Genetics, ethics and education / (Record no. 44254)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 09554cam a2200325 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | CUTN |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250509174829.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 170907s2017 enka b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781107118713 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781107544871 |
| 041 ## - LANGUAGE CODE | |
| Language | English |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 572.8 |
| Edition number | 23 |
| Item number | BOU |
| 245 00 - TITLE STATEMENT | |
| Title | Genetics, ethics and education / |
| Statement of responsibility, etc | edited by Susan Bouregy, Yale University, Connecticut, Elena L. Grigorenko, Houston University and Baylor College of Medicine,Texas, Stephen R. Latham, Yale University, Connecticut, Mei Tan, Houston University Texas. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Cambridge University Press, |
| Date of publication, distribution, etc | 2017. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xvi, 404 pages : |
| Other physical details | illustrations ; |
| Dimensions | 23 cm. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Title | Cover<br/>Half title<br/>Series page<br/>Title page<br/>Imprints page<br/>Contents<br/>Figures<br/>Tables<br/>Contributors<br/>Abbreviations<br/>Introduction<br/>Acknowledgment<br/>References<br/>1 What Is Heritability and Why Does It Matter?<br/>Just One Question: Who Am I?<br/>The Etiology of Complex Human Traits<br/>Measuring (Dis)Similarities<br/>Quantitative Genetic Designs<br/>Estimating Heritability<br/>The Example of Height<br/>The Example of Autism<br/>What Does It All Mean?<br/>Looping Back: Understanding the Genetics of Human Behavior, Understanding Ourselves<br/>References<br/>2 Molecular Genetics and Genomics<br/>Molecular Genetics and Genomics: A Primer<br/>DNA and the Human Genome<br/>Transmission of Genetic Information<br/>Genetic Variation<br/>Single Nucleotide Polymorphisms<br/>Other Structural and Copy Number Variants<br/>Main Types of Studies of the Molecular Genetic Bases of Complex Human Traits and Disorders<br/>Mendelian vs. Common Disorders and Traits<br/>Linkage and Association Studies<br/>Gene Expression Studies<br/>DNA Sequencing<br/>Conclusion<br/>Acknowledgments<br/>References<br/>3 Can (and Should) We Personalize Education Along Genetic Lines? Lessons from Behavioral Genetics<br/>Introduction<br/>Is It Possible to Personalize Education Along Genetic Lines?<br/>Should We Personalize Education Along Genetic Lines?<br/>Genotype–Environment Interplay<br/>Genotype–Environment Correlation (rGE) Research<br/>Gene × Environment Interactions (G×E)<br/>Conclusion<br/>References<br/>4 Early Adversity and Epigenetics: Implications for Early Care and Educational Policy<br/>The Stress Response<br/>The “Toxicity” of Chronic Psychosocial Stress<br/>Developmental Origins of Health and Disease<br/>Clinical Epigenetics<br/>Ethical Considerations and Need for Future Research<br/>Implications for Early Childhood Policy and Programs<br/>References<br/>5 Intelligence: The Ongoing Quest for Its Etiology<br/>Vocabulary Prep: Terms and Concepts<br/>Intelligence and the Genome<br/>Differentiating Heritability Estimates<br/>Dissecting Intelligence into Its Componential Processes<br/>Electrophysiological Measures<br/>Speed of Information Processing<br/>Other Cognitive Processes<br/>Grounding the Heritability of IQ<br/>In Place of a Conclusion<br/>References<br/>6 A Behavioral Genetic Perspective on Non-Cognitive Factors and Academic Achievement<br/>Transactional Models of Gene–Environment Correlation<br/>Non-Cognitive Factors as Driving Forces in Academically Relevant Gene–Environment Transactions<br/>Criteria for the Role of Non-Cognitive Factors in Gene–Environment Transactions<br/>Big Five Personality Traits<br/>Intellectual Interest/Intellectual Curiosity<br/>Academic Interest<br/>Self-Perceived Ability<br/>Grit<br/>Impulse Control/Self-Control<br/>Achievement Goal Orientations<br/>Intelligence Mindsets/Implicit Theories of Intelligence<br/>Expectancies and Values<br/>Summarizing the Empirical Evidence on Non-Cognitive Factors<br/>Suggestions for Future Research<br/>Conclusions<br/>References<br/>7 Precision Education Initiative: The Possibility of Personalized Education<br/>History of Defining Learning Disability<br/>Indicators of LD<br/>Moving Beyond Identification of Learning Disabilities<br/>References<br/>8 Using Genetic Etiology to Intervene with Students with Intellectual Disabilities<br/>Behavioral Phenotypes: Definition and Principles<br/>Total Specificity and Partial Specificity<br/>Within-Syndrome Variability<br/>Multiple Behavioral and Non-Behavioral Domains That Change Over Development<br/>Three Examples<br/>Cognitive-Linguistic Functioning in Down Syndrome<br/>Personality, Vulnerability, and Williams Syndrome<br/>Other Etiology-Related Behaviors and “Associated” Characteristics<br/>Going Beyond the IEP: Why Etiology Matters in Special Education<br/>Special Education’s Present State of Affairs vis-à-vis Behavioral Phenotypes<br/>Potential of Special Education Practice to be Informed by Etiology<br/>Anticipatory Guidance in Special Education<br/>Conclusion<br/>References<br/>9 Ethical Implications of Behavioral Genetics on Education<br/>Introduction<br/>Environmental Effects on Academic Achievement<br/>Behavioral Genetic Studies<br/>Positives of Using Genetic Information in Education<br/>Difficulties of Including Genetics in Education<br/>Conclusion: