in health insurance protection, but GINA’s limitations in other insurance markets remain significant for patients considering genetic testing.
| Category | GINA Applies? | What This Means in Practice |
|---|---|---|
| Health insurance (employer-sponsored or individual) | β Yes β Title I | Cannot deny coverage or increase premiums based on genetic test results or family history |
| Employers (15+ employees) | β Yes β Title II | Cannot use genetic info in employment decisions; cannot request genetic testing |
| Life insurance | β No | Insurers may request or use genetic test results in underwriting decisions |
| Disability insurance | β No | Same β genetic results can affect premium, coverage, or eligibility |
| Long-term care insurance | β No | Same β a significant gap given aging population reliance on LTC coverage |
| Employers with fewer than 15 employees | β No | Small employers are exempt from Title II protections |
| U.S. military | β No | Active duty military are not covered by GINA’s protections |
| Already symptomatic/diagnosed individuals | β No | GINA protects against discrimination based on genetic predisposition, not existing diagnosed conditions β the ACA and ADA provide some protections here instead |
| Indian Health Service / FEHB | Partial | Some federal employee programs are covered separately β verify current status |
How to Frame Your GINA Answers β Q3 vs. Q4
What strong vs. weak responses look like for each question
F-GENES Red Flags: How to Apply the Mnemonic to Your Case Study
F-GENES is a clinical screening tool used in primary care nursing to identify family histories that warrant referral to genetic counseling. Your question asks you to: (a) identify which red flags are present in your case study, (b) explain the nursing implications, and (c) state what the healthcare provider should do next.
π© The F-GENES Mnemonic β Apply Each Letter to Your Case Study
Multiple family members with the same or related condition. For Peggy: look for patterns of PTSD, anxiety, depression across generations. For Jeff: multiple relatives with breast, ovarian, or prostate cancer.
Multiple different conditions in a single individual that together suggest an underlying genetic syndrome. In either case study, check whether any individual has more than one relevant diagnosis.
Conditions appearing earlier than typical. For Jeff: breast or ovarian cancer before age 50, or prostate cancer before age 65. For Peggy: psychiatric conditions in childhood or adolescence may signal genetic loading.
Developmental disabilities, birth defects, or intellectual disabilities in the family. Check both case studies for any mention of developmental conditions β more relevant to Peggy’s psychiatric history.
Unusually severe presentation of a common condition, or a condition presenting in an unexpected demographic (e.g., male breast cancer). For Jeff: male breast cancer is a strong BRCA2 red flag.
Multiple siblings affected by the same condition suggests autosomal recessive inheritance or a shared familial risk factor. Check whether Peggy’s or Jeff’s siblings are affected in the case study.
What “Nursing Implications” Means in This Question
This is not asking you to list every nursing action possible β it is asking specifically what a nurse should do when F-GENES red flags are identified. Your answer should cover:
- Document the complete three-generation family history using standardized tools
- Communicate findings to the healthcare provider and note which F-GENES flags are triggered
- Initiate referral to a genetics counselor or genetic specialist β this is the nursing action, not conducting the genetic evaluation yourself
- Educate the patient about why the referral is being made, what genetic counseling involves, and their right to decline
- Document the referral, the patient’s response, and any follow-up needed in the medical record
Finding the Genetics Counselor Referral: How to Complete Question 6 Correctly
Question 6 is graded on whether you actually complete the search and provide real, specific contact information. Many students write a vague answer about how genetic counselors exist and can be found online. That scores poorly. Here is exactly what you need to do.
National Society of Genetic Counselors Directory
Go to nsgc.org/p/cm/ld/fid=164 (or Google “NSGC Find a Genetics Counselor”). Search by state β not zip code, as the assignment notes there are not many providers. Filter or browse for counselors with psychiatric genetics or mental health genetics specialization. Note: the assignment says “search by state” specifically. Try your home state first; if no psychiatric genetics specialists are listed, search adjacent states.
National Cancer Institute Genetics Directory
Go to cancer.gov/cancertopics/genetics/directory. Search for genetics professionals or practices offering BRCA testing and counseling. Filter by your state. The NCI directory focuses on cancer genetics, so you should find providers with HBOC (hereditary breast and ovarian cancer) expertise. Some entries are cancer centers affiliated with universities β note the specific genetics department or clinic within the institution.
| What to Report in Your Q6 Answer | Why It Matters for Your Grade |
|---|---|
| Your home city and state (the starting point) | The question asks how far the cousin would have to travel β the examiner needs to know your starting location |
| Full name of the genetics professional or practice | Specific, verifiable information shows you actually did the search |
| Full address of the clinic or practice | Required for the travel distance calculation |
| Phone number and/or email / website | Contact information is explicitly requested in the question |
| Specialization or focus area (psychiatric genetics / BRCA counseling) | Shows the referral is appropriate for the specific case β not just any genetics counselor |
| Approximate travel distance from your home city | Directly asked β use Google Maps or a similar tool and state the distance in miles and approximate drive time |
If the URLs in the Assignment Are Outdated
The NSGC and NCI directories may have changed their URLs since the assignment was written. If the exact URL does not work, search Google for “NSGC Find a Genetic Counselor” or “NCI cancer genetics services directory” β these organizations maintain active searchable directories. Document in your answer that you used the search tool and specify the URL you actually accessed, since the tool and its database are what matter, not whether the exact original URL was still live.
How to Write Answers That Meet the Rubric: Paragraphs, APA, and What “Minimum 2 Paragraphs” Actually Means
The rubric is specific: minimum two paragraphs per question, double-spaced, in paragraph format, with complete sentences and proper grammar, and APA citations. Here is what each of those requirements means in practice.
