Development of a siren identification system, using deep learning, for hearing-impaired people. Supports SDG 10.
This Article supports SDGs 3 and 10, assessing the effects of genomics, inheritance, and socioeconomic deprivation on neuropsychiatric risk in children with intellectual disabilities. The study shows that children with genomic variants and intellectual disability are at increased risk of neuropsychiatric difficulties.
How adapting math instruction for those with learning disabilities can allow them to increase their understanding of mathematics. Supports SDGs 4 and 10.
An investigation, linking particularly well to SDGs 10 and 5 focusing on equality, which shows how researchers can actively engage with equality, diversity and inclusion (EDI) in their work, and how EDI considerations must remain an ongoing effort. The authors, working in the field of responsible research and innovation (RRI), intentionally employed EDI in their project recruitment, and reflect here on the adjustments they made as a result. The recruitment of persons with disabilities led to some particularly interesting and new insights in this study looking at trustworthiness in the design of autonomous systems with evolving functionality.
A promising gene therapy called anti-tau ASO shows potential in lowering harmful tau protein linked to Alzheimer's disease.
This content aligns with Goal 3: Good Health and Wellbeing as well as Goal 10: Reducing Inequalities by outlining key aspects of disability studies and considers how this strongly emerging field is intersecting with scholarship and activism across many varieties of neurodivergence
This chapter advances UNSDG 4 and 10 addressing Indigenous communities' efforts for self-determination and the recovery, restoration, revitalization, and renewal of their languages. This chapter is authored by Indigenous scholar-practitioners from distinct Indigenous communities - Hawaiʻi, Kanien'keha:ka, Lytton First Nation, Isthmus Zapotec – who share their perspectives and lived-experiences of community-centered language work in the areas of intergenerational knowledge relations, curriculum, and media and technology.
This chapter aligns with UN SDG 4 and 10 and the Māori’s continuous struggle to teach and center their own history despite having their pasts displaced in the education system by British history which dismissed local Indigenous pasts as unreliable myths and “pre-history.” Māori have resisted this “mis-education” for more than a century, fighting to reclaim the past on their own terms. This essay reflects on the enduring struggle that eventually led to the reset, and ongoing skepticism, of the National History curriculum in Aotearoa for all schools from 2023.
An Article on readmission to depressive symptoms among people who are refugees, in the context of SDGs 3 and 10, focusing specifically on the effectiveness and cost-effectiveness of care practices for this population in Germany.
It is important to identify factors that mitigate the impact of racism-related stress and adversity on birth outcomes.
