George M. Slavich

TL;DR: The multi-level mechanisms underlying SCI and several risk factors that promote this health-damaging phenotype, including infections, physical inactivity, poor diet, environmental and industrial toxicants and psychological stress are described.

TL;DR: A biologically plausible, multilevel theory is proposed that describes neural, physiologic, molecular, and genomic mechanisms that link experiences of social-environmental stress with internal biological processes that drive depression pathogenesis and may shed light on several important questions including how depression develops, why it frequently recurs, and why it is strongly predicted by early life stress.

TL;DR: An integrative working model is articulated, highlighting how stressor exposures across the life course influence habitual responding and stress reactivity, and how health behaviors interact with stress, and a Stress Typology articulating timescales for stress measurement is offered.

TL;DR: The molecular models resulting from this research provide new opportunities for understanding how social and genetic factors interact to shape complex behavioral phenotypes and susceptibility to disease and challenges the fundamental belief that the molecular makeup of the human genome is relatively stable and impermeable to social-environmental influence.

TL;DR: It is suggested that active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching.