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Metadata are an essential way of enabling the discoverability and impact of scholarly resources such as (research) data and associated objects. It must adhere to a precisely described schema describing its properties,[1] and such a conformant metadata record is an mandatory component of a (research) data repository. Access to the record is by resolving the DOI (Digital object identifier) for any repository item, as for example:

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https://data.datacite.org/application/vnd.datacite.datacite+xml/10.14469/hpc/15994
\nhttps://data.datacite.org/application/vnd.datacite.datacite+xml/10.5281/zenodo.20657236

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where 10.14469/hpc/15994 and 10.5281/zenodo.20657236 are the (in this example two) DOIs registered for the same specific repository dataset. Two different repositories are shown here, because the metadata is still mostly captured using the user-interface of the relevant repository, and the richness or completeness of the metadata can differ greatly between repositories. Whilst the registered metadata record has some mandatory components, many more are optional and it is often the case that these optional components are either not supported via a visual interface by the repository, or the user choses to omit them (a complete or “rich” metadata entry could be quite tedious for a human). This aspect of human time and their attention span can often result in sparse metadata records.

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In some cases, the metadata is captured using a programmed workflow and then registered using the equivalent of a command line interface (API) which requires no user involvement or interactive user responses[2] and which tends to produce more systematically complete metadata records. Unfortunately, I think this mode of metadata provision must be relatively rare – although to be fair the metadata record itself does not carry details of the mechanism by which the metadata was populated. The two examples above were prepared using exactly the same API, and they largely differ in what elements of the total metadata schema each of the two repositories above actually support, rather than what a human had the patience for.

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So it is a welcome development that DataCite have recently made a Dashboard available that allows at a glance an inspection of either a specific metadata record or a collection of such records to be made. The start point is https://metadata.datacite.org/\u00a0and here you can filter the record by\u00a0a) the repository, further filtered by\u00a0b) registration year and c) resource type (Figure 1).\u00a0Thus:
\n\"\"

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Figure 1. The DataCite Metadata Dashboard,\u00a0showing a specified repository using the query
\nhttps://metadata.datacite.org/urks.helix?registrationYear=2026&resourceType=dataset

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This dashboard now allows you to easily compare the two metadata records noted above, with the help of an additional DOI query filter which can be used to further narrow it down to a single dataset (queries 1 and 2).

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    \n
  1. https://metadata.datacite.org/urks?registrationYear=2026&query=id:10.14469/HPC/15994
    2. \n
  2. https://metadata.datacite.org/cern.zenodo?registrationYear=2026&query=id:10.5281/zenodo.20657236
    3. \n
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A prominent difference between these queries is the Subjects metadata, with for example the subjectScheme\u00a0100% complete for example 1 (Figure 2) and 0% complete for example 2 (Figure 3).
\n\"\"

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Figure 2. The Subjects panel of the DataCite Metadata Dashboard,\u00a0for\u00a0DOI: 10.14469/HPC/15994

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Figure 3. The Subjects panel of the DataCite Metadata Dashboard,\u00a0for\u00a0DOI: 10.5281/zenodo.20657236

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Using the query filter to explore a range of other searches.

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Searches 3 and 4 specify an individual depositor by their ORCID identifier and 2026 as a publication year, for two different repositories.

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    \n
  1. https://metadata.datacite.org/bl.imperial?registrationYear=2026&query=contributors.nameIdentifiers.nameIdentifier:0000-0002-8635-8390+OR+creators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390
    2. \n
  2. https://metadata.datacite.org/cern.zenodo?registrationYear=2026&query=contributors.nameIdentifiers.nameIdentifier:0000-0002-8635-8390+OR+creators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390
    3. \n
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The Subjects panels\u00a0are shown in Figures 4 and 5. In these examples, both sets of depositions are made using the same automatic command line API[2] so human error or their lack of attention is not the cause of the differences.
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Figure 4. The Subjects panel of the DataCite Metadata Dashboard for the bl.imperial repository for query 3.

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Figure 5. The Subjects panel of the DataCite Metadata Dashboard for the cern.zenodo repository for query 4.

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Search 5 shows more direct use of a Subject filter (Figure 6) and use of this filter ensures that again the subjects metadata panel is well populated.

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    \n
  1. https://metadata.datacite.org/urks?query=(media.media_type:application/zip+OR+media.media_type:chemical/x-mnova)+AND+
    \n(subjects.subjectScheme:*NMR_Nucleus)+AND+(subjects.subject:13C)+AND+
    \n(titles.title:*pyrazol*+OR+descriptions.description:*pyrazol*)
    2. \n
\n

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Figure 6. The Subjects panel of the DataCite Metadata Dashboard for the urks repository for query 5.

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Query 6 (Figure 7) identifies datasets that have a directly associated journal article, showing the population of the “high impact” relatedIdentifier property.

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    \n
  1. https://metadata.datacite.org/urks?query=(types.resourceTypeGeneral:Dataset+OR+types.resourceTypeGeneral:Collection)+AND+
    \n(contributors.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390+OR+
    \ncreators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390)+AND+(relatedIdentifiers.relatedIdentifierType:DOI+AND+
    \nrelatedIdentifiers.resourceTypeGeneral:JournalArticle+AND+relatedIdentifiers.relatedIdentifier:*)
    2. \n
\n

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Figure 7. The RelatedIdentifiers\u00a0panel of the DataCite Metadata Dashboard for the urks repository for query 6.

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Query 7 showing again a very well populated Subjects panel (due of course to the filter applied below) with 100% occupancy of the subjectScheme.

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    \n
  1. https://metadata.datacite.org/urks?query=(media.media_type:chemical/x-gaussian-log+OR+
    \nmedia.media_type:chemical/x-gaussian-checkpoint)+AND+
    \n(titles.title:*Endo*+OR+
    \ndescriptions.description:*Endo*+OR+titles.title:*Exo*+OR+descriptions.description:*Exo*)+AND+
    \n(subjects.subjectScheme:*KIE*)+AND+
    \nsubjects.subject:1H/2H
    2. \n
\n

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Figure 8. The Subjects\u00a0panel of the DataCite Metadata Dashboard for the urks repository for query 7.

