Published: February 23, 2009
Study confirms the effects of early environment in the brains of suicide victims
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McGill University and Douglas Institute scientists have discovered that childhood trauma can actually alter your DNA and shape the way your genes work. This confirms in humans earlier findings in rats, that maternal care plays a significant role in influencing the genes that control our stress response.
Using a sample of 36 brains; 12 suicide victims who were abused; 12 suicide victims who were not abused and 12 controls, the researchers discovered different epigenetic markings in the brains of the abused group. These markings influence the hypothalamic-pituitary-adrenal (HPA) function, a stress-response which increases the risk of suicide. [continue reading…]
Published: February 2, 2009
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When Jamie Oliver launched his “Feed Me Better” Campaign in Greenwich Schools back in 2004, some were sceptical about the impact it would have.
But a study by the Institute for Social and Economic Research (ISER) at the University of Essex has shown that Jamie’s efforts didn’t just help pupils eat more healthily, it also resulted in them doing better at school in English and Science and in helping schools cut rates of absenteeism. [continue reading…]
Published: January 22, 2009
A new study conducted at the Centre for Studies and Research in Cognitive Neuroscience of the University of Bologna, and published by Elsevier in the February 2009 issue of (http://www.elsevier.com/locate/cortex) shows that, in confabulating patients, memory accuracy improves when attentional resources are reduced. [continue reading…]
Published: January 14, 2009
Though not often recognized as “special needs” students, gifted children require just as much attention and educational resources to thrive in school as do other students whose physical, behavioral, emotional or learning needs require special accommodations. So says a Florida State University professor who has studied gifted students for years. [continue reading…]
