Author: Sarah Redlich

CDC and ergonomic considerations for remote work (attachments)

The CDC has prepared a current list of web links (as of 5-27) on persona protection and on guidance for operations of various entities (“Guide to COVID-19 Information….”)

Guide to COVID-19 Information_Guidelines_27May2020_

 

Various ergonomic considerations for working remotely (“HFES…” and “ILO think piece….”)

HFES Adult Home Office Ergonomic Guidelines

ILO think piece working remotely world Safety Day 2020

$5000 funding opportunity for postdocs and senior grad students

Call for Applications Now Open

U21 is delighted to have launched a Researcher Resilience Fund to support our members in delivering and enhancing higher education research for a rapidly changing and uncertain future. This fund is specifically designed to develop researchers’ capability and capacity to work digitally or virtually in order to adapt to life as a researcher post-COVID-19.

The U21 Researcher Resilience Fund will support the development of the network’s PhD and early career researchers who are looking to return to a very different research environment to the one that we once knew. We hope the funding will not only help build and shape researchers’ digital capacity, we also aim to develop global perspectives on problem-solving, cross-cultural and interdisciplinary working practices. The funded projects will create a suite of resources to be shared among the wider network.

How much can you apply for?
U21 will be offering awards of US$5000 to support collaborative projects that develop researchers’ capability and capacity to work digitally or virtually, in order to adapt to life as a researcher, post-covid.

Eligibility
Doctoral candidates and early career researchers are eligible. Partnerships of researchers from two or more U21 member universities, across at least two countries, can apply for this fund. It is expected that these examples will be shared within the U21 network as examples of best practice.

Deadline
Monday 22 June 12:00 GMT

For full details of the criteria, and to download an application form click here

Online Behavior Mini Meeting

Dear Colleagues,

Our mini-conference “Behavioural neuroscience for the next decade: Why behaviour matters to brain science” (11th July 2020) co-organised with EBBS, EBPS, and EMCCS has been moved to a virtual format. Participation is without cost but prior registration is necessary.

You can register for the meeting here: Online Behavior Mini Meeting. The registration deadline is 12th, June 2020.

Program details are included below. Speaker abstracts will soon be made available.

With kind regards,

IBANGS

Program Overview

09:00-09:50 Topic 1 (EBBS): Progress In Complex Behavioural Analysis 
Speaker 1: Stoyo Karamihalev (Max Planck Institute of Psychiatry, Germany)
Speaker 2: Ewelina Knapska (Polish Academy of Sciences, Poland)
Speaker 3: Alexander Mathis (École Polytechnique Fédérale de Lausanne, Switzerland)

09:50-10:40 Topic 2 (EMCCS): Molecular & Cellular Mechanisms Of Learning And Memory 
Speaker 1: Angel Barco (Neuroscience Institute UMH-CSIC, Spain)
Speaker 2: Haneen Kayyal (University of Haifa, Israel)
Speaker 3: Isabelle Mansuy (University of Zürich, Switzerland)

10:40-11:30 Topic 3 (IBANGS): Connecting Genes To Behaviour 
Speaker 1: Caroline Brennan (Queen Mary University of London, U.K.)
Speaker 2: Susanna Pietropaolo (CNRS, University of Bordeaux, France)
Speaker 3: Annette Schenck (Radboud University, The Netherlands)

11:30-12:20 Topic 4 (EBPS): How Pharmacology & Neuroscience
                                Help Us To Understand Behaviour 
Speaker 1: Amy Milton (University of Cambridge, U.K.)
Speaker 2: Shelly Flagel (University of Michigan, U.S.A.)
Speaker 3: Marco Venniro (National Institute on Drug Abuse, U.S.A.)

Fall 2020 Course Offering in SLHS on bilingualism

SEMINAR: Bilingualism in Typical and Atypical populations: Language & Cognition SLHS 5123 / 4123

This class is open to seniors and graduate students

SENIOR STUDENTS: these 3 graduate-level credits can be applied toward both your UCONN undergraduate and UCONN graduate degree or other graduate programs* (register to 5123).

You can also take the class as a regular undergraduate class (register to 4123).

*MGH Institute accepts SLHS-5123 credits in their M.S. in SLP program

 

FALL 2020

Thursdays 1-4

(10 seats available)

 

Instructor: Adrian Garcia-Sierra, Ph.D.

Office: PCSB 206

Email: adrian.garcia-sierra@uconn.edu

 

ALL STUDENTS NEED A PERMISSION NUMBER TO REGISTER TO THE CLASS. PLEASE EMAIL ME.