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Query 8 shows how well populated the Subjects panel is for a whole range of users (excluding one subject-loving suspect!). It would be interesting to see if this population (albeit only 4.7%) was achieved by manual entry or by automatic API calls.

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    \n
  1. https://metadata.datacite.org/cern.zenodo?registrationYear=2026&query=+NOT+
    \n(contributors.nameIdentifiers.nameIdentifier:0000-0002-8635-8390+OR+
    \ncreators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390)
    2. \n
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Figure 9. The Subjects panel of the DataCite Metadata Dashboard for the cern.zenodo repository for query 8.

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Example 9 uses the InvenioRDM repository system whilst 10 uses a bespoke repository created in 2016 with metadata richness in mind.[2] Both these examples were crafted “by hand” rather than using an API tool and are limited only by the user interfaces of either repository.

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    \n
  1. https://metadata.datacite.org/urks.helix?registrationYear=2026&query=id:10.82186/xjxch-zzb72
    2. \n
  2. https://metadata.datacite.org/bl.imperial?registrationYear=2024&query=id:10.14469/hpc/14835
    3. \n
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Figure 10. The Subjects panel of the DataCite Metadata Dashboard for query 9.
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Figure 11. The Subjects panel of the DataCite Metadata Dashboard for query 10.

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Conclusions.

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It is to be hoped that analysis of research data metadata records using the DataCite tool will rapidly lead to a greater and richer population of these records. Wherever possible, these records should be populated using automated methods which do not rely on the patience of a human. My own candidate for increased population is the Subjects field, which can be readily automated and the presence of which allows finely tuned searches of the DataCite metadata store to be made.

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DOI: 10.59350/ams3m-m3t92

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References

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  1. DataCite Metadata Working Group., \"DataCite Metadata Schema Documentation for the Publication and Citation of Research Data and Other Research Outputs v4.7\", DataCite, 2026. https://doi.org/10.14454/qdd3-ps68\n\n
    2. \n
  2. C. Cave-Ayland, M. Bearpark, C. Romain, and H. Rzepa, \"CHAMP is a HPC Access and Metadata Portal\", Journal of Open Source Software, vol. 7, pp. 3824, 2022. https://doi.org/10.21105/joss.03824\n\n
    3. \n
\n\n
","doi":"https://doi.org/10.59350/ams3m-m3t92","guid":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31548","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781654400,"reference":[{"id":"https://doi.org/10.14454/qdd3-ps68","unstructured":"DataCite Metadata Working Group., \"DataCite Metadata Schema Documentation for the Publication and Citation of Research Data and Other Research Outputs v4.7\", DataCite, 2026."},{"id":"https://doi.org/10.21105/joss.03824","unstructured":"C. Cave-Ayland, M. Bearpark, C. Romain, and H. Rzepa, \"CHAMP is a HPC Access and Metadata Portal\", Journal of Open Source Software, vol. 7, pp. 3824, 2022."}],"rid":"se4bz-dxb91","summary":"Metadata are an essential way of enabling the discoverability and impact of scholarly resources such as (research) data and associated objects. It must adhere to a precisely described schema describing its properties,[1] and such a conformant metadata record is an mandatory component of a (research) data repository.","tags":["Chemical IT"],"title":"Evaluating metadata quality and completeness for research data using the new DataCite Tool.","updated_at":1781947113,"url":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31548","version":"v1"}},{"document":{"authors":[{"affiliation":[{"id":"https://ror.org/041kmwe10","name":"Imperial College London"}],"contributor_roles":[],"family":"Rzepa","given":"Henry","url":"https://orcid.org/0000-0002-8635-8390"}],"blog":{"authors":[{"name":"Henry Rzepa","url":"https://orcid.org/0000-0002-8635-8390"}],"community_id":"8fb94c86-e95f-41cf-aac2-a2877ffc1b5f","created":1693094400,"current_feed_url":null,"description":"Chemistry with a twist","favicon":"https://rogue-scholar.org/api/communities/8fb94c86-e95f-41cf-aac2-a2877ffc1b5f/logo","feed_format":"application/atom+xml","feed_url":"https://www.ch.ic.ac.uk/rzepa/blog/?feed=atom","filter":null,"generator":"WordPress","home_page_url":"https://www.ch.ic.ac.uk/rzepa/blog","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"rzepa","status":"active","subfield":"1606","title":"Henry Rzepa's Blog","updated":1781945556,"use_api":true},"blog_name":"Henry Rzepa's Blog","blog_slug":"rzepa","content_html":"
\n

In the previous post,[1] I noted the photochemical isomerisation of a pyrimidone into what is called the bicyclic Dewar form, being part of a solar energy storage system.[2] A colleague (thanks Alan!) has recollected a very similar example dating from 1965[3] in which a related molecule known as a diazepinone 72 (scheme below) is converted by light into a Dewar form 73.

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This example was first highlighted\u00a0in Woodward and Hoffmann’s (WH) famous 1971 book on the topic of the conservation of orbital symmetry\u2020 in which they noted that the Dewar form\u00a0of a diazepinone (73 in scheme) had been observed[3] to thermally “revert to diazepinone in the dark”.\u2020 The original authors[3] also specifically noted that the Dewar diazepinone was “stable to storage” after being protonated. These two properties are the exact inverse of the recent report,[2] whereby the photochemical bicyclic form of pyrimidone was found to be thermally stable, but very rapid ring opening was induced by protonation with acid. Here I explore whether these apparently contradictory reports can be reconciled.

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In discussing the reaction of 72 in their book\u2021, WH suggest that the stereochemical aspects of the thermal ring opening of 73 could be explained using their rules\u00a0by prior inversion of the ring nitrogen stereochemistry to that of 73-inv, followed by conrotatory/antarafacial ring opening to 72. Here, with the help of \u03c9B97XD/Def2-TZVPP/DCM DFT calculations,[4] I discuss whether this suggestion is viable, and also propose an alternative mechanism (72-trans, Scheme above).

\n

Firstly, I show the calculated reaction path[5],[6] along which HTS3 and 73-inv are found, being the WH suggestion for this reaction.

