This One Earth Research Article documents how (mostly) European cities are planning to adapt to increasing heat risk due to climate change (SDG 13 & 11).
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.
This study shows that in all groups of women with chronic pain, sexuality is a damaged area and there is a higher presence of genito-pelvic pain than in the healthy control group.
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.
