donald trump's former strategist, steve bannon, has been found guilty of contempt of congress. he was charged after refusing to testify to the inquiry into the january the 6th riots at the us capitol — and could face two years in prison. wildfires are continuing to burn across parts of of europe — with spain badly affected. thousands of people have been

evacuated from their homes — and officials say more than 190—thousand hectares of land have been scorched. now on bbc news. split at birth: twins divided — february of 2018 there was a 2020 episode about the agency separating identical twins back in the mid—60s and mailed a sister who was adopted said can you imagine if either of us was a twin. i remember getting a shiver all over my body thinking, what if this was real? in the 1960s, an adoption agency in newark began a policy to deliberately spit up twins and place the infants and

different families. the adoptive parents were never told they had siblings. the separated twins were placed in a controversial study to explore what makes us who we are and how much is defined by nature versus nurture. it is are and how much is defined by nature versus nurture.- nature versus nurture. it is so emotional— nature versus nurture. it is so emotional for _ nature versus nurture. it is so emotional for me. _ nature versus nurture. it is so emotional for me. what - nature versus nurture. it is so emotional for me. what they | nature versus nurture. it is so i emotional for me. what they did was so unethical, so amoral. stories of twins have long captured human imagination. there is something about having an identical copy of yourself and the resulting bond that would create.—

and the resulting bond that would create. identical twins share all their _ would create. identical twins share all their genes. - share all their genes. fraternal twins share half the genes— fraternal twins share half the genes on_ fraternal twins share half the genes on average. they result when — genes on average. they result when a — genes on average. they result when a woman releases two eggs at the _ when a woman releases two eggs at the same time and they are fertilised — at the same time and they are fertilised by two separate spurn _ fertilised by two separate spurn so they have 50% of their genes— spurn so they have 50% of their genes in— spurn so they have 50% of their genes in common on average, like ordinary siblings. comparing fraternal and identical twins gives as a handle _ identical twins gives as a handle on whether or not genetics has affect. it would if fraternal twins are not as alike — if fraternal twins are not as alike as_ if fraternal twins are not as alike as identical.— if fraternal twins are not as alike as identical. the study in ear alike as identical. the study in year came _ alike as identical. the study in year came to _ alike as identical. the study in year came to light - alike as identical. the study in year came to light when i in year came to light when identical triplets were separated at birth accidentally and discovered each other. study and quit twins gives us enormous insights into how we are the — enormous insights into how we are the way we are. they are a natural— are the way we are. they are a natural model. looking at genetic— natural model. looking at genetic influence on behaviour and what — genetic influence on behaviour and what we're is that many more — and what we're is that many more behaviours than we ever would — more behaviours than we ever would have thought do have a genetic— would have thought do have a genetic component to them. to

t to genetic component to them. trr try to understand the unique relationship twins have, i went to visit identical twins up together in east london. i can look at her— together in east london. i can look at her and _ together in east london. i can look at her and i _ together in east london. i can look at her and i know - together in east london. i can look at her and i know what i look at her and i know what she's— look at her and i know what she's thinking. _ look at her and i know what she's thinking. i— look at her and i know what she's thinking. i know- look at her and i know what she's thinking. i know what| she's thinking. i know what she's— she's thinking. i know what she's feeling. _ she's thinking. i know what she's feeling. and - she's thinking. i know what she's feeling. and if- she's thinking. i know what she's feeling. and if it - she's thinking. i know what she's feeling. and if it is i she's feeling. and if it is something _ she's feeling. and if it is something funny- she's feeling. and if it is something funny then i she's feeling. and if it is i something funny then that's she's feeling. and if it is - something funny then that's it. you can't — something funny then that's it. you can't do _ something funny then that's it. you can't do a _ something funny then that's it. you can't do a thing _ something funny then that's it. you can't do a thing with - something funny then that's it. you can't do a thing with us. i you can't do a thing with us. tell— you can't do a thing with us. tell me _ you can't do a thing with us. tell me a _ you can't do a thing with us. tell me a bit _ you can't do a thing with us. tell me a bit more _ you can't do a thing with us. tell me a bit more about- you can't do a thing with us. i tell me a bit more about what your unique bond is like. it is your unique bond is like. it is so hard to — your unique bond is like. it is so hard to describe _ your unique bond is like. it 3 so hard to describe but we are more entwined. it is like you are the other half. we knew we started off as one and that we split. we look so alike i could not tell us apart. me and my shadow. it is unique. and we're lucky to have it. what was it

