ORBIT A Prospective, Longitudinal, Observational Study to Evaluate Potential Predictors of Relapse in Subjects With Major Depressive Disorder Who Have Responded to Antidepressant Treatment PI: Jeffrey Bennett, MD https://www.clinicaltrials.gov/ct2/show/NCT02489305?term=NCT02489305&ra… ASPIRE A Double-blind, Randomized, Placebo-controlled Study to Evaluate the Efficacy and Safety of Intranasal Esketamine in Addition to Comprehensive Standard of Care for the Rapid Reduction of the Symptoms of Major Depressive Disorder, Including Suicidal Ideation, in Adult Subjects Assessed to be at Imminent

Degree Year Mentor First position Last known position PHD 2017 Bartke Postdoctoral Fellow, Joslin Diabetes Center at Harvard Medical School, Boston, MA PhD 2016 Bartke Postdoctoral fellow, LSU PhD 2012 Bartke Post doctoral fellow, John Hopkins Univ. MS 2005 Bartke Studying Podiatry in Chicago PhD 2000 Borgia Lab Research Scientist, St. of Ill. Dept. of Public Health Same Position MS 2016 Braundmeier-Fleming Service Specialist - Hammond-Henry Hospital, Geneso, IL PhD 2014 Brewer Postdoctoral fellow University of Michigan PhD 2013 Brewer Postdoctoral fellow at Yale School of Medicine PhD 2009

The Molecular Biology, Microbiology and Biochemistry (MBMB) Graduate Program consists of the Microbiology and Biochemistry departments in Carbondale and the Medical Microbiology, Immunology and Cell Biology (MMICB) department in Springfield. Within the MMICB department, students can earn a MS or PhD degree in various research areas such as Staphylococcus aureus, molecular oncology, gene therapy, ototoxicity and otoprotective agents, and immune systems role in the reproductive process for example. Many graduates are employed by pharmaceutical or biotechnology firms. Ph.D. graduates can expect

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Housing Information Health Resources Life In Springfield, Illinois Student Activities Student Rep - Pharmacology & Neuroscience Graduate Program The Student Representative for the Pharmacology and Neuroscience graduate program acts the liaison between the graduate students and faculty. The student rep attends the Graduate Program Committee meetings, assists with new student recruitment, and is responsible for leading the Brain Awareness Day organization. Our current student rep is Rajaram Kshetri. Read about Raj's remarkable trek to the base camp at Mount Everest.

This service is designed for questions that only require a short answer. To request an article: use the Article/book chapter request form To request a literature search: use the Literature Search request form Whenever possible we will respond within 24 hours (Monday-Friday). Questions sent to us on a University holiday or over a weekend will not reach a librarian until the next regular business day.

Short Background: Childhood trauma can have a direct, immediate, and potentially hazardous impact on the ability of a child to develop and learn. Defined as a response to a negative event or series of events which surpass a child’s ordinary coping skills, trauma comes in many forms including maltreatment, witnessing violence, or loss of a loved one. These events, collectively referred to as adverse childhood experiences, can interfere with brain development, learning, and behavior – each potentially impacting academic success and health outcomes. Schools have an essential role to play in

Short Background: Between conception and age three, a child’s brain undergoes an impressive amount of change. The brain doubles in size in its first year, and by three, it reaches 80% of its adult volume. Despite increasing knowledge of this critical time in development, no formal institution exists that routinely educates all children between 0-3. Therefore, the molding of a developing brain is dependent on the engagement and interactions of a parent or parents. Most parents, however, especially those in the lowest socioeconomic or educational quartiles, are not exposed to how simple

Short Background : Between conception and age three, a child’s brain undergoes an impressive amount of change. The brain doubles in size in its first year, and by three, it reaches 80% of its adult volume. Despite increasing knowledge of this critical time in development, no formal institution exists that routinely educates all children between 0-3. Therefore, the molding of a developing brain is dependent on the engagement and interactions of a parent or parents. Most parents, however, especially those in the lowest socioeconomic or educational quartiles are not exposed to how simple