From Candidate Genes to Systems Biology
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 Drug Addiction: From Candidate Genes to Systems Biology
Drug addiction is a complex disease that involves multiple genetic and environmental factors. The study of the genetics of drug addiction has been a rapidly growing field, with researchers working to identify candidate genes and develop a better understanding of the underlying biological mechanisms.
Candidate Genes:
Candidate genes are genes that are believed to play a role in a particular disease or trait. In the case of drug addiction, many candidate genes have been identified, including those involved in neurotransmitter signaling, reward pathways, and stress response.
One of the most studied candidate genes in drug addiction is the dopamine D2 receptor gene (DRD2). This gene is involved in dopamine signaling in the brain, which plays a critical role in reward pathways and addiction. Several studies have found that variations in the DRD2 gene are associated with an increased risk of addiction to various drugs, including cocaine, opioids, and nicotine.
Another candidate gene that has received significant attention in the study of drug addiction is the mu opioid receptor gene (OPRM1). This gene is involved in the opioid signaling pathway and is a target of drugs like morphine and heroin. Variations in the OPRM1 gene have been associated with differences in drug responses and addiction risk.
Systems Biology:
While the identification of candidate genes has been an essential first step in understanding the genetics of drug addiction, researchers are now turning to more comprehensive approaches that consider the broader biological systems involved in addiction.
Systems biology is a field that aims to understand complex biological systems by analyzing the interactions between their various components. In the context of drug addiction, systems biology approaches involve analyzing multiple levels of biological organization, from individual genes to entire brain circuits.
One example of a systems biology approach to drug addiction is the study of gene expression patterns in the brain. Gene expression refers to the process by which information encoded in a gene is used to synthesize a protein. By analyzing patterns of gene expression in the brains of individuals with addiction, researchers can gain insights into the molecular mechanisms underlying the disease.
Another systems biology approach to drug addiction involves studying the interactions between different brain regions and circuits. Addiction is thought to involve changes in the way that different brain regions communicate with each other, leading to alterations in reward processing and decision-making. By analyzing the patterns of neural activity and communication between brain regions, researchers can develop a more comprehensive understanding of the neural circuits involved in addiction.
Conclusion:
The study of the genetics of drug addiction has evolved significantly in recent years, moving from the identification of candidate genes to more comprehensive systems biology approaches. While candidate genes provide important insights into the biological mechanisms underlying addiction, systems biology approaches offer a more complete understanding of the disease by considering the broader biological systems involved.
The ultimate goal of this research is to develop more effective treatments for addiction by targeting the specific molecular mechanisms and neural circuits involved in the disease. By combining insights from genetics, neuroscience, and other fields, researchers are making progress towards this goal, and it is hoped that this will lead to better outcomes for individuals struggling with addiction.
From Candidate Genes to Systems Biology
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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