like growing up with identical twin? she's going to cry now. i twin? she's going to cry now. i spent many years looking at identical— spent many years looking at identical and fraternal twins separated at birth. it is very different _ separated at birth. it is very different. what got me into it when — different. what got me into it when research is that i am a fraternal— when research is that i am a fraternal twin and i was fascinated with the similarities and differences, mostly— similarities and differences, mostly difference is sister and i mostly difference is sister and i have — mostly difference is sister and i have i— mostly difference is sister and i have. i used to wonder as a child — i have. i used to wonder as a child how— i have. i used to wonder as a child how this could be if we had — child how this could be if we had the _ child how this could be if we had the same parent and environment.— had the same parent and environment. ., , ., environment. though it is rare, twins are _ environment. though it is rare, twins are raised _ environment. though it is rare, twins are raised apart - environment. though it is rare, twins are raised apart for i environment. though it is rare, twins are raised apart for a i twins are raised apart for a variety of reasons. but never before have twins been separated as part of policy. i separated as part of policy. i heard about the study that took

place. at the time there was a researcher at the child development centre who had always wanted to study twins raised apart and here was the example. raised apart and here was the examle. . raised apart and here was the example-— raised apart and here was the examle. ,, . , ., , raised apart and here was the examle. ,, ., ., , ., example. she was the adviser to the adaption _ example. she was the adviser to the adoption agency _ example. she was the adviser to the adoption agency so - example. she was the adviser to the adoption agency so she i example. she was the adviser to the adoption agency so she had| the adoption agency so she had placed a set of twins into different families back in the 19505. different families back in the 1950s. he said there must be studied. the scientist, you know, they were the masterminds of this study. they were deliberately divided as infants as part of the research programme. the only matters teenagers by chance. we were

de - rived teenagers by chance. we were deprived of— teenagers by chance. we were deprived of being _ teenagers by chance. we were deprived of being sisters i teenagers by chance. we were deprived of being sisters and l deprived of being sisters and let alone twins. filtrate deprived of being sisters and let alone twins.— let alone twins. we met with the doctor— let alone twins. we met with the doctor to _ let alone twins. we met with the doctor to find _ let alone twins. we met with the doctor to find out - let alone twins. we met with the doctor to find out why i let alone twins. we met with l the doctor to find out why this bit is — the doctor to find out why this bit is up — the doctor to find out why this bit is up and she kept saying they— bit is up and she kept saying they were satisfying to families who could not have children. _ families who could not have children, without it would be tfetter— children, without it would be better when it comes to competition, for twins to have their— competition, for twins to have their own _ competition, for twins to have their own identity and not grow up their own identity and not grow up together. their own identity and not grow on together-— up together. parents would treat them _ up together. parents would treat them exactly - up together. parents would treat them exactly the i up together. parents would | treat them exactly the same up together. parents would i treat them exactly the same and in her— treat them exactly the same and in her terminology, _ treat them exactly the same and in her terminology, sheridan- in her terminology, sheridan ego — in her terminology, sheridan ego she _ in her terminology, sheridan ego she did _ in her terminology, sheridan ego. she did not _ in her terminology, sheridan ego. she did not think- in her terminology, sheridan ego. she did not think there| ego. she did not think there was — ego. she did not think there was very— ego. she did not think there was very healthy. _ ego. she did not think there was very healthy.— ego. she did not think there was very healthy. they said it was very healthy. they said it was backed — was very healthy. they said it was backed by _ was very healthy. they said it was backed by the _ was very healthy. they said it was backed by the child i was backed by the child development at the time but i can take you honestly there is no such child development literature in existence. they have long — literature in existence. they have long since _ literature in existence. they have long since shut - literature in existence. they have long since shut down. | have long since shut down. passing on the adoption and other records. thejewish board

