What We Know and What We Need to Learn
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 Heritability of Drug Abuse: What We Know and What We Need to Learn
Drug abuse is a complex phenomenon that involves a variety of genetic, environmental, and social factors. One important factor in the development of drug abuse is genetics. Heritability refers to the proportion of individual differences in a trait that is attributable to genetic variation. In other words, it is a measure of how much of the variation in a trait can be explained by genetic factors.
The heritability of drug abuse has been the subject of numerous studies over the past few decades. These studies have used various methods to estimate the heritability of drug abuse, including twin and family studies, adoption studies, and molecular genetics.
Twin and family studies have consistently found that drug abuse is highly heritable, with estimates ranging from 40% to 70%. These studies typically compare the rates of drug abuse in identical twins, who share 100% of their genes, to the rates in fraternal twins, who share only 50% of their genes, or to the rates in non-twin siblings. The higher rates of drug abuse in identical twins compared to fraternal twins or non-twin siblings suggest that genetic factors play a significant role in the development of drug abuse.
Adoption studies have also provided evidence for the heritability of drug abuse. These studies compare the rates of drug abuse in adopted individuals to the rates in their biological and adoptive parents. The higher rates of drug abuse in individuals with biological parents who have a history of drug abuse compared to individuals with adoptive parents who have no history of drug abuse suggest that genetic factors are involved in the development of drug abuse.
Molecular genetics studies have focused on identifying specific genes that may contribute to the development of drug abuse. These studies have identified a number of genes that are associated with drug abuse, including genes that are involved in neurotransmitter systems such as dopamine, serotonin, and opioid receptors.
Despite the wealth of evidence supporting the heritability of drug abuse, there is still much we do not know about the genetic factors that contribute to its development. For example, while specific genes have been identified as being associated with drug abuse, the effect sizes of these genes are relatively small, and it is likely that multiple genes are involved in the development of drug abuse. Additionally, environmental factors such as exposure to drugs and social influences also play a significant role in the development of drug abuse, and it is important to understand how these factors interact with genetic factors.
Another important question is how genetic factors influence the risk of developing drug abuse in different populations. For example, it is known that there are significant differences in the rates of drug abuse across different ethnic and racial groups, but it is not clear whether these differences are due to genetic or environmental factors.
In conclusion, the heritability of drug abuse is well-established, but there is still much we need to learn about the genetic factors that contribute to its development. Further research is needed to identify specific genes and pathways that are involved in the development of drug abuse and to understand how these genes interact with environmental factors. This knowledge could lead to the development of more effective prevention and treatment strategies for drug abuse.
What We Know and What We Need to Learn
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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