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Journal articles on the topic 'Human genetics education'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

ANDO, Juko. "HUMAN BEHAVIORAL GENETICS AND EDUCATION." Japanese Journal of Educational Psychology 40, no. 1 (1992): 96–107. http://dx.doi.org/10.5926/jjep1953.40.1_96.

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2

Vázquez, José. "Human Genetics." American Biology Teacher 68, no. 2 (2006): 118–19. http://dx.doi.org/10.2307/4451943.

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3

Connors, Bernadette J. "Human Genetics." American Biology Teacher 77, no. 5 (2015): 393–94. http://dx.doi.org/10.1525/abt.2015.77.5.12c.

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4

Mazmanian, Paul E. "Human subjects protection in genetics and education research." Journal of Continuing Education in the Health Professions 21, no. 4 (2001): 197. http://dx.doi.org/10.1002/chp.1340210402.

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5

Wendell, Douglas L., and Dawn Pickard. "Teaching Human Genetics with Mustard: Rapid Cycling Brassica rapa (Fast Plants Type) as a Model for Human Genetics in the Classroom Laboratory." CBE—Life Sciences Education 6, no. 2 (2007): 179–85. http://dx.doi.org/10.1187/cbe.07-02-0010.

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We have developed experiments and materials to model human genetics using rapid cycling Brassica rapa, also known as Fast Plants. Because of their self-incompatibility for pollination and the genetic diversity within strains, B. rapa can serve as a relevant model for human genetics in teaching laboratory experiments. The experiment presented here is a paternity exclusion project in which a child is born with a known mother but two possible alleged fathers. Students use DNA markers (microsatellites) to perform paternity exclusion on these subjects. Realistic DNA marker analysis can be challengi

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6

Burhansstipanov, Linda, Lynne Bemis, Mark Dignan, and Frank Dukepoo. "Development of a Genetics Education Workshop Curriculum for Native American College and University Students." Genetics 158, no. 3 (2001): 941–48. http://dx.doi.org/10.1093/genetics/158.3.941.

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Abstract The long-term goal of Genetic Education for Native Americans (GENA), a project funded by the National Human Genome Research Institute (NHGRI), is to provide a balance of scientific and cultural information about genetics and genetic research to Native Americans and thereby to improve informed decision making. The project provides culturally sensitive education about genetic research to Native American medical students and college and university students. Curriculum development included focus groups, extensive review of available curricula, and collection of information about career op

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7

Monsen, Rita Black. "State of the Art: Interdisciplinary Collaboration for Health Professional Education in Genetics." Biological Research For Nursing 1, no. 2 (1999): 119–21. http://dx.doi.org/10.1177/109980049900100209.

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Nursing has a long and productive history of interdisciplinary cooperation in providing education to nurses as well as other professionals. Interdisciplinary education is effective in socializing students and practicing clinicians for practice incorporating new discoveries, in areas such as genetics, for continuing relevance in health care delivery. The National Coalition for Health Professional Education in Genetics (NCHPEG), established in 1996 with the cooperation of the American Nurses Association, the American Medical Association, and the National Human Genome Research Institute at the Na

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8

Good, Ron. "Human Behavioral Genetics/Sexual Orientation." American Biology Teacher 62, no. 5 (2000): 322–25. http://dx.doi.org/10.1662/0002-7685(2000)062[0322:hbgso]2.0.co;2.

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Good, Ron. "Human Behavioral Genetics/Sexual Orientation." American Biology Teacher 62, no. 5 (2000): 322–24. http://dx.doi.org/10.2307/4450913.

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10

Zohar, Anat, and Flora Nemet. "Fostering students' knowledge and argumentation skills through dilemmas in human genetics." Journal of Research in Science Teaching 39, no. 1 (2001): 35–62. http://dx.doi.org/10.1002/tea.10008.

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11

Gunay, Yasemin, Bulent Cavas, and Hulya Hamurcu. "Pre-service Teachers’ Views on the Environmental Education, Human Brain and Genetics, Health and Sexual Education." Procedia - Social and Behavioral Sciences 167 (January 2015): 141–51. http://dx.doi.org/10.1016/j.sbspro.2014.12.655.