strongly distance themselves from the research.— from the research. there are fraternal— from the research. there are fraternal twin _ from the research. there are fraternal twin to _ from the research. there are fraternal twin to a _ from the research. there are fraternal twin to a separated | fraternal twin to a separated but not studied.— fraternal twin to a separated but not studied. alison and her fraternal twin _ but not studied. alison and her fraternal twin rest _ but not studied. alison and her fraternal twin rest but - but not studied. alison and her fraternal twin rest but up i but not studied. alison and her fraternal twin rest but up by i fraternal twin rest but up by the agency. they met by chance as adults age 5a. she the agency. they met by chance as adults age 54.— as adults age 54. she said you should take _ as adults age 54. she said you should take this _ as adults age 54. she said you should take this because i as adults age 54. she said you should take this because this. should take this because this may— should take this because this may be — should take this because this may be bigger than you. this was — may be bigger than you. this was my— may be bigger than you. this was my first conversation with her _ was my first conversation with her it — was my first conversation with her. it feels like yesterday. i think— her. it feels like yesterday. i think this _ her. it feels like yesterday. i think this was such a wrong that— think this was such a wrong that they— think this was such a wrong that they did. is think this was such a wrong that they did.— think this was such a wrong that they did. is the adoption a . en that they did. is the adoption agency began _ that they did. is the adoption agency began to _ that they did. is the adoption agency began to split - that they did. is the adoption agency began to split up i that they did. is the adoption agency began to split up twin social workers within the agency voiced objections. agency voiced ob'ections. even thou:h agency voiced ob'ections. even though she — agency voiced ob'ections. even though she was i agency voiced objections. even though she was able _ agency voiced objections. even though she was able to - agency voiced objections. even though she was able to push this through _ though she was able to push this through it _ though she was able to push this through it was _ though she was able to push this through it was not i this through it was not unanimous— this through it was not unanimous by- this through it was not unanimous by any- this through it was not i unanimous by any stretch of this through it was not - unanimous by any stretch of the imagination— unanimous by any stretch of the imagination and _ unanimous by any stretch of the imagination and that _ unanimous by any stretch of the imagination and that was - unanimous by any stretch of the imagination and that was not i imagination and that was not something _ imagination and that was not something that _ imagination and that was not something that on. - imagination and that was not something that on. he - imagination and that was not something that on. he said l imagination and that was not i something that on. he said this was the — something that on. he said this was the practice _ something that on. he said this was the practice of— something that on. he said this was the practice of the - something that on. he said this was the practice of the time. i

was the practice of the time. they— was the practice of the time. they split _ was the practice of the time. they split us _ was the practice of the time. they split us up _ was the practice of the time. they split us up to _ was the practice of the time. they split us up to study- they split us up to study others _ they split us up to study others. ,, . , they split us up to study others. ,, ., , , , others. she was briefly involved _ others. she was briefly involved in _ others. she was briefly involved in the - others. she was briefly involved in the originalj others. she was briefly i involved in the original study is a post graduate. he one of the researchers who has spoken publicly about experiences. i joined the study 1968. i was 24. myjob was to organise the data and there was a wealth of data. so the idea was to try to tease out what differences there might be as a result of there might be as a result of the different families that they were raised in. and be able to understand hereditary versus environment. part able to understand hereditary versus environment.- versus environment. part of what we _ versus environment. part of what we did _ versus environment. part of what we did for— versus environment. part of what we did for now - versus environment. part of what we did for now was i versus environment. part of what we did for now was on | versus environment. part of i what we did for now was on the study was to go and visit the twins and i would test the child, do some film samples of them. they would give me these exams, these tests and whenever

i think i felt very anxious when they were come to the house. and there are many many different tests given. intelligence, emotionality. they were filmed, they were photographed. they were observed. the reason it was done was because the researchers felt that the previous twins raised apart studies looked retrospectively at development and could not capture development in real time. he was an opportunity to track development in as it unfolded. the twins were placed with adoptive families who were not told that their child was part of a twin pair. they were not told the real purpose of the study. they were told only that their child was in a child development study and it was very obvious that if they did not accept the study, they probably would not get this

child. , ., probably would not get this child. , . ., ., ., child. they all had an older siblin: child. they all had an older sibling who _ child. they all had an older sibling who had _ child. they all had an older sibling who had been i child. they all had an older. sibling who had been adopted and it was kind of what they had in terms of getting parents to agree because they had an older sibling adopted there was a sense of how the parents were. , ., a sense of how the parents were. , . , were. these are parents desperate _ were. these are parents desperate to _ were. these are parents desperate to have i were. these are parents i desperate to have children and one mother said i would have learned — one mother said i would have learned to fly if i could have had — learned to fly if i could have had a — learned to fly if i could have had a child and so having researchers come to the home was an— researchers come to the home was an advantage. they can then more _ was an advantage. they can then more about— was an advantage. they can then more about the child in psychology and adoption. my mother agreed. the fact that it was a — mother agreed. the fact that it was a twin— mother agreed. the fact that it was a twin study, _ mother agreed. the fact that it was a twin study, they - mother agreed. the fact that it was a twin study, they were i mother agreed. the fact that iti was a twin study, they were not told the — was a twin study, they were not told the truth. _ was a twin study, they were not told the truth.— told the truth. the study soon run into issues. _ told the truth. the study soon run into issues. is _ told the truth. the study soon run into issues. is the - run into issues. is the children _ run into issues. is the children began - run into issues. is the children began to i run into issues. is the children began to aid | run into issues. is the i children began to aid some run into issues. is the - children began to aid some of them are upset by the study and did not want to do it any longer. the researchers ran out of funding. it longer. the researchers ran out of funding-— of funding. it had always been a shoestring _

