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The title that was printed in the programme—‘OECD and Unesco’—which took me a little by surprise, is at the same time too broad and too constricting. Too broad, because one can say a great deal about intergovernmental planning and co‐operation without ever mentioning an international organization. Too broad also, perhaps, because I have been involved directly only in the OECD programmes and so can only talk about OECD at first hand. Too constricting, because if one introduces international organizations at all there is no justification for stopping at those two: there are a great many inter‐ and non‐governmental bodies interested in information and governments work with all of them.

Drawing on the scientific literature, the purpose of this paper is to elucidate the harmful effects of toxic stress on the developing brain. It explains how severe, chronic adversity during development, in the absence of responsive caregiving, can impair brain architecture. It also outlines policy implications for preventing or mitigating the effects of toxic stress in early childhood.

The National Scientific Council on the Developing Child, based at the Center on the Developing Child at Harvard University, is a multidisciplinary, multiuniversity panel of scholars that seeks to bring science to bear on public decision making. Council members selected excessive stress as a topic meriting translation for a general audience and conducted extensive peer review in drafting the paper's key scientific concepts.

The paper discusses how healthy development can be derailed by excessive or prolonged activation of the biological stress response systems and how that increases lifetime risk for certain behavioural and physiological disorders. It finds that supportive relationships with caregivers can help buffer the negative consequences of toxic stress.

The paper calls for improvements to family support programmes, mental health services, and the quality and availability of early care and education.

This paper describes an original taxonomy of positive, tolerable, and toxic stress and demonstrates the need to translate scientific knowledge about the developing brain into actionable strategies for the prevention and treatment of the effects of adverse childhood experiences.

The integral approach to risk is currently an important background for the local development processes within the sustaintability framework. Given the greater frequency and intensity of extreme climatic events in the period 2005-2015, whose inventory shows a total of 78 extreme climate events in the four thermal stations, the purpose of this paper is to analyze risk situations and their corresponding management in the tourist destinations (TD) of the Atlantic coast of Buenos Aires, Argentina.

Risk management in TDs has not been addressed in depth in the study area. Because of that, this study is exploratory and descriptive, and it was conducted by quantitative and qualitative methods. The occurrence of extreme weather events was the trigger of this study. Thereafter, the existence of risk situations was analyzed from the combination of natural hazards and material and human damage. The actions taken by the public sector were identified to make a diagnosis of the current management of coastal destinations in the province of Buenos Aires.

The result of this study shows that TDs do not apply integral models of risk management, as only 16% of the total registered events were attended by public management from reactive measures to the event. It is believed possible to replicate this study in other TDs, regardless of its main tourism modality, as the analysis carried out in the coastal destinations of Buenos Aires shows that it is necessary to plan and manage risk to avoid and/or mitigate material, social and economic damages of the resident and tourist population.

The main implication of the study, in practical terms, is associated with the incorporation of specific equipment for the detection of storms and other meteorological phenomena. In addition, it should start, from the management, with a process of awareness of the resident and tourist population about the risk and its consequences.

Knowing the existence of natural hazards is a strategic resource for public management. From the identification of the hazards, exposure and vulnerability of the population, it is possible to begin to take measures to mitigate the risk and conduct awareness campaigns about the risk situations that may arise from the occurrence of meteorological phenomena. in beach areas. In this sense, the development of a culture of risk is very important.

The relationship between the occurrence of extreme weather events and tourism has not been addressed in depth in Argentina. Therefore, this work provides an interdisciplinary vision (from tourism and physical geography) about the hazards that extreme phenomena represent in TDs, the situations of risk that they detaches there and the weakness of public management in coastal destinations of Buenos Aires. This case study shows that the absence of planning and risk management has serious implications for the continuity of the development processes of the destinations.

The study aims to analyze the previous literature on government initiatives to implement health information systems (HISs).

Proknow-C (Knowledge Development Process-Constructivist) was used in the selection of the literature and in the bibliometric and systematic analysis.

