Can We Predict Who’s at Risk?
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 Genetics of Addiction: Can We Predict Who’s at Risk?
Addiction is a complex and multifactorial disorder that is influenced by a variety of genetic and environmental factors. There is no single gene responsible for addiction, but rather a combination of genetic variations that can increase an individual’s risk for developing an addiction.
One approach to studying the genetics of addiction is through twin studies, which compare the concordance of addiction in monozygotic (identical) twins, who share 100% of their genetic material, versus dizygotic (fraternal) twins, who share on average 50% of their genetic material. Studies have found that monozygotic twins are more likely to both have addiction compared to dizygotic twins, suggesting a genetic contribution to addiction.
One of the most widely studied genes in addiction is the dopamine D2 receptor gene (DRD2). Dopamine is a neurotransmitter that is involved in reward processing and is thought to play a key role in addiction. The DRD2 gene codes for the dopamine D2 receptor, and variations in this gene have been associated with an increased risk for addiction. Specifically, individuals with a variant of the DRD2 gene that results in a lower density of dopamine receptors in the brain are more susceptible to addiction.
Another gene that has been linked to addiction is the mu-opioid receptor gene (OPRM1). The mu-opioid receptor is the primary target of opioid drugs, and variations in the OPRM1 gene have been associated with differences in sensitivity to opioids. Individuals with a particular variant of the OPRM1 gene have been found to have a higher risk of developing opioid addiction.
In addition to these specific genes, there are also genetic variations that can influence an individual’s risk for addiction through their effect on personality traits such as impulsivity and sensation-seeking. For example, variations in the serotonin transporter gene (SLC6A4) have been associated with differences in impulsivity and risk-taking behavior, which may increase an individual’s susceptibility to addiction.
However, it is important to note that genetics alone cannot fully predict an individual’s risk for addiction. Environmental factors, such as stress, trauma, and access to drugs or alcohol, also play a significant role in the development of addiction. Studies have shown that individuals with a genetic predisposition to addiction are more likely to develop an addiction in the presence of environmental risk factors.
Therefore, a more comprehensive approach to predicting an individual’s risk for addiction would take into account both genetic and environmental factors. This approach, known as gene-environment interaction (GxE), seeks to understand how genetic variations interact with environmental factors to influence an individual’s risk for addiction. For example, one study found that individuals with a particular variant of the DRD2 gene were more likely to develop alcohol dependence if they experienced childhood abuse, suggesting a GxE interaction between genetic vulnerability and environmental stressors.
In conclusion, while genetics play a role in addiction, there is no single gene that can fully predict an individual’s risk for addiction. Rather, a combination of genetic variations and environmental factors contribute to an individual’s susceptibility to addiction. The study of gene-environment interactions may help to identify individuals who are at highest risk for addiction and could benefit from targeted prevention and intervention strategies. However, it is important to note that addiction is a complex and multifaceted disorder, and a comprehensive approach that takes into account both genetic and environmental factors is necessary for understanding and addressing addiction.
Can We Predict Who’s at Risk?
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. |
|
|
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!