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\n\"\"
\nFigure 1. IRC Energy plot and animation for TS3

\n
    \n
  1. At IRC ~8, (Figure 1) the potential shows what can be called a “hidden transition state”, at which point the gradient norm is close to zero. This is the point labelled HTS3, followed soon after by a “hidden intermediate” (IRC ~4) or 73-inv. The process corresponds to inversion of the nitrogen lone pair to produce a bicyclic species with a trans ring fusion. These are both “hidden” because the gradient norm (Figure 2) does not actually reach a value of 0.0 as required for “real” transition states and intermediates, but comes very close.
    2. \n
  2. \u0394G\u2021298 at these points\u00a0relative to the starting\u00a0point is ~34 kcal/mol, rather higher than would be needed for a truly thermal reaction. The CN bond length has not yet started to change (Figure 3).
    3. \n
  3. At IRC = 0.0 the true transition state is reached (TS3), involving WH-allowed antarafacial cleavage (Figure 5) of the bicyclic C-N bond (length @TS 2.035\u00c5). The energy is now ~65 kcal/mol above the starting point, which makes this pathway very unlikely.
    4. \n
  4. The thermal reaction is exothermic by -19 kcal/mol (Figure 1), significantly less than that for Dewar pyrimidone.
    5. \n
\n

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\n

Figure 2. Gradient norm plot for TS3

\n

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\nFigure 3. C-N bond length plot for TS3

\n

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\nFigure 4. Dipole moment plot for TS3, just for fun!

\n

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\nFigure 5. Geometry of TS3,\u00a0showing C-N bond with antarafacial component (top face connecting bottom face) corresponding to conrotation (both clockwise) of the two termini.

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Next, I tried an alternative mechanism, involving direct ring opening via TS1 to give a 7-ring with a trans bond, 72-trans. [7],[8]\u00a0(Figure 6). Back in 1971, 7-rings with trans bonds were a rarity, so WH were probably reluctant to suggest this.

\n

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\nFigure 6. Energy plot for TS1

\n
    \n
  1. The activation energy (corresponding to \u0394G\u2021298 27.84 kcal/mol) is looking much better, matching to a slow (hours, days) thermal reaction at room temperatures. This value is somewhat less than the value of 32.9 kcal/mol for the analogous ring opening of Dewar pyrimidone,[1] probably because the larger 5-ring ring means less transition state strain.
    2. \n
  2. The reaction again occurs with conrotation/antarafacial (Figure 7), C-N 2.192\u00c5.
    3. \n
  3. But it is now endothermic by about +15 kcal/mol, reflecting the relatively high energy of a 7-ring product with a trans bond (Figure 6).
    4. \n
\n

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\nFigure 7. Geometry of TS1,\u00a0showing C-N bond with antarafacial component (top face connecting bottom face) corresponding to conrotation (both clockwise) of the two termini.

\n

To complete the mechanism, a route must now be found to convert 72-trans back to 72 itself.

\n
    \n
  1. This can be done via a linear arrangement of the C-N-N atoms[9] but the barrier to doing so is prohibitive (\u0394G\u2021298 39.7 kcal/mol).
    2. \n
  2. An alternative is direct rotation about the C=N bond via an allylic biradical transition state (TS2),[10],[11] which yields \u0394G\u2021298
    \n26.74 kcal/mol. This value is less than that for TS1, and so is not rate determining.
    3. \n
\n

\"\"

\n

Figure 8. Energy plot for TS2

\n

When TS1 is protonated, \u0394G\u2021298 becomes 26.4 kcal/mol (Figure 9, [12],[13], C-N 2.198\u00c5) compared to the unprotonated value of \u0394G\u2021298 27.8 kcal/mol. The slight decrease in barrier upon protonation does not match the observation[3] that protonated 73 is “stable to storage”. This still leaves open the question of why computations indicate that the rate of ring opening of Dewar diazepinone is relatively unchanged by protonation, whereas that of Dewar pyrimidone is greatly accelerated – the former involves protonating a hydrazine whereas the latter involves protonating an amide. Further models will need investigating to confirm whether this accounts for the essential difference in behaviour.

\n

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\nFigure 9. Energy plot for TS1 upon protonation.

\n

To conclude, WH’s suggestion of a nitrogen inversion mechanism for the slow thermal pericyclic reaction of 72 followed by conrotatory C-N ring opening is instead replaced here by one invoking the electrocylic formation of a 7-ring intermediate with a trans bond and then biradical rotation of this bond.

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\n

\u2021 Woodward, R. B.; Hoffmann, Roald (1971). The Conservation of Orbital Symmetry (3rd printing, 1st ed.). Weinheim, BRD: Verlag Chemie GmbH (BRD) and Academic Press (USA). pp. 1\u2013178. ISBN 978-1483256153. \u2020The kinetics of this process were not noted, nor was the temperature.

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\n

Comment added 12/06/2026. Some additional systems have been added for comparison. First, CH2 replacing the NH group for HTS3, showing that the “hidden transition state and intermediate” are much more hidden than for the original system.

\n

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\n

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Next, O replacing NH, showing that the “hidden intermediate” is now revealed as a real intermediate.