The research identified a portfolio composed of 33 articles aligned with the research theme and with scientific recognition, as well as periodicals, authors, papers and keywords that stood out the most. Amongst the government initiatives in the 24 identified countries, England has been the most studied nation, and there is a certain prominence of research arising from developed countries. Electronic health records (EHRs) have been the most explored technology. Efficiency and safety of health care delivery, integration of information and among health organizations, cost reduction and economicity are the most expected benefits from government programs. The difficulties found are related to the broader context in which the system is inserted, to the management of the program, to technology itself and to individuals. The most emphasized difficulties identified in most countries were previous context marked by a lack of standardization/interoperability, acceptance of providers and users and project financing. The findings of the present article provide a theoretical framework for future studies, in addition to yielding a replicable process for future use.

This research may be considered original as it analyzes – through a constructivism-structured process (Proknow-C) – the phenomenon under investigation by gathering bibliometric and systematic review data concomitantly. The countries and technologies reported emerge from the process itself.

The purpose of this study is to determine the funding ratio of BRICS nations in various research areas. The leading funding institutions that support research in the developing world have also been researched.

This study involves the funding acknowledgment analysis of the data retrieved from the “Clarivate Analytics' InCites database” under “22 specific research areas” to determine whether the publication was funded.

This study shows that China achieves the highest funding ratio of 88.6%, followed by Brazil (73.74%), Russia (72.93%) and South Africa (70.94%). However, India has the lowest funding ratio of 58.2%. For the subject areas, the highest funding ratio is by microbiology in Russia (86.6%), India (84.3%) and China (96.9%) and space science in Brazil (93.7%) and South Africa (94.82%). However, economics and business achieves the lowest funding ratio in Brazil (38.6%), India (20.1%) and South Africa (30.24%). Moreover, the regional funding agencies are the leading research sponsors in the BRICS nations.

This study implies increasing the funding ratio across various research areas, including arts, humanities and social sciences. The nations, particularly India, also need to gear up sponsoring the research to improve the funding ratio for scientific development, bringing overall good.

This study efforts to show the status of countries and research subjects in terms of funding ratio and reveals the prominent funders working toward scientific growth.

Why standardize in documentation?

To provide an empirical contribution to analyse the dynamics of research groups in knowledge production in an interdisciplinary research field in two scientifically peripheral countries (Colombia and Brazil).

This dynamic is analysed in the interdisciplinary area of immunology through a comparative study of Brazilian and Colombian research groups. The practices of publication, collaborative links and patterns of acknowledgements provided the framework for this study. Quantitative and qualitative tools were used; in particular a bibliometric study was complemented with information derived from semi‐structured interviews with members of the research communities selected.

The bibliometric study allowed the construction of some indicators: channels of publication, impact of the research outputs, citations and patterns of collaboration. Also, a database with acknowledgements was created to identify the different actors who take part in the process of knowledge production. These indicators, interpreted in the light of qualitative analysis, throw considerable light on how the different groups work on the cognitive and social aspects of knowledge production.

This study is limited to 31 leading research groups from Colombia and Brazil.

This paper starts to redress the situation of a lack of empirical studies in developing countries in the use of acknowledgements as a tool to examine formal and informal scientific collaboration and as indicator of accountability to funding bodies. This work provides an empirical contribution to policy‐makers and scientific communities in the task of understanding the dynamics of knowledge production in an interdisciplinary area combining different approaches.

