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The Karamoja region of northeast Uganda had been characterized by high levels of acute malnutrition (AM) for decades, despite substantial aid investment in nutrition programmes. Participatory epidemiology (PE) was used to understand the seasonality of child AM from the perspective of women agro-pastoralists and understand their knowledge and prioritization of the causes of child AM. Women provided highly plausible descriptions and analysis of monthly variations in the occurrence of AM, livelihood factors related to the temporal variation in AM occurrence, the root causes of AM and relationships between these causes. Overall, AM was strongly attributed to declining livestock ownership and access to cow milk and normalized gender discrimination. Monthly calendars revealed important monthly patterns in AM, births and women’s workload that had not been previously reported. There was significant agreement (p < 0.01) between independent women’s groups (n = 16) for the monthly calendars and causal diagrams, indicating strong reproducibility of the methods. Triangulation indicated good validity of the monthly calendar method. The PE approach demonstrated that agro-pastoralist women with limited formal education could describe and analyse the seasonality of AM and related factors and identify and prioritize the causes of AM. Indigenous knowledge should be valued and respected, and nutrition programmes should shift the emphasis towards far more participatory and community-based approaches. The timing of conventional nutrition surveys in agro-pastoral settings should be based on an understanding of the seasonality of livelihoods.

The promotes with the a quality education for all and aims to ensure equal access to all levels of education and vocational training for vulnerable groups, such as Indigenous Peoples. However, most education systems are not yet in a position to embrace a culturally appropriate way of teaching children and youth of their Indigenous communities. The research creates a voice for relevant education stakeholder groups, including Indigenous Elders/leaders, ministry officials, parents, students, and teachers from communities with Indigenous students on their perceptions of quality education. Based on a participatory research approach developed together with Indigenous communities and researchers from around the world, dialogues held in 54 research settings in 26 countries show a focus on the acquisition of twenty-first century competencies for learners amongst the most important aspects of a quality education. For this article, the authors focused on knowledge, attitudes and skills, providing recommendations for policy makers in education to better address the needs and priorities of Indigenous communities. Findings from the research indicate that teaching twenty-first century competencies are at the center of concern in all stakeholder groups, yet want these competencies taught in a context to which Indigenous students can readily relate. Adjusting the pedagogy of delivering these common competencies in the classroom could be an important step towards a feasible and affordable path within existing education systems to better serve Indigenous students and all learners.

Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners.

What kinds of leaders does the world need today to achieve a sustainable tomorrow? This article focuses on the importance of envisioning values-based leadership in a pursuit of collective well-being, in light of unprecedented change today, uncertainty about tomorrow, and a lack of clear vision of desired futures. The authors make the case for the importance of formal and informal leaders today and in the future understanding themselves as part of a broader system, and becoming aware of their own competencies, attributes, values, and limitations. The emerging aspects of what leadership can do to promote a sustainable future and lead on the path call for shifts in the current understanding of leadership roles and characteristics. More effective approaches may be found through exploring explicit, transparent values-based leadership as well as new forms of engaging in partnerships and addressing systems holistically. When engaged, higher education can play crucial new roles in preparing much-needed knowledgeable and compassionate leaders, fostering and influencing behavior across societies, and leading future generations to live life purposefully and skillfully in the global pursuit of a sustainable future for all.

The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries, education strategies and funding were negatively impacted and, consequently, especially vulnerable groups were highly affected, amongst them Indigenous communities around the world. As Indigenous communities were already amongst the most vulnerable before 2020, a strategically and well-planned recovery from this pandemic would be vital to secure their well-being. This article offers reflections on the potential of infusing (ESD) in the classroom, the school and the community as a whole, to deal with known and yet unprecedented sustainability challenges in presenting commonalities of 32 good practice reports from 21 countries collected in advance and during the global pandemic. Authors make the point of considering the pandemic and its widespread impact as yet another sustainability challenge and position as a potential tool to achieve quality education and unleash the full potential of education for society when planning recovery efforts in hope for a better future of Indigenous communities in the long term. As the good practices were also included in a report of the to the , focusing on the post-pandemic recovery efforts for Indigenous Peoples, further thoughts on both official reports and their alignment with the overall from an perspective are included.