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12

Martschenko, Daphne, Sam Trejo, and Benjamin W. Domingue. "Genetics and Education: Recent Developments in the Context of an Ugly History and an Uncertain Future." AERA Open 5, no. 1 (2019): 233285841881051. http://dx.doi.org/10.1177/2332858418810516.

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Driven by our recent mapping of the human genome, genetics research is increasingly prominent and beginning to reintersect with education research. We describe previous intersections of these fields, focusing on the ways that they were harmful. We then discuss novel features of genetics research in the current era, with an emphasis on possibilities deriving from the availability of molecular genetic data and the proliferation of genome-wide association studies. We discuss both the promises and potential pitfalls resulting from the convergence of molecular genetic research and education researc

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13

Mertens, Thomas R., Jon R. Hendrix, and Gordon L. Mendenhall. "Indiana Clergy: A Survey of their Human Genetics/Bioethics Educational Needs." Journal of Pastoral Care 40, no. 1 (1986): 43–55. http://dx.doi.org/10.1177/002234098604000106.

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Documents the self-perceivcd needs of a sample of Indiana clergy relative to understanding the impact of advances in human genetics, which, while creating opportunities for better health and a better quality of life, also raise serious moral, ethical, and spiritual questions. Interprets clergy responses to 16 science/society issues and compares these responses to the reactions of two Indiana teacher populations. Emphasizes the role of the pastoral counselor in serving the total needs of individuals confronting crises resulting from medical genetic problems. Asserts that a concerted effort must

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14

Myers, Martin. "An inheritance of exclusion: Roma education, genetics and the turn to biosocial solutions." Research in Education 107, no. 1 (2019): 55–71. http://dx.doi.org/10.1177/0034523719880205.

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Since the 1990s an increasing body of genetic studies of Roma people has been conducted and used to understand their lives. This includes research on health issues such as genetic predispositions to obesity or high cholesterol levels and the migration of European Roma from the Indian subcontinent. Such work needs to be contextualised within the wide-ranging historical oppression of Roma people including their enslavement, the Holocaust, denial of human rights and a lack of access to education. Aligning genetics research to educational policy has often been problematic in the context of discred

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15

Piskun, R. P., V. M. Shkarupa, N. M. Grynchak, O. V. Sprut, and I. M. Klimchuk. "The modern concept of teaching genetics at a medical higher educational institution." Faktori eksperimental'noi evolucii organizmiv 25 (August 30, 2019): 368–72. http://dx.doi.org/10.7124/feeo.v25.1193.

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Aim. To study and evaluate the peculiarities of teaching genetics in the system of higher medical education of Ukraine. Methods. Studying typical and working programs of educational disciplines of medical universities, analysis of their interconnections with the volume and depth of knowledge and achievements of genetics. Results. The worldwide rapid development of genetic technologies, that open up new possibilities for the diagnosis, treatment and prevention of many hereditary and non-hereditary diseases, requires the unification of the disparate efforts of scientists and practitioners. A sig

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16

Yates, Patrick. "HGSA DNA Day Essay Contest Winner 60 Years On: Still Coding for Cutting-Edge Science." Twin Research and Human Genetics 16, no. 4 (2013): 914–15. http://dx.doi.org/10.1017/thg.2013.45.

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MESSAGE FROM THE EDUCATION COMMITTEEIn 2013, the Education Committee of the Human Genetics Society of Australasia (HGSA) established the DNA Day Essay Contest in Australia and New Zealand. The contest was first established by the American Society of Human Genetics in 2005 and the HGSA DNA Day Essay Contest is adapted from this contest via a collaborative partnership. The aim of the contest is to engage high school students with important concepts in genetics through literature research and reflection. As 2013 marks the 60th anniversary of the discovery of the double helix of DNA by James Watso

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17

Chattopadhyay, Ansuman. "Understanding of Genetic Information in Higher Secondary Students in Northeast India and the Implications for Genetics Education." Cell Biology Education 4, no. 1 (2005): 97–104. http://dx.doi.org/10.1187/cbe.04-06-0042.

