The Genetics of 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
The Genetics of Substance Use Disorders: What We’ve Learned
Substance use disorders (SUDs) are complex conditions with both genetic and environmental influences. In recent years, significant progress has been made in understanding the genetic basis of SUDs. Here’s what we’ve learned in 1000 words:
Genetics plays a significant role in the development of SUDs.
Numerous studies have shown that genetics contribute to the risk of developing SUDs. Twin studies have consistently demonstrated that genetic factors account for approximately 50-60% of the risk for SUDs. Family studies and adoption studies also support the heritability of SUDs.
Specific genetic variants have been associated with an increased risk for SUDs.
Researchers have identified specific genetic variants that are associated with an increased risk for SUDs. For example, variants in the genes that encode for the mu opioid receptor, dopamine receptors, and GABA receptors have all been linked to SUDs.
Genetics may play a role in the development of tolerance to drugs.
Tolerance refers to the decreased response to a drug after repeated use. Genetics may play a role in the development of tolerance, as certain genetic variants have been associated with an increased risk for tolerance to opioids and other drugs.
Genetics may also influence the likelihood of withdrawal symptoms.
Withdrawal refers to the physical and psychological symptoms that occur when a drug is discontinued. Genetics may play a role in the likelihood of withdrawal symptoms, as certain genetic variants have been associated with an increased risk for withdrawal symptoms in individuals with SUDs.
Genetics may influence the response to treatment for SUDs.
The effectiveness of treatment for SUDs varies among individuals. Genetics may play a role in the response to treatment, as certain genetic variants have been associated with the likelihood of successful treatment outcomes.
The genetics of SUDs is complex.
SUDs are influenced by multiple genetic and environmental factors. The genetic basis of SUDs is complex, involving multiple genes with small effects. This complexity makes it challenging to identify specific genes that contribute to the development of SUDs.
Genetics interacts with environmental factors to increase the risk of SUDs.
While genetics plays a significant role in the development of SUDs, environmental factors also contribute to the risk. Genes and the environment interact to increase the risk of SUDs. For example, a genetic predisposition to SUDs may be triggered by stress, trauma, or exposure to drugs.
Epigenetic changes may play a role in the development of SUDs.
Epigenetic changes refer to modifications to the DNA molecule that can influence gene expression without changing the DNA sequence itself. Epigenetic changes may play a role in the development of SUDs by altering the expression of genes that are involved in the reward pathway, stress response, and other pathways that are relevant to SUDs.
Genetics research may lead to the development of more effective treatments for SUDs.
Research on the genetics of SUDs may lead to the development of more effective treatments for these conditions. For example, drugs that target specific genetic variants may be more effective than current treatments that target the entire brain.
In conclusion, significant progress has been made in understanding the genetic basis of SUDs. Genetics plays a significant role in the development of SUDs, and specific genetic variants have been associated with an increased risk for these conditions. The genetics of SUDs is complex, and genetics interacts with environmental factors to increase the risk of SUDs. Epigenetic changes may also play a role in the development of SUDs. Research on the genetics of SUDs may lead to the development of more effective treatments for these conditions.
The Genetics of Substance Use Disorders
RUBRIC
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Content (worth a maximum of 50% of the total points) |
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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). |
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) |
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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) |
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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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