For this CHIMIA special issue on the United Nations Sustainable Development Goals (SDGs) and the coincidental 10th anniversary of the association of Women in Natural Sciences (WiNS) at ETH Zurich, there is no better opportunity to share what we have achieved in the last decade. WiNS was originally founded by female PhD students and PostDocs at the Department of Chemistry and Applied Biosciences (D-CHAB) and has expanded to include three additional departments at ETH Zurich. Join us in celebrating our anniversary, reflecting on what we and other associations with the same mission have done to promote gender equality and reduced inequalities for all. We invite you to reflect on what yet has to be done to enact a systemic change towards achieving equal opportunities for all, rather than simply accommodating the female perspective to Switzerland\'s predominantly masculine working culture.

Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.

Background: This paper investigated some of the challenges in the application of Tshivenda scientific register (TSR) during classroom practices of some physical sciences teachers in some of the public secondary schools in the Vhembe West District, South Africa. Methods: It was an interpretative qualitative case study wherein three physical sciences teachers and 40 learners took part in the study. The study conducted at schools of Vhuronga 2 circuit in Vhembe West District between January 2022 to November 2022. Semi-structured interviews and classroom observations were used for data collections. Researchers analyzed their data through Data Analysis Scheme (DAS) which comprised of themes, categories, and characteristics in this qualitative study. Texts that belong to a particular theme were highlighted using same colour and track changes was also used to codify categories and characteristics of a theme. Results: The research findings had shown numerous challenges in the teaching and learning of physical sciences including teachers and learners not used to physical sciences being taught and learnt through TSR, not familiar with some scientific words in TSR, difficulties in understanding scientific term in TSR as well as absence of Tshivenda physical sciences resources beside TSR. Consequently, this has impacts on teacher and learner\'s ability to implement TSR in the teaching and learning of Physical Sciences. Moreover, the findings also show that teachers and learners participated in the study sometimes switch from Tshivenda Scientific words to English Scientific words during Physical Sciences lessons. Conclusions: Therefore, it is suggested that the above-mentioned challenges in the development and application of TSR for Physical Sciences teaching need to be addressed so that teachers can teach learners Physical Sciences through language they know best. Hence, physical sciences teachers must be developed, trained, and furnished with essential language skills for them to develop Tshivenda scientific language registers on other sciences topics.

Approximately a third of all annual greenhouse gas emissions globally are directly or indirectly associated with the food system, and over a half of these are linked to livestock production. In temperate oceanic regions, such as the UK, most meat and dairy is produced in extensive systems based on pasture. There is much interest in the extent to which such grassland may be able to sequester and store more carbon to partially or completely mitigate other greenhouse gas emissions in the system. However, answering this question is difficult due to context-specificity and a complex and sometimes inconsistent evidence base. This paper describes a project that set out to summarize the natural science evidence base relevant to grassland management, grazing livestock and soil carbon storage potential in as policy-neutral terms as possible. It is based on expert appraisal of a systematically assembled evidence base, followed by a wide stakeholders engagement. A series of evidence statements (in the appendix of this paper) are listed and categorized according to the nature of the underlying information, and an annotated bibliography is provided in the electronic supplementary material.

This study aimed to analyze research projects on lung transplant funded by the National Natural Science Foundation of China from 1986 to 2022 and to provide a scientific reference for lung transplant research.
We identified research hotspots and frontiers in the field of lung transplant research using CiteSpace visualization.
From 1986 to 2022, the National Natural Science Foundation of China funded 93 projects related to lung transplant, with an average of 2.51 projects and ¥0.94 million annually. The National Natural Science Foundation of China funded 30 institutions across 20 provinces, with general and youth science foundation projects comprising 45.16% and 41.93% of the total projects, respectively. The main categories of disciplines included H0113 respiratory intervention, tracheal reconstruction, and lung transplantation; H1105 organ transplantation and transplant immunization; and H0109 acute lung injury and acute respiratory distress syndrome. The research hotspots mainly included ischemia-reperfusion injury, gene regulation, obliterative bronchiolitis, rejection reaction, T cells, and stem cells. The 6 main research clusters were ischemia-reperfusion injury, immune tolerance, obliterative bronchiolitis, stem cells, pulmonary fibrosis, and rejection reaction. The main key word bursts in the past 5 years were \"vein endothelial\" and \"ex vivo lung perfusion.\"
In the past 37 years, National Natural Science Foundation of China-funded projects have significantly advanced the clinical application and basic research of lung transplantation. However, compared with developed countries and other solidorgan transplantations, several problems still require attention and improvements in lung transplant research in China.