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Since the work of Watson and Crick in the mid-1950s, the science of genetics has become increasingly molecular. The development of recombinant DNA technologies by the agricultural and pharmaceutical industries led to the introduction of genetically modified organisms (GMOs). By the end of the twentieth century, reports of animal cloning and recent completion of the Human Genome Project (HGP), as well techniques developed for DNA fingerprinting, gene therapy and others, raised important ethical and social issues about the applications of such technologies. For citizens to understand these issue

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18

Newson, Ainsley J., Sam Ayres, Jackie Boyle, Michael T. Gabbett, and Amy Nisselle. "Human Genetics Society of Australasia Position Statement: Genetic Testing and Personal Insurance Products in Australia." Twin Research and Human Genetics 21, no. 6 (2018): 533–37. http://dx.doi.org/10.1017/thg.2018.60.

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The expansion of genetic and genomic testing in clinical practice and research and the growing market for at home personal genome testing has led to increased awareness about the impact of this form of testing on insurance. Genetic or genomic information can be requested by providers of mutually rated insurance products, who may then use it when setting premiums or determining eligibility for cover under a particular product. Australian insurers are subject to relevant legislation and an industry standard that was updated in late 2016. In 2018, the Human Genetics Society of Australasia updated

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19

Singh, Rajani. "Will development of human anatomy revolutionize medical education?" FASEB Journal 34, S1 (2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.03219.

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20

Shea, Christine M., and Daniel J. Kevles. "In the Name of Eugenics: Genetics and the Uses of Human Heredity." History of Education Quarterly 26, no. 4 (1986): 621. http://dx.doi.org/10.2307/369028.

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21

Smith, Mike U. "It’s Not Your Grandmother’s Genetics Anymore!" American Biology Teacher 76, no. 4 (2014): 224–29. http://dx.doi.org/10.1525/abt.2014.76.4.2.

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Genetics is perhaps the most rapidly growing field of science today. Recent findings such as those of the Human Genome Project have led to new understandings of basic genetic phenomena and even to increased confusion about some basic genetic ideas, such as the nature of the gene. These developments directly influence how we should teach genetics. This article considers eight claims typically made by introductory biology teachers and considers how they differ from current understandings.

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22

Biesecker, Barbara Bowles, Catherine Walsh Vockley, and Elizabeth Conover. "Implications of human genome research: Impact on graduate education in genetic counseling." Journal of Genetic Counseling 2, no. 3 (1993): 213–29. http://dx.doi.org/10.1007/bf00962081.

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23

Mertens, Thomas R., and Jennefer Pursifull. "The Gene Scene: A Human Genetics Game." American Biology Teacher 48, no. 2 (1986): 104–8. http://dx.doi.org/10.2307/4448218.

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24

Haddow, Paula K., Deborah L. Eunpu, Niecee Singer, Daniel L. Brant, and Margaret B. Ledwith. "Introducing High School Students to Human Genetics." American Biology Teacher 50, no. 8 (1988): 496–500. http://dx.doi.org/10.2307/4448809.

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25

Mertens, Thomas R. "Using Human Pedigrees to Teach Mendelian Genetics." American Biology Teacher 52, no. 5 (1990): 288–90. http://dx.doi.org/10.2307/4449111.

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26

Mihalca, Loredana, Ron J. C. M. Salden, Gemma Corbalan, Fred Paas, and Mircea Miclea. "Effectiveness of cognitive-load based adaptive instruction in genetics education." Computers in Human Behavior 27, no. 1 (2011): 82–88. http://dx.doi.org/10.1016/j.chb.2010.05.027.

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27

Lea, Dale Halsey, and Marjorie Thomas Lawson. "A Practice-Based Genetics Curriculum for Nurse Educators: An Innovative Approach to Integrating Human Genetics into Nursing Curricula." Journal of Nursing Education 39, no. 9 (2000): 418–21. http://dx.doi.org/10.3928/0148-4834-20001201-10.

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28

Bowling, Bethany Vice, Carl A. Huether, and Jennifer A. Wagner. "Characterization of Human Genetics Courses for Nonbiology Majors in U.S. Colleges and Universities." CBE—Life Sciences Education 6, no. 3 (2007): 224–32. http://dx.doi.org/10.1187/cbe.06-09-0187.