of funding. it had always been a shoestring operation - of funding. it had always been a shoestring operation and - of funding. it had always been| a shoestring operation and was self—funded pretty much. so the study— self—funded pretty much. so the study pretty much came to a close — study pretty much came to a close but_ study pretty much came to a close but there were other problems, too. in the late 19705— problems, too. in the late 1970s there was a real interest in informed consent procedures in informed consent procedures in this_ in informed consent procedures in this country. the landscape of ethics in research was a mixed bag. we had terrible experiments conducted under the nazi regime and the concentration camps and as a result it issued codes of ethics. number one principle in those codes was the informed consent of all subjects was absolutely essential. there is violations of that code which, by the way, was written by western judges by the way, was written by westernjudges including americans. it was as if they

said while the nazis had done bad things but american researchers, we don't have to worry about that, we were not do such bad things but we were doing terrible things and this twin experiment took place during the 60s as part of a series of these violations. there were some informed consent forms never properly signed. they tried to make it ethical in the 70s by getting parents to sign but some did not and some did not think the farm adequately covered what their child in them had been through. their child in them had been throuuh. ., ., through. children related to one another— through. children related to one another who _ through. children related to one another who were - through. children related to i one another who were adopted out to different families and the children and the families did not know they had siblings and that is an incredible violation of their right. and they are bamboozled into a study they absolutely have the right to know. it study they absolutely have the right to know.— right to know. it was wrong, unethical — right to know. it was wrong, unethical and _ right to know. it was wrong, unethical and damaging - right to know. it was wrong, unethical and damaging to l right to know. it was wrong, l unethical and damaging to the individuals. _

unethical and damaging to the individuals.— unethical and damaging to the individuals. lawrence resigned after 'ust individuals. lawrence resigned afteriust ten _ individuals. lawrence resigned afterjust ten months. - individuals. lawrence resigned afterjust ten months. i - individuals. lawrence resigned afterjust ten months. i always wondered _ afterjust ten months. i always wondered what _ afterjust ten months. i always wondered what had _ afterjust ten months. i always wondered what had been - afterjust ten months. i always wondered what had been the l wondered what had been the outcome of the study but the years — outcome of the study but the years went by and i never heard any reports. this was surprising because it was such a unique — surprising because it was such a unique study. i began to track— a unique study. i began to track down people who knew anything about the study. eventually they would confront a 91—year—old at his office. nancy— a 91—year—old at his office. nancy had asked how could they justify separating these twins without informing the parents and he defended the practice, saying it was someone else's idea and he was not going to acknowledge any responsibility for having done anything wrong

so that was just he just dug his heels and so he asked, what was the plan because they were all in the metropolitan area. cathy and laurie when i was around six, i used to play with my neighbour two doors down, and they said to me, happy, we met a girl who looksjust me, happy, we met a girl who looks just like me, happy, we met a girl who looksjust like you and me, happy, we met a girl who looks just like you and acted like you, and talks like you, and i will never forget barry, who is my fiance now and his brother, when i was in fifth grade, said "we met your twin sister". i said grade, said "we met your twin sister". isaid i grade, said "we met your twin sister". i said i don't have a twin sister, and he said, oh yes you do. twin sister, and he said, oh yes you tie-— twin sister, and he said, oh yes you do— twin sister, and he said, oh yes you do. girls were pulled from the _ yes you do. girls were pulled from the study _ yes you do. girls were pulled from the study after - yes you do. girls were pulled from the study after that - from the study after that researchers became aware, because they felt it would affect the data.—

because they felt it would affect the data. the horrible thing about _ affect the data. the horrible thing about this _ affect the data. the horrible thing about this was - affect the data. the horrible thing about this was that. affect the data. the horrible thing about this was that dr| thing about this was that dr violet benard told the parents that these children could not meet and the parents had to live with this knowledge and could not tell the child. both girls were dancers and when they met they were 17 and they met secretly without their parents people 's knowledge. i parents people 's knowledge. i was crossing the street and i saw— was crossing the street and i saw the _ was crossing the street and i saw the way she walked and a bil saw the way she walked and a big smile _ saw the way she walked and a big smile on her face... yeah, we hugged, _ big smile on her face... yeah, we hugged, and it was quite an experience. it we hugged, and it was quite an exoerience-_ experience. it was surreal. i felt like i — experience. it was surreal. i felt like i was _ experience. it was surreal. i felt like i was staring - experience. it was surreal. i felt like i was staring at - felt like i was staring at myself _ felt like i was staring at myself in _ felt like i was staring at myself in the _ felt like i was staring at myself in the mirror. it| felt like i was staring at - myself in the mirror. it was beautiful, _ myself in the mirror. it was beautiful, i_ myself in the mirror. it was beautiful, i was _ myself in the mirror. it was beautiful, i was in - myself in the mirror. it was beautiful, i was in such- myself in the mirror. it was beautiful, i was in such or. myself in the mirror. it wasi beautiful, i was in such or of the — beautiful, i was in such or of the whole _ beautiful, i was in such or of the whole thing. _ beautiful, i was in such or of the whole thing.— beautiful, i was in such or of the whole thing. there were so many similarities, _ the whole thing. there were so many similarities, and - the whole thing. there were so many similarities, and we - many similarities, and we shared so many similar feelings and perceptions and artistic

