How geneticists can help reporters to get their story right

Many geneticists are disgruntled with the coverage of genetics in the mass media, yet geneticists themselves have a part to play in improving that coverage. This article aims to help geneticists to do so by explaining the forces that shape science news. It provides some specific options for reducing hype, countering genetic determinism and preventing the use of genetics to reinforce discriminatory messages, slants that many reporters are inclined to give to their articles.     

Teaching resources for genetics

Genetics education is essential for preparing the public to engage in an informed debate about the future of genetics research and how its applications affect human health and the environment. This article provides an overview of genetics education resources that are available online, and is relevant to students in secondary education, health professionals, geneticists and the public. It also describes an integrated approach to teaching genetics, emphasizes the need for continuing teacher education, and encourages the involvement of geneticists and health professionals in providing a teaching resource.     

Anthropological insights into the use of race/ethnicity to explore genetic contributions to disparities in health

Anthropological insights into the use of race/ethnicity to explore genetic contributions to disparities in health were developed using in-depth qualitative interviews with editorial staff from nineteen genetics journals, focusing on the methodological and conceptual mechanisms required to make race/ethnicity a genetic variable. As such, these analyses explore how and why race/ethnicity comes to be used in the context of genetic research, set against the background of continuing critiques from anthropology and related human sciences that focus on the social construction, structural correlates and limited genetic validity of racial/ethnic categories. The analyses demonstrate how these critiques have failed to engage geneticists, and how geneticists use a range of essentially cultural devices to protect and separate their use of race/ethnicity as a genetic construct from its use as a societal and social science resource. Given its multidisciplinary, biosocial nature and the cultural gaze of its ethnographic methodologies, anthropology is well placed to explore the cultural separation of science and society, and of natural and social science disciplines. Anthropological insights into the use of race/ethnicity to explore disparities in health suggest that moving beyond genetic explanations of innate difference might benefit from a more even-handed critique of how both the natural and social sciences tend to essentialize selective elements of race/ethnicity. Drawing on the example of HIV/AIDS, this paper demonstrates how public health has been undermined by the use of race/ethnicity as an analytical variable, both as a cipher for innate genetic differences in susceptibility and response to treatment, and in its use to identify 'core groups' at greater risk of becoming infected and infecting others. Clearly, a tendency for biological reductionism can place many biomedical issues beyond the scope of public health interventions, while socio-cultural essentialization has tended to stigmatize 'unhealthy behaviours' and the communities where these are more prevalent.     

Gregor Mendel's classic paper and the nature of science in genetics courses

The discoveries of Gregor Mendel, as described by Mendel in his 1866 paper Versuche uber Pflanzen-Hybriden (Experiments on plant hybrids), can be used in undergraduate genetics and biology courses to engage students about specific nature of science characteristics and their relationship to four of his major contributions to genetics. The use of primary source literature as an instructional tool to enhance genetics students' understanding of the nature of science helps students more clearly understand how scientists work and how the science of genetics has evolved as a discipline. We offer a historical background of how the nature of science developed as a concept and show how Mendel's investigations of heredity can enrich biology and genetics courses by exemplifying the nature of science.     

Medical and human genetics 1977: trends and directions

Our field is in a rapid state of evolution. The broader concerns of human genetics not of immediate medical interest such as behavioral genetics are often investigated by persons not trained or identified as human geneticists. Both medical genetics and human genetics in general have prospered when various biologic techniques have been applied to genetic concepts. A search for novel biologic methods may provide new insights and may bridge the gulf between Mendelian and biometric approaches in studies of behavior and of common diseases. Medical geneticists need to broaden their fields of interest to encompass other fields than those of pediatric interest alone. We need to attract more basic scientists. Our field is evolving from a largely research oriented science to a service-oriented specialty. This logical development is a sign of increasing maturity and makes available to the public the results of our research. The resulting stresses and strains need careful watching to prevent their slowing the momentum of our science which can contribute continued insights into the many problems of behavior, health, and disease.     

Obesity,race and the indigenous origins of health risks among Mexican mestizos

We explore the discourses of Mexican scientists and doctors on genetics and obesity and how these relate to ideas about race, class and national identity. Drawing on interviews with geneticists and doctors treating obese children, the paper makes two contributions to the literature on race and medical science. First, although our data reveal familiar racializing tendencies among geneticists, a more nuanced view is needed, as medical doctors who are sceptical about genetic explanations nevertheless tend to racialize, using more environmental and cultural explanations, which adduce epigenetic mechanisms. Second, rather than focusing on minority groups, as in much literature on racialization and genetics, in Mexico ideas about racialized genetic (and cultural) ancestry also impinge on the majority “mestizo” (mixed-race) population, opening broader panoramas of racialized pathologization. These two factors represent an overall strengthening of discourses of race in Mexico and probably in much of Latin America.     

