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Purpose: Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed. Design/methodology/approach: Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects. Findings: The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach. Originality/value: Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals.

Purpose: This paper aims to connect participatory sustainability implementation with sustainability assessment, exploring learning theories, the principles of Higher Education for Sustainable Development (HESD) and respective indicators applied in the university context. Even though participation is partly considered in existing assessment practices, it is still unclear what and how to measure participatory processes that envision implementing sustainability principles in higher education institutions. Holistic approaches are often proclaimed, but reductionist assessment methods are frequently followed. Design/methodology/approach: The study followed a qualitative approach, inspired by the Delphi method, and includes semi-structured expert interviews (N = 15) and two focus group discussions (N = 23), with participants coming from a total of 17 different countries. Data were analysed and compared according to qualitative content analysis and systemized according to the underlying theoretical strands. Findings: The findings suggest that participatory processes can be better assessed from a social learning and organisational learning perspective, emphasizing non-linear criteria for the quality of the process in terms of depth and meaningfulness as well as criteria for the quality of the outcome in terms of knowledge generation and innovation. The findings also point implicitly to the need of considering double- and triple-loop learning, if a culture of participation towards sustainability is to be pursued, and underline the high impact of institutional governance. Originality/value: Although a great volume of literature about sustainability implementation in higher education exists, studies focusing on participatory processes in this context are rather scarce. This research pays attention to sustainability experts working in universities rarely heard in a more systemic manner and also applies a reflective participatory approach itself by using qualitative methods.

The article presents the diagnosis of type 1 dermoid sinus in two Rhodesian ridgeback dogs through magnetic resonance imaging (MRI) in Canada. It notes that MRI was used in the determination of fluid-filled structures, fibrous capsules and sinus tracts. However, it was not able to identify tract termination. It was found out that its ridge was an autosomal dominant trait inclined for dermoid sinus.

In order to determine which aspects would be essential to the neurological examination (NE) in a given specific situation (a patient referred with a potential neurological complaint, but the history suggests that a neurological problem is unlikely), we presented the same questionnaire used by Moore and Chalk in Canada to 19 neurologists in Rio de Janeiro, Brazil. We considered significant aspects of NE, whose average responses were greater than or equal to 3.5: visual fields, fundoscopy, pursuit eye movements, facial muscle power testing, gait, pronator drift or rapid arm movement in upper limbs, finger-nose, tone in arms and legs, five tendon reflexes, and plantar responses. We concluded that, despite geographical and economical differences between Brazil and Canada, neurologists from both countries agree about the essential NE in the proposed scenario.