What “2 Paragraphs Minimum” Requires
Structure and substance for each answer
- Each paragraph should be 6β10 sentences at minimum β not two short sentences with a line break between them
- Paragraph 1 typically establishes the concept or definition with evidence
- Paragraph 2 applies it to the case study or addresses a specific sub-question
- 10-point questions reward 3 paragraphs where the content genuinely requires it β Q1 (four PTSD clusters) benefits from 3 paragraphs
- Do not use bullet points inside your answer paragraphs β the rubric asks for paragraph format
- Each answer should end with a clinical application or implication β tie it back to nursing practice
APA Citation in This Assignment
In-text and reference list requirements
- Every factual claim that is not your own original reasoning needs an in-text citation: (Author, Year, p. X) for direct quotes; (Author, Year) for paraphrases
- DSM-5 citation: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
- GINA: cite the actual legislation β Genetic Information Nondiscrimination Act of 2008, Pub. L. No. 110-233
- NCI and NSGC websites: cite as institutional web sources with access date
- Include a reference list at the end of the document β not at the end of each question
- APA 7th edition is current β check your institution’s preferred edition
A Note on Using Peer-Reviewed Sources vs. Websites
For clinical statistics (PTSD heritability percentages, BRCA2 cancer risk figures), use peer-reviewed journal articles or clinical guidelines β not general health websites. PubMed, the National Center for PTSD website (va.gov), NCCN Guidelines, and GeneReviews (available free through NCBI) are all academically acceptable. If you use a statistic from the NCI or NIH website, the website is fine β but trace it back to the source study if you can, because citing the primary evidence is stronger than citing a government summary page.
Common Mistakes That Cost Points on This Assignment
| # | β Mistake | Why It Costs Points | β The Fix |
|---|---|---|---|
| 1 | Submitting the pedigree without following Bennett symbols | The rubric requires Bennett et al. (2008) nomenclature. A family tree drawn with clipart figures or non-standard symbols will be marked down regardless of accuracy of the family relationships. | Read the Bennett article posted on Blackboard before drawing anything. Use squares, circles, filled symbols, and the proband arrow exactly as described. |
| 2 | Answering Q3 and Q4 as one merged response | These are separate, scored questions. Q3 asks what GINA is. Q4 asks about its limitations. A single paragraph covering both earns partial credit at best. | Write each question’s response separately with its own heading. Q3: define GINA, its purpose, Titles I and II. Q4: specifically address who and what is NOT covered. |
| 3 | Applying F-GENES generically without reference to the case study | Saying “PTSD runs in families” or “BRCA2 is inherited” without applying the F-GENES criteria to specific individuals in Peggy’s or Jeff’s family history misses the application component of the question. | Go through each F-GENES letter and state whether it is present or absent in your specific case study. Use generation/individual numbers from your pedigree to reference specific people. |
| 4 | Q6: Writing about genetic counseling in general without completing the actual search | The question asks for a specific name, address, phone number, and travel distance. Describing what genetic counselors do or why referral is important without the specific provider information earns minimal points. | Do the actual directory search. Write down the exact provider’s name, practice, address, and phone number. Use Google Maps to calculate travel distance from your specified home city. |
| 5 | Using bullet points instead of paragraphs | The rubric explicitly requires paragraph format. A bulleted list of PTSD symptoms or GINA protections will be penalised for format, even if the content is correct. | Convert all lists into flowing prose: “The DSM-5 identifies four symptom clusters in PTSD. The first cluster, re-experiencing, includes…” This takes more words but is what the rubric requires. |
| 6 | Stating BRCA2 is “recessive” for Jeff’s case | BRCA2 is autosomal dominant β one mutated copy confers significantly elevated cancer risk. Calling it recessive is a factual genetics error on one of the most explicitly graded questions in the assignment. | BRCA2 inheritance = autosomal dominant. The cancer mechanism involves loss of the second allele (two-hit), but the inheritance pattern of elevated risk is dominant. Distinguish inheritance pattern from cancer mechanism. |
| 7 | Omitting APA citations or using in-text citations without a reference list | The rubric requires references and proper APA citation. Answers without citations score lower even if substantively correct, because academic writing standards are part of the grade. | Cite every factual claim. Include a full APA reference list at the end of the document. Check APA 7th edition format for journal articles, books, government websites, and legislation. |
Verified Sources to Use in Your Assignment
National Center for PTSD (VA)
The U.S. Department of Veterans Affairs National Center for PTSD provides clinician-facing resources on PTSD causes, DSM-5 diagnostic criteria, neurobiology, risk factors, and heritability. Free, peer-reviewed content β cite as an institutional source with URL and access date.
ptsd.va.gov β National Center for PTSDNCBI GeneReviews: BRCA2
Petrucelli et al.’s GeneReviews entry on BRCA1/2 Hereditary Breast and Ovarian Cancer is the authoritative clinical genetics resource for Jeff’s questions β covering inheritance pattern, locus, cancer risks, and management. Free through NCBI.
ncbi.nlm.nih.gov β BRCA1/2 GeneReviewsGINA β U.S. Department of Labor
The official government resource on GINA β what it covers, what it does not, employer obligations, and the distinction between Title I (health insurance) and Title II (employment). Use for Q3 and Q4 in both cases.
dol.gov β GINA overviewBennett et al. (2008) β Your Required Pedigree Citation
The source posted on your Blackboard is: Bennett, R. L., French, K. S., Resta, R. G., & Doyle, D. L. (2008). Standardized human pedigree nomenclature: Update and assessment of the recommendations of the National Society of Genetic Counselors. Journal of Genetic Counseling, 17(5), 424β433. This must be cited in your pedigree section and whenever you describe the symbols you used. It is the authoritative source for pedigree construction in all clinical genetics contexts and is the reference your instructor will use to assess your diagram.