"They want to know where they came from": population genetics, identity, and family genealogy

This paper discusses the changing relationship between population genetics, family genealogy and identity. It reports on empirical research with participants in a genetic study who anticipated that personal feedback on the analysis of their donated samples would elucidate aspects of their own family genealogies. The paper also documents how geneticists, building on the practices of offering personal feedback to research participants, have developed genetic tests marketed directly to people wishing to trace their ancestry. Some of the social and ethical issues raised by this development in the use of genetic testing are considered.     

Who should fund and control the direction of human behavior genetics? Review of Nuffield Council on Bioethics 2002 Report,Genetics and Human Behaviour: the Ethical Context

In this ( Nuffield Council on Bioethics 2002) , the third in its series on ethics and related issues in genetics (see also Nuffield Council on Bioethics 1993 and Nuffield Council on Bioethics 1998) , the Nuffield Council has focused on four 'normal' behaviors; intelligence, personality, antisocial behavior and sexual orientation. This is a narrow range of behaviors and one where their discussion of the potential impact of predictive genetic testing is probably inappropriate. They also take an unduly narrow view of the purposes of behavior genetics in the 21st century. It is not simply to estimate heritability but to understand more about the structure of behavior and the processes which underlie it. Their narrow focus and their negative approach to the history and achievements of genetics is reflected in their less than positive support for future behavior genetic research. Behavior geneticists need to do more to publicize what their field has achieved in order to counter the very extensive antibehavior genetics initiatives which are almost unique in science. At the same time, organizations such as the Nuffield Council need to consider carefully the impact their deliberations may have on research funding.     

Eugenics: past, present, and the future.

During the past 20 years there has been a resurgence of interest in the history of the eugenics movements, particularly those of the United States and Germany. Unfortunately, most of these accounts have been published in nonmedical and nongenetic journals, so they are not readily available to geneticists or physicians. The authors of this article are concerned about the lack of information that geneticists, physicians, and students have concerning the origin and progress of these movements. This article provides a short history of the American and German eugenics programs and concludes with a review of their possible relations to our current practices. It is hoped that this will encourage institutions to include, in master's Ph.D., and M.D. programs in human genetics, lectures, seminars, and journal clubs on the topic of eugenics.     

Governing anticipatory technology practices. Forensic DNA phenotyping and the forensic genetics community in Europe

Forensic geneticists have attempted to make the case for continued investment in forensic genetics research, despite its seemingly consolidated evidentiary role in criminal justice, by shifting the focus to technologies that can provide intelligence. Forensic DNA phenotyping (FDP) is one such emerging set of techniques, promising to infer external appearance and ancestry of an unknown person. On this example, I consider the repertoire of anticipatory practices deployed by scientists, expanding the concept to not only focus on promissory but also include epistemic and operational aspects of anticipatory work in science. I explore these practices further as part of anticipatory self-governance efforts, attending to the European forensic genetics community and its construction of FDP as a reliable and legitimate technology field for use in delivering public goods around security and justice. In this context, I consider three types of ordering devices that translate anticipatory practices into anticipatory self-governance.     

Unresolved questions in genitalia coevolution: bridging taxonomy,speciation, and developmental genetics

Systematists and geneticists study biological diversity, but they use different approaches that rarely intersect. A very common pattern that is of interest for both researchers is the rapid evolution of genitalia, a trait of significant taxonomic utility in several sexually reproducing animal clades. The idea that both male and female genitalia are species-specific and play a role in reproductive isolation has long been controversial but has recently gained a renewed interest by speciation and developmental geneticists. Here, I highlight six unresolved questions in genitalia coevolution and I argue that systematists, with their well training in comparative morphology, usage of large and geographically diverse collections, and ability to apply molecular genetics techniques, can make important contributions. Such an extension of systematics into the speciation and developmental genetics realms is a promising opportunity to expand “integrative taxonomy” comparisons between DNA and morphology into more explanatory relationships between the two sources of taxonomic data.     

鸡快慢羽性状遗传学基础分析综合实验探索与实践

随着全国“卓越农林人才教育培养计划”的开展,我校动物科学专业设置了“卓越班”,以突出培养学生的系统思维和创新创业能力为目标开展了系列教育教学管理和课程改革。为此,我们以“鸡快、慢羽性状”为实验对象,设计了“鸡快慢羽性状遗传学基础分析”综合实验,突出培养学生用理论知识解决生产实践问题的思维和能力。本文重点介绍了该实验作为动物遗传学实验教学案例的实施过程及效果,首先从鸡的表型观察逐步深入到遗传学基础分析,利用遗传学理论指导鸡快、慢羽品系培育的育种实践。实验内容涉及伴性遗传规律和性别决定机制等遗传学理论知识,同时还涉及基因组DNA提取、基因扩增、酶切及电泳分析等一系列分子遗传学的技术方法。不仅有利于学生综合分析能力和专业技能的掌握,还有助于培养学生对动物科学专业的科研兴趣和创新意识。此综合性实验还展现了用遗传学理论指导动物品种培育实践过程,符合动物科学专业复合应用型人才培养目标的要求,其中的教学理念和方法可推广应用于其他生物学实验教学。     