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References

\n
  1. H. Rzepa, \"A breakthrough in Molecular Solar Thermal (MOST) energy storage \u2013 Dewar Pyrimidone.\", 2026. https://doi.org/10.59350/jhsbq-sfs70\n\n
    2. \n
  2. H.P.Q. Nguyen, A.J. Maertens, B.A. Baker, N.M. Wu, Z. Ye, Q. Zhou, Q. Qiu, N. Kaur, D.B. Berkinsky, K.E. Shulenberger, K.N. Houk, and G.G.D. Han, \"Molecular solar thermal energy storage in Dewar pyrimidone beyond 1.6 megajoules per kilogram\", Science, vol. 392, 2026. https://doi.org/10.1126/science.aec6413\n\n
    3. \n
  3. W.J. Theuer, and J.A. Moore, \"Heterocyclic studies. The photoisomerization of 2,3-dihydro-5-methyl-6-phenyl-4H-1,2-diazepin-4-one and derivatives\", Chemical Communications (London), pp. 468, 1965. https://doi.org/10.1039/c19650000468\n\n
    4. \n
  4. H. Rzepa, \"WH-73\", 2026. https://doi.org/10.14469/hpc/15948\n\n
    5. \n
  5. H. Rzepa, \"[Embargoed]\", 2026. https://doi.org/10.14469/hpc/15975\n\n
    6. \n
  6. H. Rzepa, \"73 TS for trans geometry N-epimer ( G =-648.883115 => G = -648.88455 DG = 65.9 IRC mirror image\", 2026. https://doi.org/10.5281/zenodo.20455914\n\n
    7. \n
  7. H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026. https://doi.org/10.14469/hpc/15960\n\n
    8. \n
  8. H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026. https://doi.org/10.5281/zenodo.20279953\n\n
    9. \n
  9. H. Rzepa, \"73 product isomerism G =-648.932844\", 2026. https://doi.org/10.14469/hpc/15962\n\n
    10. \n
  10. H. Rzepa, \"73 cis product rotation, G=-648.953525, DG = 26.74\", 2026. https://doi.org/10.14469/hpc/15967\n\n
    11. \n
  11. H. Rzepa, \"&3 cis product rotation, G=-648.953525\", 2026. https://doi.org/10.5281/zenodo.20406989\n\n
    12. \n
  12. H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026. https://doi.org/10.14469/hpc/15979\n\n
    13. \n
  13. H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026. https://doi.org/10.5281/zenodo.20474465\n\n
    14. \n
\n\n
","doi":"https://doi.org/10.59350/aay9z-dsr44","guid":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31413","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1780272000,"reference":[{"id":"https://doi.org/10.59350/jhsbq-sfs70","unstructured":"H. Rzepa, \"A breakthrough in Molecular Solar Thermal (MOST) energy storage \u2013 Dewar Pyrimidone.\", 2026."},{"id":"https://doi.org/10.1126/science.aec6413","unstructured":"H.P.Q. Nguyen, A.J. Maertens, B.A. Baker, N.M. Wu, Z. Ye, Q. Zhou, Q. Qiu, N. Kaur, D.B. Berkinsky, K.E. Shulenberger, K.N. Houk, and G.G.D. Han, \"Molecular solar thermal energy storage in Dewar pyrimidone beyond 1.6 megajoules per kilogram\", Science, vol. 392, 2026."},{"id":"https://doi.org/10.1039/c19650000468","unstructured":"W.J. Theuer, and J.A. Moore, \"Heterocyclic studies. The photoisomerization of 2,3-dihydro-5-methyl-6-phenyl-4H-1,2-diazepin-4-one and derivatives\", Chemical Communications (London), pp. 468, 1965."},{"id":"https://doi.org/10.14469/hpc/15948","unstructured":"H. Rzepa, \"WH-73\", 2026."},{"id":"https://doi.org/10.14469/hpc/15975","unstructured":"H. Rzepa, \"[Embargoed]\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20455914","unstructured":"H. Rzepa, \"73 TS for trans geometry N-epimer ( G =-648.883115 => G = -648.88455 DG = 65.9 IRC mirror image\", 2026."},{"id":"https://doi.org/10.14469/hpc/15960","unstructured":"H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20279953","unstructured":"H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026."},{"id":"https://doi.org/10.14469/hpc/15962","unstructured":"H. Rzepa, \"73 product isomerism G =-648.932844\", 2026."},{"id":"https://doi.org/10.14469/hpc/15967","unstructured":"H. Rzepa, \"73 cis product rotation, G=-648.953525, DG = 26.74\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20406989","unstructured":"H. Rzepa, \"&3 cis product rotation, G=-648.953525\", 2026."},{"id":"https://doi.org/10.14469/hpc/15979","unstructured":"H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20474465","unstructured":"H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026."}],"rid":"wp2d2-pvc07","summary":"In the previous post, I noted the photochemical isomerisation of a pyrimidone into what is called the bicyclic Dewar form, being part of a solar energy storage system.","tags":["Interesting Chemistry","Pericyclic","Reaction Mechanism"],"title":"A 1965 precedent to the Dewar Pyrimidone MOST system \u2013 and text book examples of the Woodward-Hoffmann pericyclic reaction selection rules","updated_at":1781947112,"url":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31413","version":"v1"}},{"document":{"authors":[{"contributor_roles":[],"name":"The Geneva Learning Foundation"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

The Geneva Learning Foundation has opened a conversational way into three years of frontline evidence on climate change and health. You can now ask questions, in plain language, of the reports and accounts that thousands of health workers built, and get answers drawn only from what they actually said. Learn more about The Geneva Learning Foundation's work on climate change and health\u2026

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You can open it here: Chat with the climate change and health evidence.

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\"\"
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What it is

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The interface is a chat built on Google’s NotebookLM.

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We have loaded it with the full set of reports and analyses to date: from the 2023 eyewitness report based on observations from more than 1,200 health workers to the 2026 insights report on local action from Teach to Reach 11, and the analysis and recommendations that surround them.

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What you get is a conversation with a bounded set of evidence.

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A search box would hand you a list of links to sort through. A general chatbot would answer from the whole internet, with no way to tell where its claims came from. This interface stays inside the documents we gave it, and every claim it makes can be traced back to the health worker or the report that is its source.

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How it works

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Open the link, type a question, and read the answer. Each answer carries small numbered citations that point to the exact passage in the underlying documents, so you can check the source and read the fuller context.

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A few questions show the range of what it can do.

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The tool answers each one from the evidence, names its sources, and leaves the reader free to go and read the original.

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Why it matters for health workers first

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The Geneva Learning Foundation makes a commitment to the health workers who share what they know. What we learn from them, and what they learn from each other, we give back.

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The reports are one form of giving back. This interface is another, and in some ways a more useful one. A 158-page report is a serious thing to read on a phone, on a slow connection, between patients. A question is not.

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A community health worker in Kinshasa or Kano can now ask the collective experience of tens of thousands of peers a direct question and get a direct answer, with the sources named, without reading the whole report to find the one account that speaks to their situation.

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This keeps faith with how the knowledge was made. Health workers wrote these accounts to learn from one another. The chat interface lets them do exactly that, on demand, in the moment a problem arises rather than months later. The knowledge returns to the people who created it, in a form they can use while they work.

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Why it matters for everyone else

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For researchers, the interface is a fast way to interrogate a large qualitative dataset and locate the accounts worth studying in full, with citations that lead straight back to the primary text. It does not replace reading the reports. It makes the reports navigable.