inclinations.— and perceptions and artistic inclinations. when i met with these kids — inclinations. when i met with these kids i _ inclinations. when i met with these kids i was _ inclinations. when i met with these kids i was struck - inclinations. when i met with these kids i was struck by - inclinations. when i met with| these kids i was struck by how similar— these kids i was struck by how similar they were. not these kids i was struck by how similarthey were. notjust their— similarthey were. notjust their physical appearance but their— their physical appearance but their whole personalities. it was — their whole personalities. it was quite clear to me that the genetic— was quite clear to me that the genetic influences were very strong _ genetic influences were very stronu . , strong. these were psychoanalytically i strong. these were - psychoanalytically oriented researchers who placed heavy weight on environmental influences and on parenting. and suddenly they are confronted with twins raise apart who end up being very, very similar. the beauty of identical twins raise apart is that they share only their genes and not their environments. so any resemblance between them is tied to their common genes. that x is not everything, but it does explain a great deal of why we differ one person to another. —— genetics is not everything. we have height and weight have substantial genetic components, general intelligence has a genetic component, a little less than some of the physical traits like height and weight and

brainwaves, but nevertheless, a substantial genetic component, as does special mental abilities, and then we dropped down a bit when we get the job satisfaction. the most surprising findings in the last 20 years or so had been in things like religiosity, how much you invest in your religious activities and interests, and political attitudes and social attitudes have a genetic component to them. , , . ., ., them. these findings come from ears of them. these findings come from years of data _ them. these findings come from years of data collected _ them. these findings come from years of data collected from - years of data collected from retrospective studies of twins raise apart, and not the neubauer — benard project which was fundamentally flawed which —— because it didn't include a control group of fraternal twins, even though they weren't selling —— even though they were separated. this is a reality for hours and michelle, even though they were not studied. ~ , even though they were not studied. y ,., even though they were not studied. g ,., , even though they were not studied. g , ., ., studied. my son gets an e-mail from a woman _ studied. my son gets an e-mail from a woman in _ studied. my son gets an e-mail from a woman in new - studied. my son gets an e-mail from a woman in newjersey i studied. my son gets an e-maili from a woman in newjersey who from a woman in newjersey who basically blacked out and said "i am your mother's twin sister". michelle and i got

connected and were reunited and it was unbelievable. physically there were a lot of things that were similar, you could tell we were similar, you could tell we were sisters, and there are a lot of pictures of us wearing clothing that is so similar. we grew up on opposite coasts, so it is pretty incredible. and then the more we got to know each other the more we realise we were similar, emotionally and how we live our life and how we look at life. we and how we live our life and how we look at life.- how we look at life. we find some amazing _ how we look at life. we find some amazing similarities l how we look at life. we find | some amazing similarities in identical_ some amazing similarities in identical twins raise apart, many— identical twins raise apart, many more than we ever would have _ many more than we ever would have anticipated. notjust in a more — have anticipated. notjust in a more traditional areas, but in some — more traditional areas, but in some more unusual habits such as a _ some more unusual habits such as a pair— some more unusual habits such as a pair of— some more unusual habits such as a pair of twins who both used — as a pair of twins who both used to— as a pair of twins who both used to scan a love letters around _ used to scan a love letters around the house to their wives, _ around the house to their wives, and both fit their nails down — wives, and both fit their nails down to— wives, and both fit their nails down to the nub, and both explain _ down to the nub, and both explain their mixed headache syndrome in the same ways, as if someone _ syndrome in the same ways, as if someone is beating on the head — if someone is beating on the head with a hammer. these are very— head with a hammer. these are very challenging and you can ask yourself, are they due to this— ask yourself, are they due to this random chance? my answer

