Exploring the Complex Relationship Between Genetics and Drug Addiction
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
Exploring the Complex Relationship Between Genetics and Drug Addiction
Drug addiction is a complex and multifactorial disorder that is influenced by both genetic and environmental factors. While environmental factors such as stress, trauma, and social influence can play a significant role in addiction, research has shown that genetics also plays a significant role in determining an individual’s susceptibility to drug addiction.
Genetic factors have been found to influence an individual’s response to drugs and their vulnerability to addiction. Some individuals may be more genetically predisposed to developing addiction than others due to differences in the way their brains process and respond to drugs. For example, certain genes may influence the way that neurotransmitters such as dopamine are released and reabsorbed in the brain, which can affect an individual’s response to drugs such as cocaine and heroin.
Several studies have identified specific genes that are associated with an increased risk of addiction. For example, variations in the DRD2 gene, which codes for a dopamine receptor, have been found to be associated with an increased risk of addiction to cocaine and other drugs. Other genes that have been linked to addiction include the OPRM1 gene, which codes for the mu-opioid receptor, and the CHRNA5 gene, which codes for a subunit of the nicotine receptor.
However, it is important to note that genetics alone do not determine an individual’s susceptibility to addiction. Environmental factors such as childhood trauma, social pressure, and access to drugs also play a significant role in addiction. Additionally, addiction is a complex disorder that involves both genetic and environmental factors interacting with each other. For example, an individual may have a genetic predisposition to addiction, but this may only be triggered if they are exposed to certain environmental factors such as stress or trauma.
Research has also shown that genetics can influence an individual’s response to addiction treatment. For example, variations in the COMT gene, which codes for an enzyme that breaks down dopamine, have been found to be associated with an individual’s response to the medication naltrexone, which is used to treat addiction to opioids and alcohol.
Despite the significant role that genetics plays in addiction, it is important to note that addiction is not solely determined by genetics. Environmental factors such as social support, access to treatment, and individual coping mechanisms can also play a significant role in an individual’s recovery from addiction. Additionally, while genetics can provide insight into an individual’s susceptibility to addiction, it is not a definitive predictor of addiction.
In conclusion, while genetics can play a significant role in an individual’s susceptibility to addiction, it is not the only factor that determines an individual’s risk for addiction. Addiction is a complex and multifactorial disorder that is influenced by a range of genetic and environmental factors. Understanding the complex relationship between genetics and addiction is crucial for developing effective prevention and treatment strategies for individuals with addiction.
Exploring the Complex Relationship Between Genetics and Drug Addiction
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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