 

Course Description:  In this seminar, we will study the broad concept of bilingualism in 5 sections. The course will start by exploring the biological (sensitive periods) and cognitive factors associated with language acquisition. We will explore how basic perceptual abilities differ between bilingual and monolingual infants and the brain changes associated with learning more than one language. We’ll explore the formation of memory traces for the second language and for how long they last if the second language is no longer used. In line with development, we will consider research on the development of receptive and expressive vocabulary in bilingual and monolingual children. In the second section we’ll learn the concept of executive control and the role of the basal ganglia over speech production and the role of it in selecting a language in bilinguals. We’ll explore how executive control affects structure and function in the brain and how these changes yield to an enhanced cognitive state referred as cognitive reserve. For this purpose, we will explore the role of the cognitive reserve in bilinguals diagnosed with Alzheimer disease and dementia as well as bilingual patients with aphasia and brain injury. In the third section of the course, we’ll discuss research concerned with language disorders in bilinguals; specifically, Speech Language Impairment (SLI) with emphasis in diagnosis. In the fourth section we will explore the concept of language mode (language being used at a given moment) and its role in speech perception, speech production, and lexical representations (e.g., interlingual homographs). The fifth section will be devoted to reading. In this section we’ll review literature concerning the lexical and non-lexical route of reading and the brain structures associated with these paths. We will discuss differences in brain activation when bilinguals reading opaque vs. transparent languages.

 

—————————————————————————————–

Adrian Garcia-Sierra Ph.D.

Assistant Professor

Department of Speech, Language & Hearing Science

CT Institute for Brain and Cognitive Science

University of Connecticut, Storrs

2 Alethia Dr, Unit 1085

Storrs, CT 06269-1085

Phone: 860-486-6382

adrian.garcia-sierra@uconn.edu

http://speechlanguage.uconn.edu/

Diversity, Inclusion and Equality Team Awards

The CLAS Award for Diversity, Inclusion, and Equality recognizes a team of two or more CLAS faculty, staff, and/or students who have worked together on projects within the College that promote a more inclusive campus environment. Teams can be interdisciplinary and may involve faculty, staff, students and/or alumni.

 

The recipient group will receive $1000 in funds to further their diversity projects. They will also be recognized at the CLAS College Celebration.

 

To apply, nominators or self-nominators should submit:

A 500-word statement describing the group’s diversity impact on their unit and/or the College

One letter of reference from a faculty member in the College

One additional letter of reference from a faculty member, staff member, student, or alum

The deadline for the submission of materials is Friday, March 13, 2020. Application materials and questions should be sent electronically to clas@uconn.edu.

Note: the “team” could be constituted by just two people working together. Contact Katharine Capshaw, Ph.D. (capshaw@uconn.edu) with any questions.

 

https://clas.uconn.edu/faculty-staff/excellence-awards/

Steps to a Successful Graduation

Are you graduating this semester?  Did you know you must apply for graduation online via your StudentAdmin account?  Did you know the deadline was by the end of the 4th week of the semester?

If you missed the deadline, please apply ASAP in order to not impact the conferral of your degree.  Additionally, summer candidates are asked to apply no later than March 1st to ensure their information makes the Commencement publication.

Click the following link for more information about Commencement as well as to RSVP for the ceremony here.

Additional Important dates and deadlines can be viewed on the Academic Calendar page.  Friday April 24nd is the last day to defend a master’s thesis or doctoral dissertation for conferral of a Spring 2020 degree.

Visit Degree Audit’s website for directions and more information about applying for graduation, submitting required paperwork, and uploading your thesis or dissertation.  Consult your major advisor about what documentation needs to be submitted to The Registrar’s Office as a requirement for your degree.

All students are advised to review their transcript to ensure that it coincides with their plan of study. Any missing grades, documents, or discrepancies between a student’s plan of study and transcript can result in a delay of degree conferral or cancellation of degree candidacy.

UConn Health Graduate students can get information at the following link – UConn Health Commencement

Feel free to contact The Degree Audit office at 860-486-6214 or degreeaudit@uconn.edu if you have additional questions

For more information, contact: Degree Audit Office at degreeaudit@uconn.edu

Spring 2020 Grad Course Offering: The literate brain and mind

The literate brain and mind

Spring Semester 2020

Instructor:  Ken Pugh

Tuesday 10am-1pm

Location: TBD

Email: Kenneth.pugh@UConn.edu

Description: The development of reading and writing skills are essential for achieving success in the modern world, yet significant numbers of people from all languages and cultures fail to obtain adequate literacy outcomes.  This seminar examines the neurobiological and cognitive foundations of reading and writing. The course is aimed at providing students an introduction to research on gene-brain-behavior analyses of typical and atypically developing readers. Topics covered include recent advances in our understanding of the relationship between speech perception/production and individual differences in literacy learning, systems level research on the distributed brain circuits that develop to support word reading, text comprehension, second language learning, and the neurobiology of acquired and developmental reading and writing disorders. We will draw heavily on ongoing developmental research from our team at Haskins focused on early neurocognitive studies of reading difficulties in contrastive languages (including English, Mandarin, Spanish, Finnish, and Dutch). Over the course of the semester students will be able to acquire basic familiarity with cognitive methods and new tools for human brain mapping, and we will critically examine both the promise and the limitations of the current approaches to understanding language and literacy.