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We characterized college human genetics courses for nonscience majors (NSM) by 1) determining the number of U.S. institutions offering courses and the number of students taking them; and 2) surveying course instructors on course demographics, content, materials, and pedagogies. Between 2002 and 2004, an estimated 480 institutions of higher education (15.2%) offered a course: 8.4% of 1667 associate colleges, 16.1% of baccalaureate institutions, 25.3% of master's institutions, and 32.9% of doctoral institutions. This indicates a need to increase access to genetics education in 2-yr colleges. Bas

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29

Shotwell, Mark. "The Misuse of Pedigree Analysis in the Eugenics Movement." American Biology Teacher 83, no. 2 (2021): 80–88. http://dx.doi.org/10.1525/abt.2021.83.2.80.

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Pedigree analysis has long been an essential tool in human genetics as well as a staple of genetics education. Students of genetics might be surprised to learn that human pedigrees were first popularized in the United States by proponents of eugenics, the pseudoscientific social movement aimed at improving the genetic quality of the human race. Notably, the influential eugenicist Charles B. Davenport employed pedigree charts to support his belief that not only were such medical conditions as Huntington disease and albinism inherited in a simple Mendelian fashion, but so too were such character

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30

Dougherty, M. J., C. Pleasants, L. Solow, A. Wong, and H. Zhang. "A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?" CBE—Life Sciences Education 10, no. 3 (2011): 318–27. http://dx.doi.org/10.1187/cbe.10-09-0122.

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Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or “standards,” that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human G

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31

Pelias, Mary Z. "Federal regulations and the future of research in human and medical genetics." Journal of Continuing Education in the Health Professions 21, no. 4 (2001): 238–46. http://dx.doi.org/10.1002/chp.1340210407.

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32

Dennis, Kristine K., and Dean P. Jones. "The Exposome: A New Frontier for Education." American Biology Teacher 78, no. 7 (2016): 542–48. http://dx.doi.org/10.1525/abt.2016.78.7.542.

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The historic debate of nature vs. nurture has emerged as a central yin-yang of contemporary health and disease research. The Human Genome Project provided the capability to define the nature of an individual by one's genetic sequence. But tools are not available to sequence lifelong exposures (i.e., the nurture of an individual). Many believe that nurture has an even greater role than genetics in determining lifelong success, health, and well-being. In contemporary terminology, the cumulative measure of environmental influences and associated biological responses throughout the life span is te

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33

Mertens, Thomas R. "Human Genetics and McKusick's "Mendelian Inheritance" in Man." American Biology Teacher 50, no. 5 (1988): 262–65. http://dx.doi.org/10.2307/4448732.

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34

Coleman, Persis C. "Case Studies as Teaching Tools in Human Genetics." American Biology Teacher 51, no. 7 (1989): 418–20. http://dx.doi.org/10.2307/4448968.

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35

Savard, Jacqueline, Bronwyn Terrill, Kate Dunlop, Amanda Samanek, and Sylvia A. Metcalfe. "Human Genetics Society of Australasia Position Statement: Online DNA Testing." Twin Research and Human Genetics 23, no. 4 (2020): 256–58. http://dx.doi.org/10.1017/thg.2020.67.

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AbstractIncreasingly, consumers have been able to seek DNA testing online to explore their personal genetic information. This increased access to a range of genomic tests has raised concerns among health professionals tasked with providing guidance and support to patients requiring genetic/genomic testing. Individuals will seek genomic testing for a range of purposes; equally, the medical marketplace offers a range of different test types. The Human Genetics Society of Australasia (HGSA) published their first statement on Direct to Consumer Genetic Testing (2012 PS02). This is a revised statem

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36

Kirk, Maggie. "Genetics, Ethics and Education: considering the issues for nurses and midwives." Nursing Ethics 7, no. 3 (2000): 215–26. http://dx.doi.org/10.1177/096973300000700304.

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The rapid advances and scope of the Human Genome Project bring into sharp focus the relevance of genetics and ethics for nursing and midwifery practice in the new millennium. This article offers a UK perspective on how education plays a crucial part in preparing practitioners to integrate clinical advances effectively and ethically, yet may be failing in this role. Provision for teaching genetics in the UK has been found to be largely inadequate and the ethical implications of this are reviewed. The context of genetics teaching is a further issue. Genetics is classified in the bioscience compo

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37

Lam, Max, Joey W. Trampush, Jin Yu, et al. "Multi-Trait Analysis of GWAS and Biological Insights Into Cognition: A Response to Hill (2018)." Twin Research and Human Genetics 21, no. 5 (2018): 394–97. http://dx.doi.org/10.1017/thg.2018.46.

