This article describes the design, development, and evaluation of a virtual assistant named 'Taylor' that was created to support disabled students in sharing information about their disabilities and learning about available support and adjustments at a distance-learning university.

This review explores how opportunities for play in public spaces are essential for children’s health and development, with growing research highlighting the links between outdoor play, learning, and the design of playful urban environments.

This study examines the impact of living conditions on cognitive function in older adults in China, and explores the role of plant-based dietary patterns in mitigating the negative effects of poor living conditions. The key finding is that living in fair or poor conditions was associated with an increased risk of developing cognitive impairment, and this association was more pronounced in the "Low-stable-decreasing PDI" group compared to the "High-rapid-decreasing PDI" group.

Objective: Historically, the medical profession is a male-dominated field.

This article explores how the mathematics education and educators at the New York, USA women’s college, Barnard College, during its early years approached the issue of equal study on separate campuses as well as how some of the female students of Barnard with a mathematics focus in their studies utilized their knowledge of this male-dominated field to pursue careers following their graduation.

Women's participation in science has been growing throughout history. However, a gender gap in their equity in participation requires pragmatic strategies and public policies that motivate women's opportunities in research. This study aims to analyse the scientific contribution of female Ecuadorian researchers through a diagnosis of the metrics and co-author's criteria for scientific publications to establish strategies oriented toward women's inclusion in Ecuador's research development.

Throughout the 19th century in southern Brazil, as in the whole country, girls received a poorer mathematical education than boys. Historical records of this education are scarce. The first systematic opportunity for girls to progress beyond basic arithmetic was by pursuing training as elementary school teachers. In the 20th century, several movements converged to reduce inequalities: coeducation became standard in primary schools, secondary education was standardized, and both coeducational and girls’ secondary schools expanded rapidly.