For the longest period of its history, the university was the guardian and transmitter – not the producer – of knowledge. This relatively recent change of transmitting canonical knowledge and generating new knowledge is normally associated with Wilhelm von Humboldt. Other highly influential university models were provided by France and Great Britain. The association of certain types of universities with particular countries is a strong indicator of the intricate link between nation-state and education. Hence, the history of tertiary education and its elite institutions, the research universities, must be considered in relation with a sea change in educational history – the gradual emergence of national education systems. Only under the conditions of the by now standard form of organizing modern societies as nation-states did education become a central institution (Meyer, Boli, Thomas, & Ramirez, 1997) collapsing individual perfectibility and national progress. The nationally redefined university was integrated into the education system as its keystone while also being considered the motor of societal development. From a social history perspective, the latter aspect in particular indicates the pragmatic (training professionals, imparting military and technical knowledge, etc.) and symbolic expectations, “myths” of the nation-state that have been so aptly described and analyzed in numerous macro-sociological neo-institutionalist studies (Meyer, Ramirez, & Soysal, 1992; Meyer et al., 1997; Ramirez & Boli, 1987). In a macro-phenomenological perspective, the term “myth” is used to denote a fundamental change in the self-description of European society which since the late eighteenth and early nineteenth centuries no longer views itself as consisting of separate collectivities divided from each other by social origin – as was the case under feudal conditions – with each collectivity providing itself the necessary education for its members or being provided for by others in the case of neediness. Instead, as a result of a number of material and immaterial changes, society now defines the individual as its key unit, with the nation being consequently the aggregate of individuals and not of collectivities and the state redefined as the guardian of the nation. This conception might be taken as a kind of overlapping area which includes different approaches, such as Michel Foucault's concept of the disciplinary society (Foucault, 1977), Balibar and Wallerstein's (1991) deliberations on the relation between race, class, and nation, and Benedict Anderson's (1991) description of nations as imagined communities. All these studies could be taken as sharing the notion of “constructedness” (cf. Berger & Luckmann, 1972) of modern society with the neo-institutionalist perspective. The concept of a “world polity” which encompasses the “myths” society is based on, the overall notion of a cognitive culture, which takes Max Weber's concept of rationality as a point of departure, is identified as the basis of isomorphic change in the organizational structure of modern education systems (cf. Baker & Wiseman, 2006). However, the strong emphasis on international, world system embeddedness of nation-states and their education systems is not to be taken as a unidirectional dependence on external forces. While modern nation-states originate from and remain tied to international dynamics and developments, they are conceived as unique entities. For most of their history, modern nation-states have been preoccupied with making themselves distinct from each other. Thus, while international competition has always been present, looking abroad traditionally meant reworking, adapting, and reshaping what was imported, or borrowed (Halpin & Troyna, 1995; Steiner-Khamsi, 2004). This is true for education as well as for other areas of society.

The study of sustainability within universities is recognized as essential for debates and research; in the long term, the “sustainable university” concepts can contribute to sustainability from a larger perspective. This study aims to propose a conceptual model for evaluating the students’ sustainability considering their interactions with the university and the environment. The proposed model is titled Sunshine model. It is applied to students of the La Salle University, Peru.

The model combines academic performance, happiness and the ecological footprint to quantify university students’ sustainability. A structured questionnaire survey was elaborated and applied to get the raw data that feeds the three methods. The students’ average grades evaluate academic performance. Happiness is quantified by the happiness index method, and the ecological footprint is measured by the demand for food, paper, electricity, transport and built-up areas. Results are evaluated under both approaches, overall group performance and clusters.

The proposed model avoids misleading interpretations of a single indicator or discussions on sustainability that lack a conceptual model, bringing robustness in assessing students’ sustainability in universities. To have a low ecological footprint, the student needs to need up to 1 planet for their lifestyle, be considered happy with at least 0.8 (of 1) for happiness index, and have good academic performance with at least a grade of 7 (of 10) in their course. Regarding the case study, La Salle students show a high academic grade degree of 7, a high level for happiness index of 0.8 and low performance for ecological footprint by demanding 1.8 Earth planets, resulting in an “environmentally distracted” overall classification for students with 2019 data. From a cluster approach, 81% of evaluated students (n = 603) have low performance for ecological footprint, whereas 31% have low performance for indicators of recreational activities of happiness. Changing lifestyles and making more recreational activities available play crucial roles in achieving higher sustainability for the La Salle students.

The happiness assessment questionnaire can be subject to criticism, as it was created as a specific method for this type of audience based on existing questionnaires in the literature. Although it can be seen as an important approach for diagnoses, the proposed model does not consider the cause–effect aspect. The decision-maker must consider the sociocultural aspects before implementing plan actions.

University managers can better understand why university students have high or low sustainability performance and provide more effective actions toward higher levels of students’ sustainability.

The proposed model, Sunshine model, overcomes the single-criteria existing tools that access the sustainability of universities. Rather than focusing on university infrastructure, the proposed model focuses on the students and their relationship with the university.