is no _ this random chance? my answer is no they— this random chance? my answer is no they are not, and the more — is no they are not, and the more rare _ is no they are not, and the more rare they are the more i believe — more rare they are the more i believe it— more rare they are the more i believe it is somehow tied to their— believe it is somehow tied to their genes and the way genes interact— their genes and the way genes interact with their environments to produce these kinds _ environments to produce these kinds of— environments to produce these kinds of unusual similarities. this— kinds of unusual similarities. this is— kinds of unusual similarities. this is certainly the case for pauline and pamela who mirror each other in extraordinary ways. i each other in extraordinary wa s. ., , each other in extraordinary wa s. ., ~' each other in extraordinary was. . , ways. i always knew she was pregnant _ ways. i always knew she was pregnant more _ ways. i always knew she was pregnant more or _ ways. i always knew she was pregnant more or less - ways. i always knew she was pregnant more or less aboutj ways. i always knew she was - pregnant more or less about the same time she did because i was getting the pregnancy arthritis in my fingers. she getting the pregnancy arthritis in my fingers-— in my fingers. she came up to me and said _ in my fingers. she came up to me and said "you're - me and said "you're pregnant again. — me and said "you're pregnant again, aren't you? we me and said "you're pregnant again, aren't you?— me and said "you're pregnant again, aren't you? we have had similar operations, _ again, aren't you? we have had similar operations, but - again, aren't you? we have had similar operations, but it - similar operations, but it might be similar operations, but it might he do the other leg. we do mirror each other and it is bizarre. ~ , ., , ., ., bizarre. when people hear about twin studies _ bizarre. when people hear about twin studies and _ bizarre. when people hear about twin studies and how _ bizarre. when people hear about twin studies and how much - bizarre. when people hear about twin studies and how much of. twin studies and how much of our nature seems to be genetically determined, does that take away from our own sense of agency or our own control? it sense of agency or our own control?_ sense of agency or our own control? , , ., control? it is very important to appreciate _ control? it is very important to appreciate that _ control? it is very important to appreciate that genes - control? it is very important to appreciate that genes are not deterministic, they work in probabilistic ways. they are predisposed but do not provide the final word. just because you have a gene does not always means it will be expressed. it

takes a certain environment to bring that out. we all have genes that will expressed given a particular environment. with identical twins have the same dna but sometimes gene expression can occur in one twin and not the other, and this can create differences between them, and these environmental differences that trigger different gene expression might even start in the womb. and so it doesn't mean that we are set in stone, we can't change.— we can't change. described to me how you _ we can't change. described to me how you two _ we can't change. described to me how you two complement| we can't change. described to - me how you two complement each other. ., , ., ., other. even though you are identical— other. even though you are identical and _ other. even though you are identical and that - other. even though you are identical and that bond - other. even though you are identical and that bond is l identical and that bond is always there, you are different as well, you have your own opinions and personalities. pauline had one half of the bedroom, hers was all pristine and dusted and mine was like a tip. i and dusted and mine was like a ti, ., , and dusted and mine was like a ti . ., , , and dusted and mine was like a ti-. ., , , , and dusted and mine was like a ti. . , , , ., and dusted and mine was like a ti. , ,~ , tip. i was very girly and she was tomboyish. _ tip. i was very girly and she was tomboyish. i _ tip. i was very girly and she was tomboyish. i was - tip. i was very girly and she - was tomboyish. i was academic, pam was dyslexic. _ was tomboyish. i was academic, pam was dyslexic. we _ was tomboyish. i was academic, pam was dyslexic. we didn't - pam was dyslexic. we didn't know that them. she is a lot more creative. when i was a child one thing i want to do

wasjoin the police child one thing i want to do was join the police from about the age of four.— was join the police from about the age of four. ended up both olice the age of four. ended up both police officers _ the age of four. ended up both police officers but _ the age of four. ended up both police officers but if _ the age of four. ended up both police officers but if you - the age of four. ended up both police officers but if you told . police officers but if you told me in — police officers but if you told me in my _ police officers but if you told me in my 20s and 30s, i would have _ me in my 20s and 30s, i would have said — me in my 20s and 30s, i would have said never in a million years _ have said never in a million years. identicaltwins have said never in a million years. identical twins a lot of the time _ years. identical twins a lot of the time as they grow older they— the time as they grow older they grow apart, but gradually we have — they grow apart, but gradually we have grown into each other really. — we have grown into each other really. we _ we have grown into each other really, we look more like now. we will — really, we look more like now. we will look after each other for as— we will look after each other for as long as we can and we will— for as long as we can and we will do — for as long as we can and we will do that forever now really _ will do that forever now really i _ will do that forever now reall . .., �* will do that forever now reall . �* ., really. i couldn't imagine, i think it would _ really. i couldn't imagine, i think it would be _ really. i couldn't imagine, i think it would be the - really. i couldn't imagine, i. think it would be the cruellest thing if you were a twin and you didn't know you are twin, until you reach a certain age, you would have got on with your life. ithink you would have got on with your life. i think once you actually told, when i look back at everything we have done together from. everything we have done togetherfrom. , iwould have felt so angry that we have missed out on all those chances and this release —— unique relationship we have got. you would never have that forever person next to you so i think it is tragic actually. you can really cause severe

