Headline Feb 05, 2018/ ''' STUDENTS *GENES* SWEETNERS '''

''' STUDENTS *GENES* SWEETNERS '''

YET THE CONNECTION between *Genes and Education* at the very best, best remains rather murky.

When the the first DNA-based studies of educational attainment came out in 2013, a geneticist named Albert Kong sifted through the results..............

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FOR CENTURIES, PEOPLE have drawn the line between nature and nurture........In the 19th century, the English polymath Francis Galton cast nature versus nurture in scientific terms.

He envisioned a battle between heredity and experience that shapes each of us.

''When nature and nurture compete for supremacy.......the former proves the stronger,''  Galton wrote in 1874.

Today, scientists can do something Galton couldn't imagine : they can track the genes we inherit from our parents.

They are gaining clues to how that genetic legacy influences many aspects of our experience, from our risk of developing cancer to our tendency to take up smoking.

But determining exactly how any particular variation in DNA shapes course of our life is proving far trickier than Galton would have guessed.

There's no clean line between nature and nurture.

A study published recently in Science offers a striking new demonstration of this complexity. Genes may help determine how long children stay in school, the researchers found, but some of those genes operate at a distance -by influencing parents.

The authors go on to coin a new phrase  for this effect : ''genetic nurture''. To scientists accustomed to tracing the links between the genes you carry and the trait they govern, its a head-spinning idea.

A genetic variant may shape you not because it directly influences you, but because it changes those around you, noted Paige Harden, a psychologist at the University of Texas at Austin who is a co-author of commentary on the new study :

''Something is happening outside your own skin.''

LONG before scientists could easily read DNA, there were clues that genes influence how many years people stay in school.

Researchers compared identical twins -who have virtual identical DNA to fraternal twins, and study the educational attainment of identical twins tended to be closer than that of fraternal twins.

The recent revolution in DNA sequencing gave researchers a new way to study the link.

In 2016, for example, researchers in England surveyed hundreds of thousands of people and linked  74 different variants to how long the participants stayed in school.

Some of these variants were in genes active in the developing brain, perhaps influencing relevant traits -ranging from how well  people learn new words to how motivated they are by-long goals.

YET the connection between genes and education remain murky.

Each gene variant, on average, accounts for just a few weeks of the total. And when researchers try to estimate how important these variations are entire populations, they end up with different figures.

Factors in the  environment many explain some of the variation.

When the first DNA-based studies of educational attainment came out in 2013, a geneticist named Albert Kong sifted through the results.

At the time, Dr. Kong was working at DeCode, a genetics company based in Iceland, and so he was able to look for some of the variants in the company's database of Icelandic DNA.

The Honor and Serving of the latest *Operational Research* on Genes and Attainments and the world continues.

With respectful dedication to the Scientists, Geneticists, Students, Professors and   Teachers of the world. See Ya all on !WOW! -the World Students Society and Twitter-!E-WOW! -the Ecosystem 2011:


''' Genes & Grants '''

Good Night and God Bless

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