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Hill (Twin Research and Human Genetics, Vol. 21, 2018, 84–88) presented a critique of our recently published paper in Cell Reports entitled ‘Large-Scale Cognitive GWAS Meta-Analysis Reveals Tissue-Specific Neural Expression and Potential Nootropic Drug Targets’ (Lam et al., Cell Reports, Vol. 21, 2017, 2597–2613). Specifically, Hill offered several interrelated comments suggesting potential problems with our use of a new analytic method called Multi-Trait Analysis of GWAS (MTAG) (Turley et al., Nature Genetics, Vol. 50, 2018, 229–237). In this brief article, we respond to each of these concern

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38

Fando, Roman. "Russian women at the beginning of human genetics." History of science and technology 10, no. 1(16) (2020): 110–26. http://dx.doi.org/10.32703/2415-7422-2020-10-1(16)-110-126.

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This paper reviews the studies on human genetics, carried out by Russian women in the 1920s and 1930s. Its main objective is to determine the contribution of women scientists to the development of different fields of human genetics. Particular attention is given to reconstructing women geneticists’ research work, reviewing the content of their publications, and analysing the theoretical and methodological approaches they employed to tackle different scientific problems. The biographies of the pioneers in Russian “anthropogenetics” (knowledge of human heredity), R. I. Serebrovskaya, G. V. Sobol

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39

While, Margaret L., Jon R. Hendrix, and Thomas R. Mertens. "Biosocial goals and human genetics: An impact study of NSF workshops." Science Education 71, no. 2 (1987): 137–44. http://dx.doi.org/10.1002/sce.3730710202.

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40

EVANS, DAVID M., JOHN D. REVEILLE, MATTHEW A. BROWN, et al. "The Genetic Basis of Spondyloarthritis: SPARTAN/IGAS 2009." Journal of Rheumatology 37, no. 12 (2010): 2626–31. http://dx.doi.org/10.3899/jrheum.100892.

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A joint meeting was held in July 2009 in Houston, Texas, of members of the Spondyloarthritis Research and Therapy Network (SPARTAN), founded in 2003 to promote research, education, and treatment of ankylosing spondylitis (AS) and related forms of spondyloarthritis (SpA), and members of International Genetics of AS (IGAS), founded in 2003 to encourage and coordinate studies internationally in the genetics of AS. The general topic was the genetic basis of SpA, with presentations on the future of human genetic studies; microbes, SpA, and innate immunity; susceptibility of AS to the major histocom

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41

Santin, Silvino. "O CORPO SIMPLESMENTE CORPO." Movimento (ESEFID/UFRGS) 7, no. 15 (2007): 57–73. http://dx.doi.org/10.22456/1982-8918.2623.

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A corporeidade humana tornou-se um tema que sensibiliza um número grande de estudiosos de diferentes áreas. A biologia, especialmente pelo avanço da genética, oferece os dados mais significativos para alimentar o debate. As ciências humanas, particularmente, a antropologia e a sociologia são as que se alimentam com maior intensidade dessas informações. Este texto, ainda que de forma literária, é um convite para refletir sobre as questões básicas do homem corporal. The human "corpority" became a subject that touches a great number of research of different áreas. The biology, especially by the p

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42

Gannett, Lisa. "Genes and human self-knowledge: historical and philosophical reflections on modern genetics." Science Education 81, no. 5 (1997): 610–13. http://dx.doi.org/10.1002/(sici)1098-237x(199709)81:5<610::aid-sce11>3.0.co;2-u.

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43

Pomohaibo, Valentyn, and Andrii Pomohaibo. "Genetic principles of the philosophy of perfect education." Filosofiya osvity. Philosophy of Education 27, no. 1 (2021): 179–92. http://dx.doi.org/10.31874/2309-1606-2021-27-1-11.

