Spindle cell oncocytoma (SCO) is a rare non-functioning tumour of the pituitary which has just been formally recognized as a distinct entity by the 2007 WHO classification of brain tumours. We report a case of SCO who presented with symptoms of visual blurring, weight loss, intermittent vomiting and excessive tiredness of several months duration. Investigations revealed a bitemporal visual field defect, a panhypopituitary hormonal profile and a large pituitary tumour with suprasellar extension. He underwent a successful trans-sphenoidal resection of the pituitary tumour but it subsequently recurred twice at 9 months interval which required further two debulking procedures. A diagnosis of SCO was made based on its unique histologic and staining properties. To date there are only ten reported cases of SCO in total with only two of these cases being recurrent. Our case displayed the most aggressive clinical course despite having a low Ki-67 index contrary to the previously reported cases of recurrent SCO.
The complex and global nature of unsustainability requires concerted efforts of sustainability change agents from developed and developing countries all over the world. Various attempts have been made to define competencies needed for change agents to effectively contribute to sustainable development. However, most of the studies on sustainability competencies are Eurocentric in focus. Therefore, it is unclear if a base of the pyramid context would require a different set of competencies. This context is characterized by low per capita income, limited infrastructure, and rural population. To fill this gap, we conducted a Delphi study in two rounds in Ethiopia, as a country at the base of the pyramid. Experts (n = 33) from academia and the industry rated and confirmed seven competencies from the literature as being generally important for sustainable development. Additionally, they identified eight sustainability y competencies specifically important for the Ethiopian context, and thus potentially for other countries with the features of base of the pyramid context. Systems thinking and transdisciplinary competence gained the highest ratings. A subsequent specific literature search revealed that previous studies in contexts other than the base of the pyramid context also identified some of the eight additional sustainability competencies. This is important for future studies regarding the universal nature of certain sustainability competencies. The study brought together three fields of research: sustainability, competence, and base of the pyramid context. Our findings contribute to the theory of professional competence by showing that certain sustainability competencies can be of generic nature, independent of socioeconomic context, whereas others are context-specific. In addition, the sustainability competencies may serve as intended learning outcomes of education and training and development programs for sustainability.
An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.
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