Genetic Risk Factors for Substance Use Disorders
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 Risk Factors for Substance Use Disorders: What We’ve Learned So Far
Substance use disorders (SUDs) are a major public health concern worldwide. While environmental and social factors play a significant role in the development of SUDs, genetics also plays a role. Over the past few decades, research has identified several genetic risk factors for SUDs. In this article, we will discuss what we have learned so far about the genetic risk factors for SUDs.
Family history and heritability
Family history is a strong predictor of the risk of developing SUDs. Studies have shown that individuals with a family history of SUDs are more likely to develop SUDs themselves. Additionally, twin studies have shown that SUDs have a high heritability, with estimates ranging from 40% to 70%. This means that a significant portion of the risk for SUDs is due to genetic factors.
Candidate genes
Candidate gene studies have identified several genes that may be involved in the development of SUDs. These genes are involved in various biological processes, including dopamine signaling, neurotransmitter metabolism, and stress response. Some of the genes that have been studied include DRD2, which codes for the dopamine receptor D2, and COMT, which codes for the enzyme catechol-O-methyltransferase. Variations in these genes have been associated with increased risk for SUDs.
Genome-wide association studies
More recently, genome-wide association studies (GWAS) have been used to identify genetic risk factors for SUDs. GWAS involves comparing the genomes of individuals with SUDs to those without SUDs to identify genetic variants that are more common in the SUD group. Several GWAS studies have been conducted on SUDs, including studies on alcohol dependence, opioid dependence, and nicotine dependence. These studies have identified several genetic loci associated with SUDs.
Polygenic risk scores
Polygenic risk scores (PRS) have been developed to assess an individual’s genetic risk for SUDs based on multiple genetic variants. PRS are calculated by combining the effects of multiple genetic variants that have been associated with SUDs. PRS have been shown to be predictive of SUDs and may be useful in identifying individuals at high risk for SUDs.
Gene-environment interactions
While genetics plays a role in the development of SUDs, it is important to note that genetics is not the only factor. Environmental factors, such as stress, trauma, and peer pressure, also play a significant role. Additionally, genetics and environment may interact to increase the risk of SUDs. For example, individuals with certain genetic variants may be more vulnerable to the effects of environmental stressors.
In conclusion, research has identified several genetic risk factors for SUDs, including family history, candidate genes, GWAS, and PRS. While genetics plays a role in the development of SUDs, it is important to remember that environmental factors also play a significant role. Identifying individuals at high risk for SUDs may help with prevention efforts and early intervention. However, more research is needed to fully understand the complex interplay between genetics and environment in the development of SUDs.
Genetic Risk Factors for Substance Use Disorders
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!!!