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Based on the analysis of the content of the book of famous British behavioral geneticists K. Asbury and R. Plomin «G means genes: the impact of genetics on education and achievement» shows the way to create a perfect school education, based on the latest numerous large-scale and long-term researches in different countries and prove that the role of genetic factors in human learning and life success is not absolute and that the impact of the environment is no less important than genes. This thesis is a base of the personalized child education idea. Based on an analysis of the research results,

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44

Donovan, Brian M., Rob Semmens, Phillip Keck, et al. "Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations." Science Education 103, no. 3 (2019): 529–60. http://dx.doi.org/10.1002/sce.21506.

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45

PADMANABHAN, SANDOSH, CLAIRE HASTIE, CHRISTOPHER A. SAINSBURY, MARTIN W. MCBRIDE, JOHN M. CONNELL, and ANNA F. DOMINICZAK. "THE CAT, THE FLY AND THE BEETLE — WHY GENETICS NEEDS A SEMANTIC EDUCATION." International Journal of Semantic Computing 03, no. 01 (2009): 77–90. http://dx.doi.org/10.1142/s1793351x09000665.

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Major advances have been made in the understanding of the genetic basis of diseases since Mendel's publication of the results of plant breeding experiments in 1866. To date these advances have been largely confined to the monogenic disorders — caused by mutations in a single gene. The public-health implications of these advances is relatively limited. In this review we explore our current understanding of the genetic basis of human traits and the reasons why current theories may account for the difficulties in identifying the genes for common diseases. We then postulate that semantic computing

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46

Jorde, Lynn B. "2011 Presidential Address: From Classroom to Courtroom to Clinic—Closing the Gaps in Human Genetics Education 1." American Journal of Human Genetics 90, no. 3 (2012): 387–89. http://dx.doi.org/10.1016/j.ajhg.2012.02.001.

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47

Brown, Julie C. "Exploring Contemporary Issues in Genetics & Society." American Biology Teacher 75, no. 9 (2013): 692–97. http://dx.doi.org/10.1525/abt.2013.75.9.11.

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In this two-part activity, high school biology students examine human karyotyping, sex-chromosome-linked disorders, and the relationship between biological sex and gender. Through interactive simulations and a structured discussion lab, students create a human karyotype and diagnose chromosomal disorders in hypothetical patients, as well as formulate a scientifically based argument distinguishing biological sex from gender. This activity reinforces biology concepts such as DNA structure and function, meiosis, and the inheritance of traits. In their arguments, students integrate prior knowledge

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48

Duffy, Stephen J. "Genes, Original Sin and the Human Proclivity to Evil." Horizons 32, no. 02 (2005): 210–34. http://dx.doi.org/10.1017/s0360966900002528.

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ABSTRACTTheologians have long recognized that the Augustinian formulation of the doctrine of original sin, based on a historicized reading of Genesis 3, is at odds with biblical scholarship and with what science has established concerning our evolutionary origins. Setting aside Augustine's anti-Gnostic Adamic myth, some attempt to recast the doctrine within an evolutionary worldview by developing an anthropology within the framework of genetics and sociobiology, now evolutionary psychology. This essay argues that a wholly biological explanation of the human tendency to evil is inadequate, even

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49

Giugliani, Roberto, Guilherme Baldo, Filippo Vairo, Monica Lujan Lopez, and Ursula Matte. "The Latin American School of Human and Medical Genetics: promoting education and collaboration in genetics and ethics applied to health sciences across the continent." Journal of Community Genetics 6, no. 3 (2015): 189–91. http://dx.doi.org/10.1007/s12687-015-0230-8.

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50

Brock, Pamela, Jennifer L. Geurts, Paulien Van Galen, et al. "HEREDITARY ENDOCRINE TUMOURS: CURRENT STATE-OF-THE-ART AND RESEARCH OPPORTUNITIES: Challenges and opportunities in genetic counseling for hereditary endocrine neoplasia syndromes." Endocrine-Related Cancer 27, no. 8 (2020): T65—T75. http://dx.doi.org/10.1530/erc-19-0454.

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The Genetic Counseling Working Group from the 16th International Workshop on Multiple Endocrine Neoplasia (MEN 2019) convened to discuss contemporary challenges and opportunities in the area of genetic counseling for individuals and families affected by hereditary endocrine neoplasia syndromes. As healthcare professionals with multidisciplinary training in human genetics, risk assessment, patient education, psychosocial counseling, and research methodology, genetic counselors bring a unique perspective to working toward addressing these challenges and identifying their subsequent opportunities

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