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For policymakers and country planners, it answers the question that global frameworks keep asking and cannot answer on their own: what is actually happening at community level, what is blocking action, and what local solutions already work. The Belem Health Action Plan and the Lancet Countdown both depend on knowing this. Here the knowing is one question away, grounded in the testimony of the people closest to the impacts.

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For funders and partners, it is a way to test the evidence behind the case before committing to it. Ask what works, ask what it costs, ask who is already doing it, and read the answer against the sources.

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What it is honest about

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The interface answers only from the documents loaded into it. It will not invent a statistic or reach for a fact from elsewhere, and when the evidence does not contain an answer, that itself is worth knowing.

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The accounts it draws on are self-reported by health workers and, as the reports state, not independently verified. The tool inherits that status, and it is a feature rather than a flaw. The point of this body of work is to let frontline experience be heard and examined as evidence, and the chat interface is built so that anyone can examine it directly, trace every claim to its source, and decide for themselves what it shows.

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The evidence is no longer locked inside a long document that few will finish. It is open to a question. The people who built this knowledge can ask it. So can the people whose decisions will determine whether it is ever acted upon.

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For researchers: how to cite the evidence in TGLF’s climate and health knowledge base

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A growing number of researchers want to draw on what frontline health workers have documented about climate change and health, and then hesitate at the citation. The knowledge is real, the sources are fixed and published, and there is now settled guidance for citing both the chat interface and the reports it draws on.

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Two things you can cite, and they are not the same

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The chat interface is built on Google’s NotebookLM, and it differs from a general chatbot in the one way that matters for citation. It answers only from a fixed, declared set of sources, the TGLF reports loaded into it, and it shows you the passage behind each answer.

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That means you are almost never citing the tool alone. You are using the tool to locate a claim that lives in a formally published report. So there are two distinct citable objects, and good practice often cites both.

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The first is the underlying report. When the interface points you to a finding, the authoritative source is the report itself, and the report is a formal publication with named authors, a publisher, a date, and a registered DOI. Cite it exactly as you would cite any grey-literature report or dataset. No special handling is required, because nothing about the source is novel once you are citing the document.

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The second is the chat session, when the conversation itself is what you are referring to, for instance when you quote a synthesis the tool produced or want a reader to be able to reproduce your query. Here you follow the current guidance for citing generative AI.

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How to cite the report

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The reports in the knowledge base are published on Zenodo with DOIs, which makes them straightforward to cite in any style. The two anchor sources are below.

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In APA, the 2026 report reads: Jones, I., Njua Mbuh, C., Steed, I., and Sadki, R. (2026). Teach to Reach 11: Local action to mitigate the impact of the climate crisis on health. The Geneva Learning Foundation. https://doi.org/10.5281/zenodo.18246203

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The 2023 eyewitness report reads: Jones, I., Mbuh, C., Sadki, R., Eller, K., and Rhoda, D. (2023). On the frontline of climate change and health: A health worker eyewitness report. The Geneva Learning Foundation. https://doi.org/10.5281/zenodo.10204660

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When you quote a specific health worker, name them as the source within the report, exactly as the report does, and cite the report as the container. The contributors are named, and attributing their words to them by name is the respectful and accurate practice.

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How to cite the chat session

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The major style authorities updated their guidance in 2024 and 2025, and the rules are now stable enough to follow with confidence.

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The Modern Language Association revised its guidance on 13 August 2025. MLA does not treat the AI tool as an author. You describe what was generated, name the tool in the container element, name the model in the version element, name the company as publisher, give the date the content was generated, and give a stable, shareable URL where one exists.

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A works-cited entry for the climate knowledge base would read along these lines:

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\n

“Summary of how health workers kept maternity care running during floods” prompt. NotebookLM, Google, 16 June 2026, notebooklm.google.com/notebook/70ed4dee-d717-4b97-925c-b9d678db1127/preview.

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The American Psychological Association treats the company that made the tool as the author, names the tool, and links to it. APA also gives a direct instruction that fits this case well: when an AI tool surfaces secondary sources, cite both the tool and those secondary sources, after confirming the sources are genuine. With NotebookLM that confirmation is easy, because the underlying reports are right there with DOIs.

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An APA reference for the session reads:

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Google. (2026). NotebookLM [Large language model]. https://notebooklm.google.com/notebook/70ed4dee-d717-4b97-925c-b9d678db1127/preview

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In Chicago, describe the interaction and the tool in a note, give the date, and link to the session.

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In every style, the principle is the same. State which prompt produced the content, name the tool and model, give the date, and provide the most stable link available. Then, wherever the content traces to a report, cite the report as well.

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Do not reject a new kind of source by reflex

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Some researchers will pause at the idea of citing a knowledge base of frontline testimony, on the instinct that it is not the kind of evidence that belongs in a reference list. That instinct deserves examination rather than obedience.

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Qualitative evidence from practitioners is not new to science. Interview studies, focus groups, ethnographies, and field reports have long been cited as evidence, and they are no less self-reported than the accounts here. What is new is only the scale at which this testimony was gathered and the conversational means of reaching it. The novelty is in the access, not in the epistemic category.

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A health worker’s documented account of how a flood disrupted antenatal care is data of exactly the kind that qualitative health research has always used. That it can now be reached through a chat interface changes how you find it, not what it is.

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The interface itself is built to meet the standard that makes evidence citable. It is bounded, its sources are declared, and every claim traces to a passage you can read in full. That is a higher standard of traceability than a general language model offers, and it is the same standard a careful reader applies to any secondary source.

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If you remain reluctant, cite the reports directly

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For a researcher who is still not ready to cite an AI-mediated source, the path is short and entirely conventional. Use the chat interface as a finding aid, locate the report and the page the claim comes from, read it in context, and cite the report.

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The reports are peer-contributed, formally published, and carry DOIs. Citing them requires no methodological innovation and no editorial indulgence from a journal. In that case the chat interface has still done its work. It helped you find the evidence faster. The citation that lands in your manuscript is a published report with a permanent identifier, indistinguishable in form from any other report you would cite. The knowledge base lowers the cost of discovery without asking you to lower your standards.

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Either way, the evidence that thousands of health workers built is now within reach of the literature, and it can enter that literature with full and proper attribution.

