Genetic Variations Linked 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 Variations Linked to Drug Addiction: What Scientists Have Found
Drug addiction is a complex disease that affects millions of people worldwide. It is caused by a combination of genetic and environmental factors, and scientists have been studying the genetic variations that may contribute to this disorder.
One of the most well-known genetic variations associated with drug addiction is the presence of the A1 allele of the dopamine D2 receptor gene (DRD2). The dopamine system is involved in reward and pleasure, and drugs of abuse can increase dopamine release in the brain. The A1 allele has been linked to reduced dopamine receptor availability in the brain, which may lead to a decreased ability to experience pleasure from natural rewards such as food or social interactions, and increased susceptibility to drug addiction.
Other genetic variations that have been linked to drug addiction include the mu-opioid receptor gene (OPRM1), which is involved in the brain’s response to opioids, and the catechol-O-methyltransferase gene (COMT), which is involved in the breakdown of dopamine. Variations in these genes can affect an individual’s sensitivity to opioids and dopamine, respectively, and may contribute to the risk of developing addiction.
More recently, researchers have identified genetic variations that may be associated with specific types of drug addiction. For example, variations in the CHRNA5 gene, which codes for a nicotine receptor in the brain, have been linked to an increased risk of nicotine dependence. Variations in the HTR2A gene, which codes for a serotonin receptor, have been associated with an increased risk of alcohol dependence.
In addition to these genetic variations, researchers have also identified epigenetic changes that may contribute to drug addiction. Epigenetic changes are alterations to gene expression that are not caused by changes to the DNA sequence itself. These changes can be caused by environmental factors such as drug use, stress, or exposure to toxins. Studies have shown that epigenetic changes can alter the expression of genes involved in addiction, such as those that regulate dopamine release and response.
Overall, the study of genetic variations associated with drug addiction is a rapidly evolving field, with new discoveries being made on a regular basis. While genetic variations can contribute to an individual’s susceptibility to addiction, they are not the only factor. Environmental factors such as stress, trauma, and social influences also play a critical role in the development of addiction. Understanding the genetic and environmental factors that contribute to addiction can help researchers develop more effective prevention and treatment strategies for this complex disorder.
Genetic Variations Linked to Drug Addiction
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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). |
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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) |
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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) |
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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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