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Research

Gender gaps in cognitive and social-emotional skills in early primary grades: Evidence from rural Indonesia

This paper examines the magnitude and source of gender gaps in cognitive and social-emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social-emotional skills).

Research

A call for global action for rare diseases in Africa

The outcomes of the deliberations and emphasizes the international collaborative efforts required to address the global effects of rare diseases on public health

Research

Maternal Fiber Dietary Intakes during Pregnancy and Infant Allergic Disease

Maternal resistant starch consumption was differentially associated with infant phenotypes, with reduced risk of infant wheeze, but increased risk of eczema

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Influenza epidemiology in patients admitted to sentinel Australian hospitals in 2017: the Influenza Complications Alert Network (FluCAN)

This report summarises the epidemiology of hospitalisations with laboratory-confirmed influenza during the 2017 influenza season

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Sleep problems and anxiety from 2 to 8 years and the influence of autistic traits: a longitudinal study

Anxiety and sleep problems may be an early indicator of autism in young children and early autistic traits may also contribute to anxiety problems later in childhood

Research

Long-term medical and psychosocial outcomes in congenital diaphragmatic hernia survivors

Survivors of CDH may have significant adverse long-term medical and psychosocial issues that would be better recognised and managed in a multidisciplinary clinic

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Mechanical Abnormalities of the Airway Wall in Adult Mice After Intrauterine Growth Restriction

We propose that mechanical abnormalities of the airway wall acquired through disrupted fetal growth impact susceptibility to disease

Research

Telling an Adult at School about Bullying: Subsequent Victimization and Internalizing Problems

To prevent persistent victimization, schools and teachers need to be better equipped to respond effectively when a student first becomes a target of bullying