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Learn more

\n\n\n\n","doi":"https://doi.org/10.59350/7gdaj-f8588","guid":"https://redasadki.me/?p=23858","image":"https://redasadki.me/wp-content/uploads/2026/06/notebooklm-climate-evidence.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781568000,"rid":"je66c-8vd29","summary":"The Geneva Learning Foundation has opened a conversational way into three years of frontline evidence on climate change and health. You can now ask questions, in plain language, of the reports and accounts that thousands of health workers built, and get answers drawn only from what they actually said.","tags":["Artificial Intelligence","English","AI4Health","Climate And Health","Climate Change"],"title":"Talk to the evidence: a chat interface to explore what health workers know and do about climate change and health","updated_at":1781937997,"url":"https://redasadki.me/2026/06/16/talk-to-the-evidence-a-chat-interface-to-explore-what-health-workers-know-and-do-about-climate-change-and-health/","version":"v1"}},{"document":{"authors":[{"affiliation":[{"id":"https://ror.org/04h13ss13","name":"The Geneva Learning Foundation"}],"contributor_roles":[],"family":"Sadki","given":"Reda","url":"https://orcid.org/0000-0003-4051-0606"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

Teach to Reach is the largest peer learning platform, network, and community by and for health and humanitarian workers \u2014 launched by The Geneva Learning Foundation (TGLF) in January 2021 out of an immunization training programme during the COVID-19 pandemic, and now in its fifth year. As part of TGLF’s tenth anniversary, each month a Teach to Reach Launch Event convenes TGLF Scholars worldwide to share experience, introduce the new courses and programmes, and learn from each other. This is the first of four articles about the 14 May 2026 session.

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Healthy ageing and life course immunization

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Dr Elizabeth Oduwole has watched people die from a vaccine-preventable disease.

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She is a retired Permanent Secretary of the Lagos State Civil Service, a consultant anesthetist, and now an advisor to the Nigerian Red Cross in the Gulf State branch.

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On 14 May, she came to Teach to Reach with a question she has already taken to community, state, and national channels, without resolution.

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“In Nigeria, the pneumococcal vaccine for the elderly is not part of our national policy,” she said. “I have a passion for it because I have seen people die from it. And if I want to shock you, I know we have lost two former heads of state in Nigeria to this very disease. And yet, in the developed countries, this very vaccine is on the policy of the elderly, because it has a 30 percent fatality. And of all people, the elderly should be the ones to be protected.”

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The sentence about two former heads of state is the kind of detail policy briefs do not contain.

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It exposes a familiar weakness in public health: systems designed around one stage of life often refuse to recognize another.

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Dr Oduwole has done the formal work.

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The system has not yet caught up to her question.

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Healthy ageing and life-course immunisation: learn, take action, and get certified

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Share your experience and learn from colleagues about healthy ageing and life course immunisation. Learn more and enrol in this certification from The Geneva Learning Foundation: AGEING-EN-001 Our shared challenge of ageing: a primer for health workers

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JOIN THIS CERTIFICATION NOW
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What about the well-being of health professionals in the workplace?

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There was someone in the room who could not perform that kind of confidence in public.

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He is a medical doctor and radiology resident in a country of Eastern Europe.

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He did not take the microphone.

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He wrote one question into the chat, and it deserves to be read in full.

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“How can a healthcare professional find global networks of support and recover after facing severe systemic lockout and psychological distress as the consequence of having reported in a public manner unethical or even outright dangerous medical practices? Asking for myself, after having been dismissed without warning and stripped of the right to practice medicine in any other capacity due to having been an active whistleblower against systemic corruption.”

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Exploring what matters when you work for health

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Two questions in the same hour, from a senior physician in Lagos and a young doctor in Romania, mark the range of what a worker can lose by speaking inside a health system.

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One has seen patients die because policy will not move.

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The other has been stripped of the right to practice for refusing to stay quiet.

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Both arrived at this Teach to Reach peer learning event because they had already exhausted the channels their training said to use.

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Menopause and healthy ageing

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A third worker carried a quieter problem.

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Anette Ahokas works with older people in Ireland.

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She has 25 years in healthcare business support and is a qualified behavioural health therapist.

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Her question was about the menopause primer the event was helping to launch, but it pointed at something larger.

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“Even just a simple thing, like signing up for [an online course], I had a couple of elderly people who could not even register on the website to be able to gain that information that they had read about and were really interested in.”

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The detail is small enough to be missed.

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It is also a complete description of a service failure.

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Older people read a description of a course, want the information, and cannot get through the registration form.

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A workforce strategy that builds courses faster than it builds access for the people they are supposedly for has a problem its own dashboard will not see.

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Menopause: learn, take action, and get certified

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Share your experience and learn from colleagues about menopause care and the health needs of older women. Learn more and enrol in this certification from The Geneva Learning Foundation: AGEING-EN-002 Beyond the hot flash: A primer for health workers about menopause

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JOIN THIS CERTIFICATION NOW
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What happens to One Health when the climate changes?

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In the French session, Naomie Mayemba Kibakila gave the room a different kind of concern.

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She is a doctor and a master’s candidate in One Health Epidemiology at the University of Kinshasa, working with the One Health Institute for Africa. She is convinced that “with climate change today, we are seeing a resurgence of infectious diseases, and floods are only the most visible part.”

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Climate, infection, water, animals, and weakened services already meet in the places where many of the workers in the room practice.

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One Health stops being a policy term when a worker uses it to describe what she sees arriving at her clinic before it appears in a strategy document.

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One Health: learn, take action, and get certified

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Share your experience and learn from colleagues about One Health \u2014 connecting human, animal, and environmental health when the climate changes. Learn more and enrol in this certification from The Geneva Learning Foundation: CLIMATE-EN-003 One Health: Connecting people, animals, and the environment

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JOIN THIS CERTIFICATION NOW
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Vaccines work: what happens when the community sees measles, but not polio?

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Claude Kashasa Mubulanyi wrote from South Kivu about an April 2026 polio campaign.

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The chat sentence is worth reading slowly.

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“During the polio vaccination campaign conducted in April 2026 in several health zones of the Democratic Republic of the Congo, I observed marked reluctance among some parents, who insisted on receiving the measles vaccine first. Now more than ever, it is essential to step up advocacy by amplifying the voices of communities in order to restore trust and adapt our interventions to the realities on the ground.”