harm, _ you can really cause severe harm, marital disruption, battles— harm, marital disruption, battles down the road between children — battles down the road between children and their parents, potential for harm is real. the potential— potential for harm is real. the potential for harm is real. the potential for violation of basic— potential for violation of basic rights, absolutely present. basic rights, absolutely present-— basic rights, absolutely resent. . ~ present. once reunited, alison and michelle _ present. once reunited, alison and michelle had _ present. once reunited, alison and michelle had less - present. once reunited, alison and michelle had less than - and michelle had less than three years together. michelle passed away from pancreatic cancer in early 2022. alison feels her loss keenly. i cancer in early 2022. alison feels her loss keenly.- feels her loss keenly. i was 'ust in feels her loss keenly. i was just in or — feels her loss keenly. i was just in or on _ feels her loss keenly. i was just in or on how— feels her loss keenly. i was just in or on how bright - feels her loss keenly. i was just in or on how bright and funny and smart she was, and she was positive, just literally to the very end. and i try to... learn from that and live from that and try to have that be the way that i am living my life, because i met her. ., . , living my life, because i met her. ., ., ., her. for cathy and lori, the im act her. for cathy and lori, the impact of — her. for cathy and lori, the impact of finding _ her. for cathy and lori, the impact of finding out - her. for cathy and lori, the - impact of finding out they were separated has been profound. haste separated has been profound. we can separated has been profound. - can never go back because we were twins but we won't sisters, we didn't grow up together. and even to this day, that has been very difficult

part of our relationship. maybe you meet somebody, i would say i am a twin, "0h you meet somebody, i would say i am a twin, "oh that much had —— must have been so much fun growing up together, you dress the same and look the same", and instead of saying no, that didn't happen, we were separated, i would lie, didn't happen, we were separated, iwould lie, because ijust separated, iwould lie, because i just didn't feel like going into the whole story. and to continue the legacy of this secret sister, it has been difficult, so i am sort of glad that hopefully people will see this, maybe it doesn't have to be such a big secret anymore. she is like my best friend now. now— she is like my best friend now. now it — she is like my best friend now. now it is — she is like my best friend now. now it is a _ she is like my best friend now. now it is a loving relationship.- now it is a loving relationshi. ., relationship. so whatever happened _ relationship. so whatever happened to _ relationship. so whatever happened to all _ relationship. so whatever happened to all the - relationship. so whatever happened to all the data| relationship. so whatever - happened to all the data that was collected? the happened to all the data that was collected?— happened to all the data that was collected? the data was a mess. it was collected? the data was a mess- it was _ was collected? the data was a mess. it was just _ was collected? the data was a mess. it was just not - was collected? the data was a mess. it was just not they - mess. it was just not they didn't— mess. it was just not they didn't really seem to have an understanding of the proper way

to handle — understanding of the proper way to handle it from a scientific viewpoint. they were threatened with lawsuits, and nothing was published. with lawsuits, and nothing was ublished. ~ with lawsuits, and nothing was published-— published. with permission i did request _ published. with permission i did request the _ published. with permission i did request the video - published. with permission i | did request the video footage from cathy and lori but i was told that due to privacy concerns they couldn't actually share the data with anyone else. ., , ., ., share the data with anyone else. .,, ., ., .., else. people wonder, what can we do now? — else. people wonder, what can we do now? the _ else. people wonder, what can we do now? the first _ else. people wonder, what can we do now? the first thing - else. people wonder, what can we do now? the first thing we | we do now? the first thing we can do is make sure every twin who was involved in this study knows it. they have a right to find out what the findings are when they participated in the study, and then say, we can publish that, you should publish that, you should publish that, you should publish that, i never want that release or whatever they wish. at this point all the data had been — at this point all the data had been sequestered, placed under a seal— been sequestered, placed under a seat at — been sequestered, placed under a seal at the yale university archives. _ a seal at the yale university archives, not to be opened until— archives, not to be opened until the _ archives, not to be opened until the year 2065, and the researchers, who are now deceased, had claimed that this was done — deceased, had claimed that this was done to protect the twins. i do _ was done to protect the twins. i do not — was done to protect the twins. i do not believe that for a minute, _ i do not believe that for a minute, i_ i do not believe that for a minute, i believe it was done to protect _ minute, i believe it was done to protect themselves. it obviously is a subject of wonder, why keep the records of the research under seal? i

