Can We Use Them to Predict 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
Genetic Markers for Addiction: Can We Use Them to Predict Risk?
Addiction is a complex disorder that is influenced by a combination of genetic, environmental, and social factors. It is estimated that about 40-60% of addiction risk is due to genetic factors. This has led to a growing interest in identifying genetic markers for addiction that could be used to predict an individual’s risk of developing the disorder. While research in this area is still in its early stages, there have been some promising findings that suggest genetic markers could be a useful tool for predicting addiction risk.
Genetic markers are variations in DNA that are associated with a particular trait or disease. In the case of addiction, researchers have identified several genetic markers that are associated with an increased risk of developing the disorder. These markers are usually located in genes that are involved in the brain’s reward system, which is thought to play a key role in addiction.
One of the most well-studied genetic markers for addiction is the DRD2 gene, which codes for a dopamine receptor in the brain. Dopamine is a neurotransmitter that is involved in the brain’s reward system, and it is thought to play a key role in addiction. Studies have found that people who carry a certain variation of the DRD2 gene are more likely to develop addiction to drugs or alcohol. However, it is important to note that this genetic marker alone is not enough to predict addiction risk, as other factors such as environmental and social factors also play a significant role.
Another genetic marker that has been linked to addiction risk is the CHRNA5 gene, which codes for a subunit of a nicotine receptor in the brain. Studies have found that people who carry a certain variation of the CHRNA5 gene are more likely to become addicted to nicotine. Other genetic markers that have been associated with addiction risk include the COMT gene, which is involved in the metabolism of dopamine, and the OPRM1 gene, which codes for a receptor that is involved in the brain’s response to opioids.
While genetic markers for addiction have shown promise in predicting risk, there are several limitations to using them as a tool for predicting addiction risk. One limitation is that addiction is a complex disorder that is influenced by a combination of genetic, environmental, and social factors. Genetic markers may only account for a small portion of an individual’s overall risk for addiction, and other factors such as early life stress, trauma, or social environment could play a larger role.
Another limitation is that genetic markers for addiction are not deterministic. Just because someone carries a particular genetic marker does not mean they will inevitably develop addiction. It is important to remember that addiction is a complex disorder that is influenced by many factors, and genetic markers are just one piece of the puzzle.
Finally, genetic testing for addiction risk is not widely available, and it is not clear how useful it would be in a clinical setting. While some companies offer genetic testing for addiction risk, the reliability and accuracy of these tests are not well-established. Additionally, it is not clear how useful this information would be for healthcare providers, as there are currently limited treatment options available for addiction.
In conclusion, genetic markers for addiction show promise in predicting an individual’s risk of developing the disorder. However, they should be viewed as just one piece of the puzzle, and other factors such as environmental and social factors also play a significant role in addiction risk. Genetic testing for addiction risk is not widely available, and its usefulness in a clinical setting is still uncertain. More research is needed to better understand the role of genetic markers in addiction and to develop more effective treatment options for this complex disorder.
Can We Use Them to Predict Risk?
RUBRIC
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POOR / UNSATISFACTORY |
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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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