Human societies are complex systems and as such have tipping points. They can rapidly transit from one mode of operation to another and thereby change the way they function as a whole. Such transitions appear as financial or economic crises, rapid swings in collective opinion, political regime shifts, or revolutions. In physics collective transitions are known as phase transitions; for example, water exists in states of liquid, ice, and vapor. A few variables determine which state is realized: temperature, pressure, and volume. For social systems it is less clear what determines collective social states. A better understanding of social tipping points would allow us to tackle some of the big challenges more systematically, such as polarization, loss of social cohesion, fragmentation, or the green transition. The physics concept of universality might be key to understanding some tipping points in human societies and why agent-based models (ABMs) might make sense for identifying the transition points. If universality exists in social systems there is hope that relatively simple ABMs will be sufficient for understanding collective social systems in transition; if it does not exist, highly detailed computational models will be unavoidable. Both are possible. Both need new forms of collaboration between the social and natural sciences, and new types of data will be essential.

In October 2019, an integrated dentistry program (iMED DENT) was implemented at the University of Hamburg and was the first of its kind in Germany. This model curriculum builds on didactic concepts that have been applied successfully for many years in curricula for human medicine, including interdisciplinary teaching, early clinical experience, and scientific education. The first year focuses on the healthy situation (\"normal function\") and aims to integrate the natural sciences (biology, chemistry, physics) and the basic medical subjects (anatomy, biochemistry, physiology, medical terminology) in the context of dental health. Further, basic practical and clinical tasks are assigned to the students during the first year.From the experience of the first four cohorts, initial conclusions can be drawn about this stage of study. Generally, its modular structure results in a condensation of learning content, which students judge as demanding. However, its interdisciplinary approach is well accepted. For instance, presenting the basics of the natural sciences in the context of their dental relevance is much better evaluated in the new compared to the previous curriculum, in which this content was taught without specific references to dental health. Teaching the basics of medicine within clinical context and the inclusion of early clinical practice are similarly appreciated. Presently, the interdisciplinary approach is limited by the focus on practical competencies of the dentistry curriculum, as some practical courses offer only few opportunities for other disciplines to interconnect their teaching. The continuous evaluation of the curriculum and exchange of experiences between the disciplines will further improve the integrative concept of the curriculum.
UNASSIGNED: Im Oktober 2019 startete in Hamburg mit dem Studiengang iMED DENT erstmals in Deutschland ein integrierter Modellstudiengang der Zahnmedizin. Mit diesem Studiengang werden Lehrkonzepte wie integrierte Lehre, früher Patient:innenkontakt und früher Wissenschaftsbezug, die in den vergangenen Jahren in der Humanmedizin erfolgreich getestet wurden, auf die Zahnmedizin übertragen. Der Studienabschnitt „Normalfunktion“ im ersten Jahr des Studiengangs orientiert sich im Wesentlichen am gesunden Menschen. Ein wesentliches Augenmerk wurde in diesem Abschnitt auf die Integration der naturwissenschaftlichen und medizinischen Grundlagen der Zahnmedizin sowie auf einen frühen praktischen Bezug gelegt.Aus den Erfahrungen der ersten 4 Kohorten lassen sich erste Rückschlüsse über diesen Studienabschnitt ziehen. Seine modulare Struktur sorgt im Allgemeinen für eine Straffung der Lehrinhalte, das Angebot der integrierten Lehre wird insgesamt sehr gut angenommen. So wird beispielsweise die Präsentation naturwissenschaftlicher Grundlagen im Kontext von zahnmedizinischer Relevanz von den Studierenden des Modellstudienganges deutlich positiver bewertet als die analogen Lehrangebote von Studierenden des Regelstudienganges. In ähnlicher Weise werden der integrierte Unterricht zahnmedizinischer und medizinischer Grundlagenfächer und die frühe Einbeziehung klinischer Aspekte in den Lehrevaluationen geschätzt. Die Integration naturwissenschaftlicher und medizinischer Grundlagen findet ihre Grenzen beispielsweise in der starken Praxisorientierung des Zahnmedizinstudiums, die häufig nur wenige unmittelbare Anknüpfungspunkte für nicht-zahnmedizinische Inhalte bietet. Eine iterative Abstimmung der beteiligten Fächer lässt hier eine weiter zunehmende Verzahnung der Lehrinhalte erwarten.

