Genetic Predisposition to 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
Genetic Predisposition to Drug Addiction: How Much Does It Matter?
Genetic predisposition to drug addiction is a topic that has been widely studied in recent years. The question of how much it matters in determining an individual’s risk of developing an addiction is a complex one, with multiple factors at play. In this article, we will explore the nature of genetic predisposition to addiction, the role it plays in addiction risk, and what other factors are involved in determining an individual’s likelihood of developing an addiction.
First, it is important to understand what is meant by genetic predisposition to addiction. Essentially, this refers to the idea that certain genetic factors can make an individual more susceptible to developing an addiction. Studies have identified specific genes that are associated with addiction risk, including those involved in the reward pathway of the brain and those that affect how the body metabolizes drugs.
However, it is important to note that having these genetic factors does not necessarily mean that an individual will develop an addiction. There are many other factors involved, including environmental factors such as upbringing, peer pressure, and stress levels, as well as individual factors such as mental health and personality traits.
So how much does genetic predisposition matter in determining an individual’s addiction risk? Studies have found that genetics account for around 40-60% of an individual’s vulnerability to addiction. However, this does not mean that genetics are the sole determinant of addiction risk. Environmental and individual factors also play a significant role.
One study that looked at the role of genetics in addiction risk found that individuals with a family history of addiction were more likely to develop an addiction themselves, but only if they were also exposed to certain environmental factors. Specifically, individuals with a family history of addiction who experienced high levels of stress or trauma were more likely to develop an addiction than those who did not experience these factors.
This highlights the importance of considering both genetic and environmental factors when assessing an individual’s addiction risk. While genetics can play a significant role, it is not the only factor at play.
So what can be done to mitigate the risk of addiction in individuals with a genetic predisposition? One approach is to focus on prevention, particularly in young people who may be more vulnerable to the effects of drugs. This can involve educating young people about the risks of drug use and providing them with strategies to cope with stress and peer pressure.
For individuals who have already developed an addiction, treatment options are available that can help them overcome their addiction and reduce the risk of relapse. These can include therapy, medication-assisted treatment, and support groups.
It is also worth noting that addiction is a complex disease that can be influenced by a wide range of factors. While genetics and environmental factors play a significant role, there are many other factors that can contribute to addiction risk, including individual factors such as mental health and personality traits.
In conclusion, genetic predisposition to addiction is an important factor to consider when assessing an individual’s addiction risk. However, it is not the sole determinant of addiction risk, and environmental and individual factors also play a significant role. By focusing on prevention, education, and treatment, it is possible to mitigate the risk of addiction in individuals with a genetic predisposition and help those who have already developed an addiction to recover and live healthy, fulfilling lives.
Genetic Predisposition to 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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