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  1. 441

    Global, regional, and national burden of diabetes from 1990 to 2021, with projections of prevalence to 2050: a systematic analysis for the Global Burden of Disease Study 2021 by Kanyin Liane, Ong

    Published 2023
    “…By 2050, 89 (43·6%) of 204 countries and territories will have an age-standardised rate greater than 10%. InterpretationDiabetes remains a substantial public health issue. …”
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  2. 442

    The global, regional, and national burden of oesophageal cancer and its attributable risk factors in 195 countries and territories, 1990–2017: a systematic analysis for the Global... by Farin Kamangar (63964)

    Published 2020
    “…Between 1990 and 2017, age-standardised incidence decreased by 22·0% (18·6–25·2), mortality decreased by 29·0% (25·8–32·0), and DALYs decreased by 33·4% (30·4–36·1) globally. …”
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  9. 449

    Measuring universal health coverage based on an index of effective coverage of health services in 204 countries and territories, 1990–2019: a systematic analysis for the Global Bur... by Rafael, Lozano

    Published 2020
    “…Global ambitions to accelerate progress on UHC service coverage are increasingly unlikely unless concerted action on non-communicable diseases occurs and countries can better translate health spending into improved performance. …”
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  10. 450

    Measuring universal health coverage based on an index of effective coverage of health services in 204 countries and territories, 1990–2019: a systematic analysis for the Global Bur... by Rafael Lozano (234333)

    Published 2020
    “…Global ambitions to accelerate progress on UHC service coverage are increasingly unlikely unless concerted action on non-communicable diseases occurs and countries can better translate health spending into improved performance. …”
  11. 451

    An Investigation into the factors influencing Arabic speaking students’ proficiency in the Arabic language in Dubai British School by AL AHMAD, ALAAEDDIN MEHY

    Published 2022
    “…However, those Arabic-speaking students attending non-Arabic schools become less proficient in the Arabic language and continually fall behind their peers in Arabic schools. This is despite the fact that both groups of students are native Arabic speakers, and that both groups of students attend Arabic classes that use the same curriculum and textbooks. …”
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