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He did not describe the parents as ignorant.

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He described them as making a triage choice the campaign had not accounted for, and he said the response had to start by carrying community voices high enough to change the intervention.

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In an outbreak, that distinction is the difference between a campaign people avoid and an intervention people recognize as their own.

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Measles outbreaks: learn, take action, and get certified

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Share your experience and learn from colleagues about measles outbreak prevention, response, and recovery. Learn more and enrol in this certification from The Geneva Learning Foundation: T2R-EN-001 Measles outbreaks: prevention, response, and recovery

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JOIN THIS CERTIFICATION NOW
\n
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What is the significance and value of sharing experience?

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These were not isolated comments.

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They were questions from people who had reached the edges of their own authority.

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A doctor cannot rewrite immunization policy alone.

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A whistleblower physician cannot rebuild his career alone.

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A specialist in elderly care cannot redesign a course registration system alone.

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A One Health researcher cannot make floods less infectious alone.

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A vaccination officer cannot rebuild community trust alone.

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The most important intelligence about a programme often appears first as a worker’s unresolved question.

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By the time it becomes a report, a policy brief, or a funding priority, someone has already been carrying it alone, sometimes for years.

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The 14 May launch event did not solve any of these questions.

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It did something workers had asked for before they walked in: it gave the questions witnesses.

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That is the only argument this article needs to make.

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The follow-up articles examine what the witnesses then do.

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Read the other articles in this series

\n\n\n\n","doi":"https://doi.org/10.59350/cr9cc-8p240","guid":"https://redasadki.me/?p=23651","image":"https://redasadki.me/wp-content/uploads/2026/05/T2R-2026-05-14-002.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1780099200,"rid":"ten6x-qn359","summary":"Teach to Reach is the largest peer learning platform, network, and community by and for health and humanitarian workers \u2014 launched by The Geneva Learning Foundation (TGLF) in January 2021 out of an immunization training programme during the COVID-19 pandemic, and now in its fifth year.","tags":["The Geneva Learning Foundation","Frontline Health Workers","Health Worker Voices","Health Workers","Healthy Ageing"],"title":"Teach to Reach: The questions health workers cannot solve alone (article 1 of 4)","updated_at":1781918672,"url":"https://redasadki.me/2026/05/30/teach-to-reach-the-questions-health-workers-cannot-solve-alone-article-1-of-4/","version":"v1"}},{"document":{"authors":[{"contributor_roles":[],"name":"The Geneva Learning Foundation"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

Climate change is harming the health of the communities you serve. The Certificate peer learning programme for leadership in climate change and health helps you act on it, where you are, with what you have. It is free, it is built from the experience of more than 80,000 health and humanitarian workers, and you can start today.

\n\n\n\n
\n
JOIN THE CERTIFICATE PROGRAMME NOW
\n
\n\n\n\n

This guide explains the courses, how to choose one, how each one helps you, how they fit a larger path from a challenge you face to results you can see, and how they grow you as a leader.

\n\n\n\n

Learn more: Read this article to learn about the programme's history and talk to the evidence generated by health workers about the impacts of climate change on health.

\n\n\n\n

The four courses, and how to choose

\n\n\n\n

Each course is a different door into the same problem.

\n\n\n\n

Pick the one that fits what you face now, and enrol.

\n\n\n\n

Each one is free, works on any phone, and ends with a plan you can act on.

\n\n\n\n
\"\"
\n\n\n\n

Start here: Learning together to lead change (peer learning course)

\n\n\n\n
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JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

This is the first course in the programme, and the best place to begin.

\n\n\n\n

It is built from the experiences of health workers in 68 countries and draws on the 2023 report from more than 1,200 of them.

\n\n\n\n

You learn to recognize climate health problems, adapt your services, and plan practical action.

\n\n\n\n

Choose this for the full picture.

\n\n\n\n
\"\"
\n\n\n\n

Move fast: What you can do now (peer learning course)

\n\n\n\n
\n
JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

This is the newest course and the quickest route to action. It is built on the May 2026 report, Local action to mitigate the impact of the climate crisis on health, so it carries the latest practice from the field. It covers responding in emergencies, reducing health impacts, and working with your community. Choose this when you want a clear next step.

\n\n\n\n
\"\"
\n\n\n\n

Connect the sectors: One Health (primer)

\n\n\n\n
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JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

Animals are dying in a village.

\n\n\n\n

Children are falling sick from the same water.

\n\n\n\n

The vet writes up one.

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The nurse writes up the other.

\n\n\n\n

They have never met.

\n\n\n\n

This primer helps you see those links in your own area and plan one cross-sector action in three months.

\n\n\n\n

Choose this when your problem crosses health, animals, and the environment.

\n\n\n\n
\"\"
\n\n\n\n

Protect children: Our common ambition (primer)

\n\n\n\n
\n
JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

Built with Save the Children, this primer connects workers in more than 80 countries.

\n\n\n\n

Children born today will face six times more heatwaves than children born sixty years ago.

\n\n\n\n

You gain tools to spot threats to children, strengthen your services, and advocate for what your community needs.

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Choose this when children are at the heart of your work.

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Start this week

\n\n\n\n
    \n
  1. Open www.learning.foundation/climate.
    2. \n\n\n\n
  2. Click on \"Join your first course\".
    3. \n\n\n\n
  3. Enter your name and email.
    4. \n\n\n\n
  4. If this is your first time registering with The Geneva Learning Foundation, check your email inbox to confirm your registration. Click on the confirmation link in that email. (Check spam if you do not see this email.)
    5. \n\n\n\n
  5. Check your inbox again to find the first email about the Certificate programme. Ensure that email communication from TGLF does not get sent to spam. Approve our email as \"Not Junk\" and mark it as \"Safe Sender\".
    6. \n
\n\n\n\n

What makes these courses different

\n\n\n\n

There are no lectures and no tests.

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Your own experience is the starting point, and the experience of your peers is the main material.

\n\n\n\n

Each course follows the same simple loop:

\n\n\n\n
    \n
  1. You study short accounts from peers in other countries, gathered and distilled into clear summaries.
    2. \n\n\n\n
  2. You think about your own community.
    3. \n\n\n\n
  3. You write down what you could do differently.
    4. \n\n\n\n
  4. You exchange feedback with a colleague.
    5. \n\n\n\n
  5. You leave with a plan you can act on this month.
    6. \n
\n\n\n\n

You are asked to invite one colleague before you start.