Weighing the Positives and Negatives<br/>References<br/>10 Genomic Literacy and the Communication of Genetic and Genomic Information<br/>Introduction<br/>Definitions of Genetic and Genomic Literacy<br/>Knowledge About Genetics and Genomics<br/>Literacy Skills and Print and Oral Communication<br/>Numeracy and Communication of Risk Information<br/>Future Directions for Research<br/>Conclusion<br/>References<br/>11 Legal Issues Associated with the Introduction of Genetic Testing to the Education System<br/>Heritability for Achievement<br/>Constitutional Concerns<br/>Informed Consent Laws<br/>Education Law<br/>DTC Genetic Testing<br/>FDA Regulation<br/>CLIA Regulations<br/>Conclusion<br/>References<br/>12 Ethical Risks and Remedies in Social-Behavioral Research Involving Genetic Testing<br/>Informational Risk in Genomic Research<br/>Guardian Permission and Genetic Literacy<br/>Enhancing Genetic Literacy<br/>Child Assent, Longitudinal Studies, and Data Repositories<br/>Longitudinal Studies<br/>Storage of Genetic Data in Repositories<br/>Sharing Pediatric Research-Derived Genetic Information with Parents<br/>The Right-Not-to-Know<br/>Determining When to Disclose Genetic Information to Guardians<br/>Reporting and Referring Evidence of Social-Behavioral Problems<br/>Social Justice and Genetic Research<br/>Definitions of Race and Ethnicity<br/>Public Attitudes Toward Genetic Determinism<br/>Conclusion<br/>The Importance of Guardian and Participant Perspectives<br/>Enhancing the Responsible Conduct of Research<br/>References<br/>13 Development of the Personal Genomics Industry<br/>Introduction<br/>Genetics and Genomics<br/>The HGP and Data-Driven Business Models<br/>The Genetic Testing Sector<br/>Direct-to-Consumer Genomics<br/>Ancestry Information<br/>Nutritional Genomics<br/>DTC and Health Information<br/>Comparing DTC Offerings<br/>Whole Genome Sequencing for All?<br/>Market Shake-Out for DTC Vendors<br/>Governmental Scrutiny of DTC Testing<br/>Personal Genomics Outside the United States<br/>Conclusion<br/>References<br/>14 Ethical Issues in Using Genomics to Influence Educational Practice<br/>Introduction<br/>Background on Genetic Bases of Learning and Memory<br/>Impact of Genetic Awareness on the Classroom<br/>Impact of Early Identification of Learning Styles<br/>Limitations on Applying Research Findings to Real-World Behavior<br/>Ethical Issues of Genomic-Based Education<br/>Justice<br/>Autonomy<br/>Privacy Issues<br/>Conclusions<br/>References<br/>15 Teaching and Genetic/Genomic Variation: An Educator’s Perspective<br/>The Genome as a Source of Individual Differences<br/>Genomic Variations<br/>Genes and the Environment<br/>Reconciling Differences<br/>Academic Achievement and Individual Differences<br/>Genetic/Genomic Research and Practical Applications<br/>Mental Disorders<br/>Genes That Influence Social Behavior<br/>Implications for Practice<br/>References<br/>16 Will the Next Einstein Get Left in the Petri Dish? Be Careful What You Wish for in the Designer Baby Era<br/>Today’s Headlines Are Yesterday’s Science Fiction<br/>Up Next: Behavioral Trait Selection?<br/>Tale of Two Terms: Neurodiversity and Cerebrodiversity<br/>The Brain Thinking<br/>Into the Great Unknown Without a Flight Plan<br/>The End: Perfect Baby<br/>Acknowledgments<br/>References<br/>Conclusion: How Might School Systems Use Genetic Data?<br/>Using Genetic Information to Confirm Known Conditions and Guide Early Intervention<br/>Use of Data to Detect Risk for Learning Disabilities<br/>Broader Genetic Profiling<br/>References<br/>Index<br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | "Advances in human genetics and genomics are beginning to move outside the traditional realm of medicine and into the classroom. How will educational officials react when asked to incorporate personalized genomic information into the educational program? This volume bridges the divide between science, education and ethics around the emergent integration of genomics and education. By pairing comprehensive analysis of the issues with primers on the underlying science, the authors put all relevant parties on a level field to facilitate thorough consideration and educated discussion regarding how to move forward in this new era, as well as how best to support the future of education and the future of all students. The volume is unique in bringing together not only scholarly experts but also parents and laypersons. In doing so, it gives voice and understanding to a broad spectrum of disciplines that have a stake in the future of education"-- |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Human genetics |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Human genetics |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Bouregy, Susan, |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | General Books |
| 490 0# - SERIES STATEMENT | |
| Series statement | Current perspectives in social and behavioral sciences |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references and index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| General subdivision | Moral and ethical aspects. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| General subdivision | Social aspects. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Relator term | editor. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Location | Shelving location | Date of Cataloging | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Non-fiction | CUTN Central Library | CUTN Central Library | Sciences | 09/05/2025 | 572.8 BOU | 51126 | 09/05/2025 | 09/05/2025 | General Books |