the nature and nurture of education - projector for school education

Learning is a life.
Long-term efforts from baby to old age.
Each of us navigate the learning process in a different way, yielding to our experiences and the circumstances in which we find ourselves.
For many, formal education takes place between the ages of 6-18, where we educate based on the core curriculum provided through the school system.
Many countries impose some form of compulsory education on children until they reach adulthood, but the path through the school system may vary greatly.
In many first world countries, public schools (usually state-funded) and private schools (funded through a combination of personal tuition fees and religious or corporate institutions) are available ).
School education is generally required by the government, and the entrance and tuition fees of public schools are borne by the state.
In contrast, access to private schools usually depends primarily on the socio-economic status and the process of selection of some form --
Formal test or religious belief.
In many countries, research has shown that students in private schools have achieved better educational outcomes and have long been
Social and economic benefits.
Private schools then use this data to encourage attendance in this selective system.
Private schools are often expensive, but may offer more personalized learning programs with a better proportion of students and teachers than public schools.
The choices parents make when choosing schools for their children, and the differences between public and private schools, have been the subject of many arguments, which are largely social and economic.
In a published set of manuscripts, two groups of researchers began to discuss the issue in an interesting new direction --genetics.
The question of nature and the day after tomorrow has been debated for many years because it is not entirely clear what is the greatest impact on human development and behavior.
Although we are born with specific genes that do not control our genetic distribution, we now know our lives --
Despite development and maturity, style selection and different experiences also affect gene expression, thus controlling our behavior through epigenetic modification.
Epigenetic mechanisms regulate the structure and activity of the genome in response to cell and environmental cues, one of which involves DNA methylation.
Therefore, biological processes are controlled by a combination of genetic and life
The long-term effects of epigenetic modifications that regulate their expression.
Who we are, not only the result of nature or the day after tomorrow, but the combination of these factors.
Recent advances in genome and epigenome sequencing have led to an increasing interest in using this information to predict biological outcomes and disease pathogenesis, and to help guide individuals in their choice of lifestyle and behavior.
The two papers published in the book address the question of "does a person's genetic makeup and epigenetic modification affect his or her educational achievement? '.
Education level is a measure of the highest level of education that a person has completed at the end of full education
Time of compulsory education
The level of education has proven to be closely related to mental and physical health and socio-economic status, and is one of the strongest predictors of a lifetime's success, not only economically, but also in terms of health and longevity.
In one study, Smith-Woolley and his colleagues studied the educational achievements of the three groups of students in the UK who either go to public schools, private schools or selective schools.
The researchers found that, as mentioned earlier, students in private schools are more educated than in public schools.
They then studied the genetic differences between middle school students in these groups, and surprisingly, there were differences in genetic markers between them.
Interestingly, when taking into account the differences in genetics, the difference in educational attainment among students attending different schools disappeared.
In another study, van Dongen and his colleagues studied the status of gene DNA methylation in people with different educational levels.
They found differential sites for DNA methylation in specific regions (loci)
In relation to educational attainment, the methylation status of these sites is largely influenced by environmental factors such as smoking.
These differential methylation sites were found to be located in and near genes with neuron, immune and developmental functions.
Differences in DNA methylation levels in these regions may affect the expression of these genes during critical periods of child development.
Together, the two studies identified the role of genetic and epigenetic changes in educational outcomes.
Two accompanying opinion articles by Nick Martin and Sue Thompson commented on the effects of these studies from a genetic and educational perspective.
There is an increasing interest in genome and epigenome sequencing in different populations, and the data generated is integrated into many different databases. Large-
Scale projects like ENCODE (
Encyclopedia of DNA elements)
Consorente, an international collaboration of research groups funded by the National Institute for the human genome (NHGRI)
The British 100,000 Genome Project, led by British genomics, is working to understand how these factors affect biological processes.
Two studies published in the journal raised the issue of using genomic data to help predict educational outcomes.
As more and more people find that our health management is affected by genetic and epigenetic determinants, individuals may also make progress through the education system on the basis of these factors.