Thursday, January 3, 2013

Risk genes for Alzheimer's and mental illness linked to brain changes at birth

Jan. 2, 2013 ? Some brain changes that are found in adults with common gene variants linked to disorders such as Alzheimer's disease, schizophrenia, and autism can also be seen in the brain scans of newborns.

"These results suggest that prenatal brain development may be a very important influence on psychiatric risk later in life," said Rebecca C. Knickmeyer, PhD, lead author of the study and assistant professor of psychiatry in the University of North Carolina School of Medicine. The study was published by the journal Cerebral Cortex on Jan. 3, 2013.

The study included 272 infants who received MRI scans at UNC Hospitals shortly after birth. The DNA of each was tested for 10 common variations in 7 genes that have been linked to brain structure in adults. These genes have also been implicated in conditions such as schizophrenia, bipolar disorder, autism, Alzheimer's disease, anxiety disorders and depression.

For some polymorphisms -- such as a variation in the APOE gene which is associated with Alzheimer's disease -- the brain changes in infants looked very similar to brain changes found in adults with the same variants, Knickmeyer said. "This could stimulate an exciting new line of research focused on preventing onset of illness through very early intervention in at-risk individuals."

But this was not true for every polymorphism included in the study, said John H. Gilmore, MD, senior author of the study and Thad & Alice Eure Distinguished Professor and Vice Chair for Research and Scientific Affairs in the UNC Department of Psychiatry.

For example, the study included two variants in the DISC1 gene. For one of these variants, known as rs821616, the infant brains looked very similar to the brains of adults with this variant. But there was no such similarity between infant brains and adult brains for the other variant, rs6675281.

"This suggests that the brain changes associated with this gene variant aren't present at birth but develop later in life, perhaps during puberty," Gilmore said.

"It's fascinating that different variants in the same gene have such unique effects in terms of when they affect brain development," said Knickmeyer.

In addition to Knickmeyer and Gilmore, authors of the study were Jiaping Wang, PhD; Hongtu Zhu, PhD; Xiujuan Geng, PhD; Sandra Woolson, MPh; Robert M. Hamer, PhD; Thomas Konneker, BA; Weili Lin, PhD; and Martin Styner, PhD. All are at UNC except Konneker, who was at UNC but is now a PhD student at the University of California, Santa Cruz.

The study was funded by grants from the National Institutes of Health.

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The above story is reprinted from materials provided by University of North Carolina School of Medicine, via Newswise.

Note: Materials may be edited for content and length. For further information, please contact the source cited above.


Journal Reference:

  1. Rebecca C. Knickmeyer, Jiaping Wang, Hongtu Zhu, Xiujuan Geng, Sandra Woolson, Robert M. Hamer, Thomas Konneker, Weili Lin, Martin Styner, and John H. Gilmore. Common Variants in Psychiatric Risk Genes Predict Brain Structure at Birth. Cereb. Cortex, January 2, 2013 DOI: 10.1093/cercor/bhs401

Note: If no author is given, the source is cited instead.

Disclaimer: This article is not intended to provide medical advice, diagnosis or treatment. Views expressed here do not necessarily reflect those of ScienceDaily or its staff.

Source: http://feeds.sciencedaily.com/~r/sciencedaily/mind_brain/mental_health/~3/WiZE7k7QE28/130102205459.htm

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Wednesday, January 2, 2013

iOS ?Do Not Disturb? Bug Will Keep Not Disturbing You Through Monday

iOS ‘Do Not Disturb’ Bug Will Keep Not Disturbing You Through Monday
A bug in iOS 6′s “Do Not Disturb” feature that had some iGadget users sleeping in on New Year’s Day won’t be fixed until next week, Apple says. “Do Not Disturb” is designed to let you schedule when you want ...

Source: http://feedproxy.google.com/~r/GearFactor/~3/_ghMt6AfKpc/

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Tenure-Track Assistant Professor of Retail Merchandising and ...

Special Instructions to Applicants:

Applicants must also submit online a letter of application, vita, transcripts, and the names, addresses, and phone numbers of three people to be contacted for references.

