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This paper aims to investigate the effect of using indigenous forecasts (IFs) and scientific forecasts (SFs) on pastoralists’ adaptation methods in Rwenzori region, Western Uganda.

Data were collected using a household survey from 270 pastoralists and focus group discussions. The multivariate probit model was used in the analysis.

The results revealed that pastoralists using of IF only more likely to be non-farm enterprises and livestock sales as adaptation strategies. Pastoralists using both SF and IF were more likely to practise livestock migration.

Other factors found to be important included land ownership, land tenure, gender, education level, non-farm and productive assets, climate-related risks and agricultural extension access.

Increasing the number of weather stations in pastoral areas would increase the predictive accuracy of scientific climate information, which results in better adaptive capacity of pastoralists. Active participation of pastoral households in national meteorological dissemination processes should be explored.

A two-prong approach that supports both mobile and sedentary pastoralism should be adopted in rangeland development policies.

This study has shown the relevance of IFs in climate change adaptation methods of pastoralists. It has also shown that IFs compliment SFs in climate change adaptation in pastoralism.

Many youth leadership organizations exist today and provide a variety of leadership experiences. One such organization provides a week long leadership experience to high school students with its primary purpose being to guide students through a process of identifying a community need and developing a plan to address that need. This article reports on two qualitative case studies which investigate this leadership education tool and its impacts on the students’ involved, as well as the participating communities. The Living to Serve plans (LTS), the capstone leadership education experience, which the students develop are used to help students understand the process of identifying problems and solving those problems through identified steps.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.