Objective: Based on the application and funding status of National Natural Science Foundation of China (NSFC) in the field of oral and craniofacial sciences (H15), we analyzed the current status of basic research of the Oral and Craniofacial Sciences (OCS) in China, and provided the references for the sustainable and efficient funding of basic research and scientific frontier exploration in the field, supporting the construction of talents and teams, and enhancing the development of OCS in China. Methods: The data of both applied and funded grants of H15 in NSFC from 2010 to 2021 were analyzed, including the number of applications and funding, the amount of funding, the funding rate, the research direction and the supporting units. The status of basic research of H15 was summarized. Results: From 2010 to 2021, H15 received 15 060 applications and funded 2 569 grants. The overall funding rate of H15 was 17.06%, and the total funding amount was 1 140.305 million yuan. The applications and funded projects of H15 were mainly focused on the General Projects and Youth Science Fund Projects, accounting for 90.33% (13 604/15 060) and 88.71% (2 279/2 569) of the total number of applications and funded projects, and 78.05% (89 002.5/114 030.5) of the total funding amount. In terms of talent training, the National Science Foundation for Distinguished Young Scholars received 65 applications, and 6 were founded, with a funding rate of 9.23%. The National Science Foundation for Outstanding Young Scholars received 85 applications, and 13 were founded, with a funding rate of 15.29%. In recent years, the number of applications has gradually increased and the number of grants has remained relatively stable. Among the nine sub-categories of H15, the top three in terms of the number of applications and grants were H1502, H1504, and H1507. H1502 (repair and regeneration of oral and craniofacial tissue and organ defects) received 2 760 applications, and 510 were funded. H1504 (periodontal and oral mucosal diseases) received 2 475 applications, and 419 were funded. H1507 (restoration of tooth defects and loss, and correction of dental deformities) received 2 270 applications, and 367 were funded. Peking University and Sichuan University ranked first and second with 1 092 and 1 001 applications, respectively. The top five recipients were Sichuan University (327 items), Peking University (260 items), Wuhan University (204 items), Shanghai Jiao Tong University (198 items) and the Fourth Military Medical University of the People\'s Liberation Army (193 items). The funding rates were 32.67%, 23.81%, 23.02%, 21.69% and 29.11%, respectively. Conclusions: Under the support of NSFC, the basic research of oral and craniofacial sciences has been developed in an all-round way. In recent years, the talent training of all echelons has increased year by year, the research direction and geographical coverage is comprehensive, and project support organization has its own research focus and discipline advantages, making contributions to the realization of the goal of healthy China and the progress of world medicine.
目的： 基于国家自然科学基金口腔颅颌面科学（H15）领域申请和资助现状，分析我国口腔颅颌面科学领域基础研究的现状，为持续高效资助领域内基础研究和科学前沿探索，支持人才和团队建设，增强我国口腔颅颌面科学发展提供参考。 方法： 分析国家自然科学基金2010至2021年口腔颅颌面科学项目申请及资助项目情况，主要分析内容为申请数量、资助数量、资助金额、资助率、研究方向、依托单位等，总结口腔颅颌面科学基础研究现状。 结果： 2010至2021年间，口腔颅颌面科学接收项目申请15 060项，资助2 569项，资助率为17.06%，资助金额共114 030.5万元。近年来，申请数量逐步上升，资助数量相对稳定。申请和资助项目主要集中于面上项目和青年项目，两项共占总申请项目数的和总资助项目数的90.33%（13 604/15 060）和88.71%（2 279/2 569），两项共占总资助金额的78.05%（89 002.5/114 030.5）。在人才培养方面，国家杰出青年科学基金项目资助率为9.23%（6/65）。国家优秀青年科学基金项目资助率为15.29%（13/85）。在9个二级代码下，申请数量和资助数量位于前3位的分别为：H1502（口腔颅颌面组织器官缺损修复与再生）申请数量2 760项，资助数量510项；H1504（牙周及口腔黏膜疾病）申请数量2 475项，资助数量419项；H1507（牙缺损、缺失修复及牙颌畸形的矫治）申请数量2 270项，资助数量367项。北京大学和四川大学的申请数量位列第一和第二位，分别为1 092和1 001项。资助数量位于前5位的依托单位依次为四川大学（327项）、北京大学（260项）、武汉大学（204项）、上海交通大学（198项）和中国人民解放军第四军医大学（193项），资助率分别为32.67%、23.81%、23.02%、21.69%和29.11%。 结论： 在科学基金的支持下，口腔颅颌面科学的基础研究得到了全面发展，各梯队的人才培养逐年递增，学科资助的研究方向和地域覆盖均较全面，各依托单位具有各自的研究重点和学科优势。.

This study analyzes heart transplantation funding provided by the National Natural Science Foundation of China (NSFC) between 1986 and 2022. The findings offer an objective and scientific reference for heart transplantation research.
CiteSpace visualization was used to present keywords in heart transplantation research.
From 1986 to 2022, the NFSC disbursed ¥117.68 million to fund 259 projects related to heart transplantation. Hubei, Shanghai, Beijing, Guangdong, and Heilongjiang received the most funding. General and youth science fund projects accounted for 58.69% and 30.50%, respectively. The main discipline category was organ transplantation and transplantation immunity, accounting for 40.93%. Research hotspots included \"immune tolerance,\" \"rejection reaction,\" \"t cell\" \"dendritic cell,\" \"stem cell,\" and \"transplantation tolerance.\" Research foci were \"rejection reaction,\" \"heart failure,\" \"immune tolerance,\" \"heart transplantation,\" \"stem cell,\" \"suppressor cell,\" \"dendritic cell,\" \"dilated cardiomyopathy,\" and \"t cell.\" In the past 5 years, the research frontier has targeted \"transplantation tolerance,\" \"ischemia-reperfusion injury,\" and \"heart transplantation.\"
Continuous NSFC funding for heart transplantation research has promoted the development of disciplines and cultivation of talent. Novel technologies (e.g., artificial hearts and donor maintenance) have generated new requirements for heart transplantation research.

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