Official transcripts and a teaching presentation will be required of applicants who are invited to interview.

For full consideration apply by January 27, 2013. Position will remain open until filled.

Job Description:

Assistant Professor - Retail Merchandising and Fashion Product Development 9 Month Academic Year, Tenure Track.

EFFECTIVE DATE: August 2013

RESPONSIBILITIES: Teach undergraduate and graduate courses in Retail Merchandising and Fashion Product Development. Teach courses including but not limited to: Introduction to Retailing, Career Search Strategies in the Fashion Industry, Fashion and Culture, Product Development, Merchandising Theories, Fashion Buying and Merchandise Management, Customer Service, Fashion Design and Illustration Techniques, Color Theory for Merchandising, and Promotional Strategies for Merchandising.

Conduct research and scholarship in area of expertise and disseminate research in peer-reviewed publications and at professional conferences. Lead collaborative and experiential student learning activities including online instruction and web-based course development. Participate in committee work and professional organizations. Advise students, supervise field experiences, and facilitate field trips as needed. Maintain contacts with industry and educational partners. We seek a candidate who is committed to working with students and colleagues from diverse populations.

Minimum Qualifications:

Ph.D. required; ABD considered. One degree must be in retail/fashion merchandising. Industry experience (retail management/fashion buying/wholesale sales/ product development) required.

Preferred Qualifications:

Degree from a Family and Consumer Sciences program strongly preferred.
Post secondary teaching experience strongly preferred. Ability to teach Design and Illustration Techniques and/or Color Theory for Merchandising desired.

Ohio University is committed to creating a respectful and inclusive educational and workplace environment. Ohio University is an equal access/equal opportunity and affirmative action employer with a strong commitment to building and maintaining a diverse workforce. Women, persons of color, persons with disabilities, and veterans are encouraged to apply.

Source: http://www.higheredjobs.com/details.cfm?JobCode=175706169

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Someone in New York City voted for Chael Sonnen for president

Chael Sonnen, the UFC fighter who is known as much for his trash talk as his fighting skills, has a passionate fanbase. They pay to watch him on pay-per-views, stand in line for hours for autographs and pictures, and hang on his every word. One fan even thought enough of Sonnen that he or she cast a ballot for him in the 2012 presidential election.

New York City's official election results were posted today. According to the New York Times, one vote was tallied for Sonnen. He received the same amount of votes as Michael Bloomberg, the mayor of New York City.

Though the voter probably knew his or her vote wouldn't result in a Sonnen presidency, Sonnen has had political ambitions in the past. In 2010, he ran for a Senate seat in his home state of Oregon, but withdrew when a legal issue arose. The legal issue turned out to be money laundering in connection with his job as a realtor. Sonnen plead guilty in 2011.

Now, Sonnen's sights are on UFC light heavyweight champion Jon Jones. The two will coach against each other on the upcoming season of "The Ultimate Fighter," and face off in April.

Source: http://sports.yahoo.com/blogs/mma-cagewriter/someone-york-city-voted-chael-sonnen-president-181819253--mma.html

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Tuesday, January 1, 2013

College-Bound: What Every Student with Learning Differences ...

During this time of year, high school juniors and seniors are hard at work preparing for college entrance exams, writing the perfect admissions essay, touring colleges, and eagerly awaiting decision letters from their institutions of choice. While this can be an exciting, yet stressful time for all students, students with learning differences have another level of factors that they need to take into consideration when choosing the right college. It is important for these students to not only consider the skills necessary to set themselves up for success, but to also be aware of the supports available to them at the colleges where they are considering attending.