Purpose Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future. Design/methodology/approach Literature review with a focus on international treaties and declarations on the UN level and international university networks, literature review of the background and potential of the whole-institution approach and the need/suggestions for further research, also to measure advancement. Findings History shows a strong engagement of higher education with sustainability from its beginnings. There have been strong calls/offers from within university networks to take a crucial role in moving towards sustainable development that involves more than teaching about sustainability. The international community calls for higher education to be involved in policymaking rather than simply implementation, have been limited and the full potential of higher education institutions using all opportunities such as being living labs for sustainability has not as yet been realized. Currently, calls for engagement are often still limited to training and providing research when scientific evidence is wanted. Research limitations/implications Literature review focused on UN level treaties/declarations English- and German-language review national developments limited to samples of members of the Sustainable Development Goal (SDG) 4 subcluster in the Higher Education and Research for Sustainable Development (HESD) Global Cluster by the International Association of Universities (IAU). Practical implications Guidance for university leaders and other stakeholders to become aware of and consider a whole-institution approach. Practitioner relevance as countries is encouraged to embed UN recommendations, treaties and declarations. Defining opportunities for further research. Presenting the HESD Cluster by the IAU as a sample for new approaches of higher education to interact with the SDGs. Social implications Strengthening the role of higher education in the pursuit of a better future would focus on science and research as a neutral basis for decision-making and policy development. Sustainability embedded in all streams of university can help universities to be a practical example of the possibilities of sustainability at work. Originality/value Composition of authors with UN background and involvement. Focus on UN treaties/declarations and guidance for academics and practitioners in leadership on adopted UN and other international documents. Summarizing the background of the whole-institution approach as a genuine development over time but including limitations and implications for future roles for higher education leadership. IAU SDG 4 Subcluster is unique in its own approach and with its connections to a global network of higher education institutions and UNESCO.

Diverse machine learning methods promise to forecast gene expression changes in response to novel genetic perturbations. However, these methods’ accuracy is not well characterized. We created a benchmarking platform that combines a panel of 11 large-scale perturbation datasets with an expression forecasting software engine that encompasses or interfaces to a wide variety of methods. We used our platform to assess methods, parameters, and sources of auxiliary data, finding that it is uncommon for expression forecasting methods to outperform simple baselines. Our platform will serve as a resource to improve methods and to identify contexts in which expression forecasting can succeed.

Among the major industries, healthcare accounts for over ten percent of jobs today and is continuing to grow per the surges of baby boomers requiring more care, rising costs in medicine and equipment, and current legislative changes on the national level. Hospitals are continually reorganizing processes to accommodate for the growth to the cumbersome employee base. As a result, hospitals must adopt lean concepts to remain competitive. It remains a challenge for management and leadership to gauge caregiver performance and discover where inefficiencies lie in the workflow. To maintain quality of care in hospitals, nurse-rounding functions are adopted to provide comfort; pain management, safety, and an increase in overall patient satisfaction. The full rounding model also incorporates the leadership staff to participate in the process. Leadership rounding is pertinent to the rounding process, as it provides an element of upper management providing a more personable engagement with patients and acts as a facet to managing nursing staff the most effective rounding. Effectiveness of nurse rounding has been demonstrated by numerous surveys. One such survey known as the Hospital Consumer Assessment of Healthcare Providers, or HCAHPS survey acts as a performance feedback mechanism to measure the patient's quality of care during their stay at the hospital. As the growth in healthcare has increased workloads for nurses and leadership, rounding may be overlooked, which in turn, reduces HCAHPS scores. Since these survey scores dictate certain insurance percentages; much is at stake. There needs to be a mechanism to track rounding in hospitals to confirm these job tasks are being completed (Cayer, 2014). With the emerging technology provided by Real-Time Location Systems (RTLS), hospitals now have the ability to track assets, measure temperatures real-time, and track locations of staff. RTLS has the ability to monitor staff in the busy environment to find bottlenecks in workflow and monitor employee performance. However, the raw data sets are often hard to analyze and need to be converted into a form that is intelligible for managers and various stakeholders. The purpose of this study is to develop an RTLS rounding tool that ingests and processes RTLS data captured at a local Women and Children's hospital. This study discusses the outcomes of the implementation of the RTLS tool and describes the process of generating customizable reports that can be used by the management to monitor, change, and improve rounding behavior.