Required readings:

The required readings consist of articles and chapters that will be made available on line.  Students will be able to download the readings from a website made for the course by Week number (or in special cases may be responsible for photocopying an article or chapter). Each week we will have critical discussions of at least two primary articles.  In addition, supplementary articles will be assigned as background for class discussions.

Evaluation of Student Performance

Each student will be responsible for leading class discussions of at least four of the primary articles over the course of the semester.  The student leading a given discussion will be asked to write (and distribute one day before the class) a brief evaluation of the article highlighting major findings, and key strengths and weaknesses (this will also help prepare for leading the discussion).  A final research proposal is required. This document, be 5-10 pages in length and written using standard grant writing format, will present the design of novel experiments related to one of the major topics covered in the course. Each student will present an oral overview of their written proposal (10 minutes each) at the end of the semester.  Evaluation will be based on: 1) the research proposal and presentation (60%) and 2) class assignments and participation (40%).

Call for Travel Award Applications Open

TRAVEL AWARD STIPENDS – Call for Applications, 22nd Annual Genes, Brain and BehaviorMeeting of IBANGS 12-17th May 2020, Marine Biological Laboratory, Woods Hole, MA, USA

With the generous support of a grant from the National Institute on Alcohol Abuse and Alcoholism of the National Institutes of Health USA we are pleased to offer stipends in partial support of travel to attend the 22nd Genes, Brain and Behavior Meeting.

Travel Stipend Details:
A limited number of stipends are available for graduate students, post-doctoral scholars, and junior
faculty members. Individuals are eligible if they have held their current rank for 5 years or less.
Individuals who progress from one rank to another are eligible for 5 years at each successive rank: 5 years as a graduate student, 5 years as a postdoc, and 5 years as first-appointment junior faculty.

Selection will be based on the abstract submitted with meeting registration; financial need will also be a consideration. It is required that travel awardees present either an oral presentation or a poster at the meeting. It is not necessary for the presentation to involve studies related to alcohol, but preference will be given to those engaged in alcohol research.

From the Travel Awardees, four will be selected based on their proposed presentation at the meeting as the Outstanding Young Investigator Awardees. Two students, one postdoctoral scholar, and one junior faculty member will be invited to present their work in a special oral presentation session at the meeting.

Application Details: If you are not a member of IBANGS, consider becoming a member and taking
advantage of reduced registration fees for the 2020 meeting. For a description of additional membership benefits and to become a member please visit https://ibangs.memberclicks.net/why-join-ibangs

Register at https://ibangs.memberclicks.net/why-join-ibangs for the meeting and pay the appropriate registration fee. The deadline for discounted early registration fees is 22 March 2020. Submit your abstract through the online abstract submission page at Submit Abstract.

Submit the following items, by 15 February 2020, to Mark Rutledge-Gorman, preferably by email
(rutledgm@ohsu.edu) in Word, or by FAX 503-721-1029 (voice 503-220-8262, extension 56653) or
courier to VA Portland Health Care System R&D 12, 3710 SW US Veterans Hospital Road, Portland Oregon USA 97239-2964:

1) Abstract of 250 or fewer words; indicate your preference for a) oral or poster presentation, or b)
poster only

2) Letter that includes your contact information and describes your eligibility (e.g., in what year of what Ph.D. or M.D. program, or postdoctoral status, general thesis topic, adviser /supervisor’s name, year of holding faculty rank, etc.), how meeting attendance will further your career goals, why the work to be presented is deserving of recognition, a statement of financial need if relevant

3) Curriculum vitae

4) Letter from your advisor or Chair confirming eligibility and/or need

5) Estimate of the amount of stipend needed justified by a list of expenses (including amounts) such as transportation, lodging, etc.

You will receive confirmation of your application within three business days – if you do not receive confirmation, then contact Mark Rutledge-Gorman immediately.

The National Institutes of Health USA is committed to increasing the participation in science of underrepresented minorities and women, who are encouraged to apply.

Additional meeting program, venue, and lodging information is available at
https://ibangs.memberclicks.net/2020-genes-brain-and-behavior-meeting.

For More Information Contact: rutledgm@ohsu.edu Mark Rutledge-Gorman, Oregon Health & Science University, Portland, Oregon, USA The International Behavioural and Neural Genetics Society (IBANGS) meets annually to discuss the multidisciplinary fields of neuro behavioural genetics.

Join us for the 22nd Annual Genes, Brain and Behavior Meeting
Marine Biological Laboratory
Woods Hole, MA, USA. May 12th-17th, 2020