Combining population genetics and demographical approaches in evolutionary studies of plant mating systems

The striking amount of variation in the mating systems of higher plants has stimulated fruitful research by both ecologists and population geneticists. Historically, these two schools of thought have developed independent theoretical treatments and empirical approaches to account for the evolution of such diversity. We highlight the approach adopted by each field. Population geneticists have developed an approach centred on gene properties of individuals and their role on the evolution of self-fertilisation (transmission rules and the deleterious role of mutations), while ecologists have mostly focused on demographic properties of self-fertilisation (seed production, colonisation ability of selfers). As a result, the two approaches sometimes use conflicting notions of fitness. The recent empirical advances on inbreeding depression, a topic typically motivated by population genetic questions, have emphasized the need to adopt a demographical perspective for fitness. In this paper, we suggest generalizing this approach in mating system evolution and we expect further improvements by integrating demographic and genetics perspectives.     

American geneticists and the eugenics movement: 1905–1935

Conclusion I have attempted to show that between 1905 and 1935, both internal and external factors were important in producing and influencing geneticists' attitudes toward the eugenics movement. Internal factors operated in several ways during this period. In the first decade of the century, discoveries within genetics supplied geneticists a mode of expression to evoke their already existing social concern by providing a new vocabulary with which to present eugenic proposals. In addition, because these findings were relatively easy to explain to the layman, it became an easy matter for geneticists to popularize eugenics. After 1915, by suggesting the complexity of inheritance, other developments within genetics helped dim their initial enthusiasm for the movement. During this period, factors external to the science of genetics also were important. By producing a general interest in social affairs among many geneticists, the intellectual and social milieu of the late 1800's lay the foundations for their early participation in the eugenics movement. In the 1920's and 1930's the subjection of genetic theory to support preconceived social and political doctrines prompted them to renounce the movement publicly.While both internal and external factors operated on geneticists, the lesson of this study is that external factors were more important in influencing their attitudes toward the movement than internal factors. At the turn of the century, geneticists inherited from Social Darwinism a general interest in applying biological principles to the analysis of social problems; discoveries within genetics mainly provided a convenient and persuasive terminology with which to express their interest. Later, both internal and external factors caused their enthusiasm for the movement to wane, but their public renunciation of it was caused primarily by external factors alone.The importance of external factors is seen to be even greater by considering the model I suggested to explain the development of social responsibility in modern form among scientists. According to this model, social responsibility results after a crisis in the social uses of a given science—as a response to external factors. This model appears to account satisfactorily for the emergence of geneticists' sense of social responsibility: alarmed by eugenicists' frequent endorsement of Nazi eugenic programs, many geneticists claimed it was their duty to explain the facts of their science to the public so that the layman could see for himself the scientific errors of racism. Geneticists were now presenting the layman the facts, though not necessarily interpreting the facts for him. This same pattern—the emergence of modern social responsibility after an externally induced crisis-appears to be present in the other examples that I gave.The ironies revealed by this study are many. First, it is ironic that principles of genetics created feelings of both pessimism and optimism among many geneticists. Early developments in genetics-Mendel's laws, the concept of unit inheritance, and Weismann's theory-supplemented Social Darwinism in creating an atmosphere of pessimism among many geneticists by posing the grim assumption that human defects are hereditarily determined and incapable of medical cure. In recognizing the importance of heredity in development, many geneticists for a while were overly pessimistic in their forecasts of the evolutionary future of the human race. These same three genetic developments, however, by suggesting the feasibility of a eugenics program, of controlling reproduction to eliminate defective genes from the population, provided a remedy to the problem they had helped create.It is also ironic that even though the classical eugenics movement has been discredited in America for over thirty years, many individuals today are speaking of certain dangers to society in terms remarkably similar to those used by the classical eugenicists. The explosion of the atomic bomb created a sudden awareness among the public of the dangers of gene mutation from radiation and other sources⁴¹. Today, as topics such as the genetic load are increasingly discussed, many individuals are experiencing a growing alarm over the future genetic condition of the American people, a marked concern over the rising genetic and financial costs to society of modern medicine for preserving defectives and allowing them to reproduce.Although geneticists in the 1930's generally abandoned the ideal of using science to prescribe policy, to construct ends for social action, it was this ideal which initially attracted many of them to the eugenics movement in the first place. In the early years of the century, geneticists viewed science in a new light: as a restraint upon conduct. Hitherto, science had been valued for its products, for releasing man from old burdens, for supplying him new opportunities to enjoy and to explore life. In supporting the eugenics movement, geneticists departed from this mode. They now appealed to science, not for a particular product, but to determine who should and who should not reproduce. They let science act as a constraint upon their actions; they let science tell them that individual desires are less important than the biological and moral imperative of improving the human race⁴². Thus, it becomes understandable why many geneticists for a time regarded eugenics as a religion, for they had permitted biology to assume religion's traditional function of defining permissible conduct. The history of geneticists' involvement with the eugenics movement reminds us that science can play many roles and be put to many purposes.     