think the only explanation i can come up with is embarrassment. for the families. _ embarrassment. for the families, questions - embarrassment. for the i families, questions persist embarrassment. for the - families, questions persist and the experiment has cast a long shadow. it the experiment has cast a long shadow. . ~ , ., ., ., shadow. it makes me emotional thinkina shadow. it makes me emotional thinking about _ shadow. it makes me emotional thinking about it, _ shadow. it makes me emotional thinking about it, because - shadow. it makes me emotional thinking about it, because it - thinking about it, because it is just something that ijust believe you don't do to people, and i think being fraternal twins, we felt we were collateral damage in this whole scheme. it collateral damage in this whole scheme. . , ., ,._ scheme. it was, i would say it was challenging _ scheme. it was, i would say it was challenging enough - scheme. it was, i would say it was challenging enough being scheme. it was, i would say it i was challenging enough being an adopted — was challenging enough being an adopted child, and to deprive me of— adopted child, and to deprive me of being a twin, having a sister, — me of being a twin, having a sister, was _ me of being a twin, having a sister, wasjust... horrible. in the — sister, wasjust... horrible. in the name of scientific research, _ in the name of scientific research, they- in the name of scientific research, they had i in the name of scientific - research, they had essentially exploited _ research, they had essentially exploited these _ research, they had essentially exploited these families. i exploited these families. without— exploited these families. without ever— exploited these families. without ever using - exploited these families. without ever using the l exploited these families. i without ever using the data. there — without ever using the data. there really— without ever using the data. there really are _ without ever using the data. there really are no - without ever using the data. there really are no insights, | there really are no insights, we don't know what is in there. and if we were to get access to it and publish it, perhaps, what kind of message without centre future researchers? i thinkjust because you can do a study doesn't mean you should.

and i still think that it stands as a great example of how not to do research. it should never, ever, ever be done. hi. we are forecasting rain this weekend, but not an awful lot of it, and most of it will fall in western areas of the uk, particularly the north—west. there'll be some sunshine around, too, and many of us will actually escape the rain all together, rain that we really need because the gardens are very parched. so, here's the low pressure that will approach us. in fact, it's approaching us right now, the unsettled weather out towards the west. but ahead of this weather front in east anglia, in the southeast, we'll see very warm weather as south—westerly winds develop and tap into some of that heat that's across france right now.

but let's have a look at the here and now and the rain approaching northern ireland through early saturday morning. elsewhere, it's generally dry, quite a bright start to the day, a mild one, too, 17 celsius in london, 15 celsius in hull and around iii celsius in the lowlands of scotland. so, the forecast for saturday shows increasing amounts of cloud out towards the west. you can see that rain moves in, it's a fairly broken area of rain, so it'll wax and wane through the morning, into the afternoon, and in fact, if anything, the skies may clear in northern ireland middle of the day, and it'll be quite sunny and pleasant with temperatures up to 20 degrees. it'll stay dry generally east of the pennines, across east anglia and the south coast. so, a fine day for portsmouth, southampton, brighton, and temperatures will be in the low 20s. but towards evening, notice this lump of rain heads towards northern ireland and southwestern scotland, and that could really be quite heavy for a time saturday night into sunday. here's sunday's weather forecast. so, the low pressure,

slow—moving and just to the north—west of us, brisk south—westerly winds pushing in clouds and showers, but most of the showers escaping east anglia and the southeast, where warm south—westerly winds will draw in that heat from france. so, temperatures temporarily reaching 30 celsius there in norwich, and by that, i mean it'sjust going to be the one day. in fact, by the time we get to monday, and this is monday's weather map, the low pressure moves out into the north sea. on the back side of it, the winds are coming in from the north. so fresher conditions sweep across the country and it'll cool off. so, here's the forecast for a couple...for a few cities, then, northern areas staying a little unsettled into monday and fresher. further south, also cooling off, but staying generally dry. bye— bye.

welcome to bbc news — i'm tim willcox. our top stories. ukraine and russia sign a deal allowing the resumption of ukrainian grain exports from ports on the black sea. the un says the deal must not fail. many people as invesco famine so there is a moral obligation of all those involved in the process to make a success. of all those involved in the process to make a success. we report from the farms on the frontline in the donbas region — which have now become a battleground. a deal to end russia's blockade could make a huge difference but it won't end the war and so, here in the donbas, ukrainian farmers are racing to

harvest and to store what they can, whatever the risks.