New UCL research shows children in England physically punished are less likely to pass GCSEs and more prone to bullying. Experts urge a ban, citing Scotland and Wales as examples, but the UK government has no current plans to legislate.
A UCL study of 19,000 UK children suggests smacking is linked to lower GCSE grades and a 33% higher likelihood of risky teenage behaviour. Researchers call for a ban in England and Northern Ireland, where it's still legal, unlike Scotland and Wales.
Un estudio del University College London sugiere que la participación regular en actividades artísticas y culturales puede ralentizar el envejecimiento biológico. La frecuencia y variedad de actividades son clave, y los beneficios son comparables al ejercicio físico.
Bilim insanları, meme kanseri hastalarının kemoterapiye ihtiyacını belirleyen yeni bir DNA testi geliştirdi. Test, 4 bin 429 hastaya uygulandı ve 3'ten 2'sinin kemoterapi olmadan tedavi edilebileceğini gösterdi.
A Lords select committee heard that the Domestic Abuse Act does not fully recognize technology-facilitated abuse, such as location tracking and stalkerware, despite its prevalence. Experts called for its inclusion in the statutory definition, noting its devastating impact.
Tayland'da yaklaşık 27 ton ağırlığında, 100-120 milyon yıl önce yaşamış yeni bir uzun boyunlu otçul dinozor türü 'Nagatitan chaiyaphumensis' keşfedildi. Güneydoğu Asya'nın en büyüklerinden olduğu belirtilen dinozor, yaklaşık 27 metre uzunluğundaydı.
King’s College London and Cranfield University are merging to create a UK 'super-university' by summer 2027, aiming to rival international competitors in size and research output, with 47,000 students and enhanced industry partnerships.
A major study by UCL's Institute of Education finds that teaching pupils in classes grouped by ability improves progress for high-achievers in maths while having no significant negative impact on lower-attaining or disadvantaged pupils. Research involving 97 English secondary schools shows high-fliers in mixed-ability classes make two months less progress than those in set classes, with minimal difference for low-attainers. The findings challenge previous claims that ability grouping harms confidence of students outside top sets.