The Opinion Editorial: teaching physiology outside the box

Improving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.     

Closing the Gap: Inverting the Genetics Curriculum to Ensure an Informed Public

Over the past 20 years, the focus of national efforts to improve K-12 science education has ranged from curriculum and professional development of teachers to the adoption of science standards and high-stakes testing. In spite of this work, students in the United States continue to lag behind their peers in other countries. This underperformance is true for genetics, as well as for science and math in general, and is particularly worrisome given the accelerating need for scientists and engineers in our increasingly technology-driven economy. A scientifically literate public is essential if citizens are to engage effectively with policymakers on issues of scientific importance. Perhaps nowhere is this conjunction more personally meaningful than in human genetics and medicine. Rapid changes in our field have the potential to revolutionize healthcare, but the public is ill prepared to participate in this transformation. One potential solution is to modernize the genetics curriculum so that it matches the science of the 21^st century. This paper highlights changes in human genetics that support a curricular reorganization, outlines the problems with current genetics instruction, and proposes a new genetics curriculum.     

Learning genetics through a scientific inquiry game

In this paper we discuss an activity through which students learn basic concepts in genetics by taking part in a police investigation game. The activity, which we have called Recal, immerses students in a scientific-based scenario in which they play a role of a scientific assessor. Players have to develop and use scientific reasoning and evidence-based decision-making to solve the given enigmas along the game. The activity aims to improve students’ knowledge of genetics and show them how genetic evidence can be applied in forensic science. The activity (known as ‘the Recal case’) uses a problem-based learning educational methodology. It is learner-centred and students play an active collaborative role. The methodology requires students to structure their knowledge, and develop their reasoning processes and self-directed learning skills. The activity has been developed for a range of audiences, including high school students, undergraduates engaged in pre-service teaching and adults of all ages. A case study has also been carried out with a group of 120 pre-service student teachers from the Universitat Rovira i Virgili (Tarragona, Spain) to check whether the coherence in the running of the game, whether its effectiveness as a learning activity and whether its dynamics and motivational aspects are acceptable.     

“They want to know where they came from”: population genetics,identity, and family genealogy

This paper discusses the changing relationship between population genetics, family genealogy and identity. It reports on empirical research with participants in a genetic study who anticipated that personal feedback on the analysis of their donated samples would elucidate aspects of their own family genealogies. The paper also documents how geneticists, building on the practices of offering personal feedback to research participants, have developed genetic tests marketed directly to people wishing to trace their ancestry. Some of the social and ethical issues raised by this development in the use of genetic testing are considered.     

Ten simple rules for designing and running a computing minor for bio/chem students

Science students increasingly need programming and data science skills to be competitive in the modern workforce. However, at our university (San Francisco State University), until recently, almost no biology, biochemistry, and chemistry students (from here bio/chem students) completed a minor in computer science. To change this, a new minor in computing applications, which is informally known as the Promoting Inclusivity in Computing (PINC) minor, was established in 2016. Here, we present the lessons we learned from our experience in a set of 10 rules. The first 3 rules focus on setting up the program so that it interests students in biology, chemistry, and biochemistry. Rules 4 through 8 focus on how the classes of the program are taught to make them interesting for our students and to provide the students with the support they need. The last 2 rules are about what happens “behind the scenes” of running a program with many people from several departments involved.     

“Bioethics in Action” and Human Population Genetics Research

Recent disputes about human population genetics research have been provoked by the field's political vulnerability (the historic imbalance of power between the geneticists and the people they study) and conceptual vulnerability (the mismatch between scientific and popular understandings of the genetic basis of collective identity). The small, isolated groups often studied by this science are now mobilizing themselves as political subjects, pressing sovereignty claims, and demanding control over the direction and interpretation of research. Negotiations between the geneticists and the people asked to donate DNA have resulted not only in explicit bioethics protocols but also in diffuse anxiety over the incommensurability between expert and non-expert views about genetic evidence for identity claims. This article compares two disputes over genetics research: the Human Genome Diversity Project and the use of genetics to prove identity claims among the Melungeons of Tennessee. The case studies illustrate “bioethics in action”: how particular controversies and interests drive the production of bioethics discourses and techniques (such as informed consent protocols). They also illustrate some limits on the usual apparatus of bioethics in overcoming this science's multiple vulnerabilities.