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In 2010, 10 years before the COVID-19 pandemic gave many faculty members only a few days to master new teaching technologies, Binyomin Abrams was producing dozens of short videos and seamlessly integrating them into the coursework of first-year chemistry courses. Today, more than 80 videos, many of them tied to courses and webinars, help Abrams’ students learn fundamental concepts in chemistry. His videos, as well as his innovative approach to helping remote students attend labs synchronously, are among the reasons that the College of Arts & Sciences master lecturer in chemistry and director of general chemistry has been awarded the Gerald and Deanne Gitner Family Award for Innovation in Teaching with Technology. The annual award provides $10,000 to the faculty member who best exemplifies innovation in teaching by using technology.
Autism develops differently in girls than boys, new research suggests
Published Tuesday, Apr. 20, 2021, 8:24 pm
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New research has shed light on how autism-spectrum disorder manifests in the brains of girls, prompting the scientists to warn that conclusions drawn from studies conducted primarily in boys should not be assumed to hold true for girls.
The researchers discovered that there is a significant difference in the genes and “genetic burden” that underpin the condition in girls and boys. They also identified specific ways the brains of girls with ASD respond differently to social cues such as facial expressions and gestures than do those of girls without ASD.
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IMAGE: A team led by Kevin Pelphrey, PhD, a top autism expert at the University of Virginia School of Medicine, discovered that there is a significant difference in the genes and. view more
Credit: Dan Addison | UVA Communications
New research has shed light on how autism-spectrum disorder (ASD) manifests in the brains of girls, prompting the scientists to warn that conclusions drawn from studies conducted primarily in boys should not be assumed to hold true for girls.
The researchers discovered that there is a significant difference in the genes and genetic burden that underpin the condition in girls and boys. They also identified specific ways the brains of girls with ASD respond differently to social cues such as facial expressions and gestures than do those of girls without ASD.
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