This study analyses the linguistic and metalinguistic abilities of individuals with Prader–Willi syndrome (PWS).
This article ties into SDG3 by examining the relation between air pollution exposure and cardiovascular health especially on particular subpopulations, e.g. younger people, women, residents of rural areas and those with lower income.
This research highlights how how diversity is, and has been, defined, explained and enacted in the context of schooling.
A perspective piece on ecosystem restoration and seed provenance, highlighting different stakeholders and frameworks and current needs
This Article supports SDG 3 by demonstrating that delivery of a complex, non-operative package of care to individuals with severe osteoarthritis and multiple long-term conditions waiting for knee replacement surgery is possible.
It is important to have scientifically analyzed data to support the policy direction for children's schools, as they are a vulnerable group when it comes to emerging infectious diseases. [hotspot – schools]
This paper supports SDGs 3 and 15 by examining environmental exposures and risk of inflammatory bowel disease (IBD) in early life in a Danish cohort. The study found that increased agricultural land use was associated with a higher risk of Crohn's disease, while increased biodiversity and green space were associated with a lower risk of Crohn's disease. These findings may have implications for IBD prevention.
This article ties to SDG3 by examining climate potential of cycling
This article examines gender differences in the choices of undergraduate students at a French university who are competing for seats at foreign universities to fulfill a mandatory exchange program requirement. The authors find that average- and high-ability female students request universities that are worse-ranked than their male peers, and survey results suggest that male students prioritize the academic characteristics of exchange universities whereas female students consider both academic and non-academic characteristics.
Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope.
