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.)

ARL Distinguished Postdoc Fellowship Program Research Funding

The Army Research Laboratory (ARL) invites exceptional young researchers to apply for an ARL Distinguished Postdoctoral Fellowship (www.nas.edu/arl). This fellowship provides recipients the opportunity to pursue independent research while working alongside some of the nation’s best scientists and engineers. Applicants must display extraordinary ability in scientific research and show clear promise of becoming outstanding leaders. Successful candidates will have already tackled a major scientific or engineering problem or will have provided a new approach or insight, evidenced by a recognized impact in their field.

Eligibility criteria

 

  • By October 1, 2020, applicants must have completed all the requirements for a Ph.D. or Sc.D. degree in the physical sciences, life sciences, computational sciences, behavioral sciences, or engineering. Applicants who intend to defend their dissertation after October 1, 2020, are not eligible.
  • As of the application deadline (May 29, 2020), applicants may not be more than five years beyond the award date of their Ph.D. or Sc.D.
  • There are no citizenship requirements; however, selected fellows must pass a Department of Defense clearance process, requiring a background security investigation. Foreign nationals must get further DoD approval, requiring a background investigation. 
  • Applicants must demonstrate exceptional qualifications with respect to academic and scholarly achievement, as evidenced by research and publication.
  • Candidates are expected to have conducted research on a major scientific or engineering problem during their thesis work or have provided a new approach or insight, evidenced by a recognized impact in their field.

 

 

Fellowship terms and benefits

  • Full-time commitment to a one-year in-residence appointment at ARL, renewable for up to three years based on performance
  • Annual stipend of $100,000
  • Health insurance (including dental and vision)
  • Paid relocation and professional travel allowance

Sincerely yours,

 

H. Ray Gamble

Director, Fellowships Office

National Academies of Sciences, Engineering, and Medicine
500 5th Street NW, Keck 531
Washington, DC 20001

UConn’s Graduate Certificate in College Instruction

The Graduate Certificate in College Instruction (GCCI) is a 9-credit program for individuals interested in deepening their theoretical and practical understanding of college teaching. This certificate program is intended to provide graduate students with a significant credential on their transcripts in the area of instructional understanding and competence. Applications are accepted twice a year: on November 15th for spring entrance and April 1 for fall entrance.

The course sequence is as follows:

  • GRAD 6001: Introduction to College Instruction (2 credits)  Required
  • GRAD 6000: Seminars in College Instruction (1 credit) Required (can be taken simultaneously with GRAD 6001)
  • GRAD 6004:  Practicum in College Instruction (1 credit) Required only for those without teaching experience (being a TA counts as experience)
  • The remaining six credits are electives of the students choosing. See the GCCI courses page for more information.

When you have begun the final course for completing the Graduate Certificate in College Instruction, you are required to complete a Plan of Study.pdf, have it signed by the Program Director, Dr. Robin Grenier, and send it to the Graduate School. The student must apply for graduation from the program through their PeopleSoft accounts before the conferral date.

Our certificate programs aims to deepen students’ theoretical and practical knowledge of college instruction. It is especially relevant for those planning on pursuing academic positions after graduation. We have an upcoming application deadline of April 1, 2019Students can see how to apply here.

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/

Prof. Rahamimoff Travel Grants Program for PhD Students

The program supports short trips of PhD students from the U.S. to Israel and from Israel to the U.S., which will advance their research. The program does not support participation/presentation in a conference or workshop.

Previously failed applicants may possibly resubmit, but only after receiving approval from the BSF office, which will evaluate their chances based on criteria such as progress they have made, improved invitation letter, improved visit plan, etc.

Description of the program and submission forms can be found here. In the most recent round the success rate was 29%.

The deadline for submissions is May 7th, 2020.