There are several different factors that differentiate the postsecondary environment from the high school setting that students with learning differences are typically accustomed to; first and foremost, college is not a right, but a privilege. Colleges have the right to choose which applicants they wish to accept, as well as have the right to dismiss students that do not meet the institution?s specific academic and/or behavioral code of conduct. Second, supports for students with disabilities at the postsecondary level fall under the Americans with Disabilities Act (ADA), rather than the Individuals with Disabilities Education Act (IDEA). While IDEA requires that high schools identify and provide appropriate services to students with disabilities, ADA requires that colleges make reasonable accommodations available to students, such as extra time on exams or a note taker. One of the biggest differences between these two laws is that, while it is the high school?s responsibility to identify and provide appropriate services under IDEA, it is the student?s responsibility at the college level under ADA to seek out supports, as well as provide justification for the need to access such supports. Finally, students typically turn 18 during their transition from high school to college. According to the Family Educational Rights and Privacy Act (FERPA), parents do not have direct access to the students? educational records as they did when students were in high school. In order for parents to receive information from universities regarding student records, students need to give written permission to the institutions allowing them communicate with parents.

Differences in students? rights and the law can be overwhelming during the college transition process; however, there are several skill areas that students can develop to increase their chances of success, specifically in the areas of general executive functioning skills, self-monitoring and self-advocacy, and social engagement. Further, there are several factors students with disabilities can consider and several questions they can ask when choosing the right college for their needs.

Executive functioning includes skills such as time management, scheduling, organization, prioritizing, and multitasking. Prior to leaving for college, students should be able to get themselves up in the morning by using an alarm clock. They should learn how to leave themselves enough time to get to appointments, taking into account responsibilities such as showering, eating, and the amount of time it takes to travel to the appointment. Students should learn to use a planner to organize responsibilities, as well as follow and refer back to the planner on a daily basis to keep up with appointments, coursework deadlines, and other responsibilities. In terms of self-monitoring and self-advocacy, students should have a plan in place to inquire about being approved for testing accommodations, as well as have access to the paperwork needed by the college to be approved for such supports. Once approved for accommodations, students need to learn the protocol in how to access the supports, which can be different from school to school. In terms of academic responsibilities, students need to understand that professors may not seek them out when their assignments are late or when they have missed an exam; therefore, students need to proactively check in with their professors to make sure that they are on track with their work and in good academic standing in each of their courses. Regarding social engagement and communication, students can practice identifying social cues, as well as how to respond appropriately in a variety of social situations with professors and peers. For those students living on campus, they should also investigate the different housing options, as well as be prepared for the pros and cons that come along with living with a roommate.

When students are investigating colleges, most take into account the type of campus (e.g., rural vs. urban, size of campus, etc.), the types of degrees and academic programs offered, and living arrangements (e.g., living in housing vs. commuting) when making their final decision. Students with learning differences need to consider these types of factors but also may have additional concerns in terms of access to academic, social engagement, and/or career development supports. Some questions to consider reviewing with the colleges during this decision making process are:

  1. What is the process for obtaining accommodations?
  2. Do they offer priority registration to students with disabilities?
  3. What types of tutoring are available on campus and for what subjects? How often can students access tutoring and what is the process to receive such services?
  4. What kinds of counseling services are available? How does a student access the services?
  5. What are the housing options offered (e.g., themed floors, quiet floors, medical single, etc.)?
  6. What clubs, events, and activities are offered?
  7. What kinds of career services are available?

Finally, sometimes the services that the college has available may not be enough to help assist the student in the transition from high school to college. It is important to also identify outside programs, agencies, and other resources that may be helpful in supporting the students on the road to college success. With the right balance of support students with learning differences can make strides towards success at the postsecondary level and beyond.

Samantha Feinman is the Director of New Frontiers in Learning (www.nfil.net), a high school and college support program for students with learning disabilities, autism spectrum disorders, and related learning differences. New Frontiers brings services directly to students in high schools and colleges in the Westchester and New York City areas, allowing students to apply for and attend colleges based on their plan of study or personal campus preferences. For more information, please contact Samantha at (646)558-0085 or sfeinman@nfil.net.

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Source: http://www.specialeducationadvisor.com/college-bound-what-every-student-with-learning-differences-needs-to-know/

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Senate Roll Vote: on the deal that broke the 'fiscal cliff' stalemate (Star Tribune)

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