A Closer Look at the Evidence
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
Heredity and Drug Addiction: A Closer Look at the Evidence
Drug addiction is a complex and multifaceted phenomenon that results from a combination of environmental, social, and genetic factors. Over the years, there has been a growing body of evidence suggesting that heredity plays a significant role in the development of drug addiction.
The genetic basis of drug addiction has been studied extensively, and many genes have been identified that are involved in the susceptibility to addiction. Some of these genes are related to the brain’s reward system, which is responsible for the pleasurable feelings associated with drug use.
For example, the gene encoding the dopamine D2 receptor (DRD2) has been shown to be associated with addiction vulnerability. The dopamine D2 receptor is a protein found in the brain that binds to the neurotransmitter dopamine, which is involved in regulating pleasure and reward. Individuals with a particular variant of the DRD2 gene may have fewer dopamine receptors in the brain, which can make them more susceptible to addiction.
Another gene that has been implicated in drug addiction is the mu-opioid receptor gene (OPRM1). This gene encodes a protein that binds to opioid drugs, such as heroin and morphine, which are commonly abused. Variants of this gene have been linked to differences in the way individuals respond to opioids, which may affect their likelihood of becoming addicted.
While these genetic variations do not determine whether someone will become addicted to drugs, they may increase the risk of addiction when combined with other factors, such as exposure to drugs and social influences.
In addition to these specific genes, there are also broader genetic factors that contribute to addiction susceptibility. For example, research has shown that individuals with a family history of addiction are more likely to develop addiction themselves. This suggests that there may be a genetic component to addiction risk that runs in families.
Several studies have investigated the heritability of drug addiction, which is the extent to which genetic factors contribute to individual differences in addiction vulnerability. These studies have found that heritability estimates for drug addiction range from around 40% to 60%, indicating that genetic factors play a significant role in addiction susceptibility.
However, it is important to note that heritability estimates do not tell us how much of the variation in addiction susceptibility is due to genetics versus environmental factors. In other words, just because heritability estimates are high does not mean that environmental factors do not also play an important role in addiction development.
Indeed, it is likely that the interplay between genetic and environmental factors is what ultimately determines whether someone develops addiction. For example, research has shown that individuals who carry a particular variant of the DRD2 gene are more likely to become addicted to drugs if they experience high levels of stress in their environment. This suggests that environmental factors, such as stress, can interact with genetic factors to increase addiction vulnerability.
In conclusion, there is a growing body of evidence suggesting that heredity plays a significant role in the development of drug addiction. Many genes have been identified that are involved in addiction susceptibility, and individuals with a family history of addiction are more likely to become addicted themselves. However, it is important to remember that genetics is only one of many factors that contribute to addiction development, and that environmental factors also play an important role. A better understanding of the interplay between genetic and environmental factors will be crucial for developing effective prevention and treatment strategies for drug addiction.
A Closer Look at the Evidence
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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