Media Availability: UNH British Historian Comments on Prince Philip, Harry’s Return Home and Future of Monarchy

DURHAM, N.H. — Nicoletta Gullace, associate professor of history at the University of New Hampshire, who studies 20th century and modern British history, is available to discuss the significance of the death of Prince Philip, the husband of Queen Elizabeth…

Suspended studies and virtual lab meetings: How the COVID-19 pandemic is affecting epilepsy researchers

How was epilepsy research forced to morph during the first few months of the COVID-19 pandemic? Researchers from 11 countries shared their experiences and thoughts on the future of laboratory research, clinical trials, and in-person conferences.

FSU expert available to comment on coronavirus impact on UK government

By: Bill Wellock | Published: April 8, 2020 | 1:43 pm | SHARE: As COVID-19 continues to sweep across the globe, the virus has infected Boris Johnson, prime minister of the United Kingdom. Johnson has delegated authority to other members of his administration while he is receiving care. Meanwhile, Queen Elizabeth II addressed the nation in a rare public broadcast calling for optimism and resolve in the face of the pandemic.

U.S. protections for constitutional rights falling behind global peers

New research from the WORLD Policy Analysis Center at the UCLA Fielding School of Public Health (WORLD) shows that the United States is falling behind its global peers when it comes to guarantees for key constitutional rights. Researchers identified key gaps in the U.S. including guarantees of the right to health, gender equality, and rights for persons with disabilities.

What 26,000 books reveal when it comes to learning language

What can reading 26,000 books tell researchers about how language environment affects language behavior? Brendan T. Johns, an assistant professor of communicative disorders and sciences at UB has published a computational modeling study that suggests our experience and interaction with specific learning environments, like the characteristics of what we read, leads to differences in language behavior that were once attributed to differences in cognition.