\n\n\n\n

A plan tested by a peer is stronger than a plan made alone.

\n\n\n\n

This is the part that matters most.

\n\n\n\n

Ordinary training hands you knowledge and leaves you to bridge the gap to action on your own.

\n\n\n\n

Here you study what colleagues have actually done, beside the best technical guidance, so you learn from peers who have already crossed that gap.

\n\n\n\n

Your own next step becomes shorter and surer.

\n\n\n\n

The courses come in two kinds.

\n\n\n\n

A peer learning course is built from real experiences and helps you turn them into your own plan.

\n\n\n\n

A primer is faster and lighter, and brings many people together around one shared problem.

\n\n\n\n

Both put your experience at the centre.

\n\n\n\n

What you earn

\n\n\n\n

You earn a recognized certification, not just a record of attendance.

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When you complete a course, your certification documents what you now know and can do, at a high level, demonstrated through the plan and the work you produced.

\n\n\n\n

This is a credential of value, not only for you but also for employers, partners, and funders.

\n\n\n\n

It aligns with professional development frameworks for public health, environmental science, and animal science, so you can present it to your employer or your professional body and have it count for your career.

\n\n\n\n

How it helps you, whatever your role

\n\n\n\n

These courses were built by and for the people closest to the impacts, and they also serve the people whose decisions shape conditions on the ground.

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

If you fund or partner, taking a course shows you the method from the inside, and your organization can join through the REACH network of more than 4,000 local organizations.

\n\n\n\n

How the courses fit a complete path to results

\n\n\n\n

A course is one step on a path that runs from the challenge you face to the results you want to see.

\n\n\n\n

You can take a single course on its own.

\n\n\n\n

You can also use it as the entry to the whole path.

\n\n\n\n

You can join now and again whenever you need it.

\n\n\n\n
    \n
  1. A primer mobilizes a large group quickly around one shared problem, and helps you name what you are dealing with. You figure out what is your challenge \u2013 and what you can do about it.
    2. \n\n\n\n
  2. A peer learning course takes you deeper. You study the experiences of colleagues from all over the world. Then, you consider how this can help you with the challenges that you face. That is where you begin turning shared experience into your own plan of action.
    3. \n\n\n\n
  3. A peer learning exercise gives you sixteen focused days to find the root causes of your challenge and develop one real project. Peers give you feedback. You help them too. You grow as a leader. You help others grow. And a simple idea can blossom into a real-world project that can changes minds and save lives.
    4. \n
\n\n\n\n

Turn your ideas into action: the Impact Accelerator

\n\n\n\n

A course helps you make a plan.

\n\n\n\n

Once you complete at least one course, you will receive an invitation to join The Geneva Learning Foundation's Impact Accelerator.

\n\n\n\n

This is the part that training leaves out.

\n\n\n\n

You finish a course full of ideas, then a new flood hits, medicines are in short supply, the same road that washes away, and the plan stays on paper.

\n\n\n\n

The Accelerator is built to stop that from happening.

\n\n\n\n

Its whole focus is action.

\n\n\n\n

It stays with you while you take real steps in your own work, and keeps you moving until they produce results.

\n\n\n\n

You do not wait for the perfect conditions or the complete plan.

\n\n\n\n

You take one concrete step you can actually finish, then another, then another.

\n\n\n\n

Each step teaches you something that makes the next one better.

\n\n\n\n

Progress comes from doing, reflecting, and doing again, on the real challenge in front of you.

\n\n\n\n

What this gives you:

\n\n\n\n
    \n
  1. You act now, on your own challenge, instead of waiting. Small, real steps add up to the larger change your community needs.
    2. \n\n\n\n
  2. You are not left alone after the course. The Accelerator runs alongside you as you implement, so momentum does not die when the course ends.
    3. \n\n\n\n
  3. You work with peers facing the same kind of challenge. When someone's attempt fails, you learn what to avoid. When someone finds a way through, you adapt it for your setting.
    4. \n\n\n\n
  4. Expert guides are there when you need them, to help you think a problem through, without taking over. You stay in charge of your own work.
    5. \n\n\n\n
  5. You build confidence as you go. Many participants say they knew what to do but felt stuck on how to start, and acting one step at a time turned that into visible progress.
    6. \n
\n\n\n\n

When you are facing the health impacts of climate change, this is how a plan becomes action, and action becomes results your community can feel.

\n\n\n\n

Teach to Reach is your platform to meet, network, and learn

\n\n\n\n
\"\"
\n\n\n\n

The Certificate peer learning programme for leadership in climate change and health is not just about taking courses.

\n\n\n\n

You become part of a global community.

\n\n\n\n

Request your invitation to join Teach to Reach now.

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\n
REQUEST YOUR TEACH TO REACH INVITATION
\n
\n\n\n\n

Teach to Reach is where that community meets, networks, and learns together.

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You can join Teach to Reach at any time.

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It is a platform, a community, and a network where you bring the challenge you are facing and get help from peers who have faced it too.

\n\n\n\n

You can also help others with theirs.

\n\n\n\n

Colleagues from your country and from all over the world take part.

\n\n\n\n

Together these give you a path from the problem in front of you, to a tested plan, to action, to real change for your community.

\n\n\n\n

Joining the programme also opens the door to what the Foundation offers with its partners, described below.

\n\n\n\n

A map for your growth as a leader

\n\n\n\n

We have build the first Competency Framework for Local Leadership, drawn from ten years of listening to more than 80,000 health and humanitarian workers.

\n\n\n\n

This is a tool to help you chart your career \u2013 and figure out the best next steps to accelerate your growth as a leader.

\n\n\n\n

Local leadership is a practice, not a job title.

\n\n\n\n

It is what lets a nurse or a community health worker solve a hard problem, find scarce resources, and build trust at home.

\n\n\n\n

Growth moves through three steps.

\n\n\n\n
    \n
  1. The practitioner solves the problem in front of them.
    2. \n\n\n\n
  2. The collaborator adapts to local conditions and shares solutions with peers.
    3. \n\n\n\n
  3. The strategist changes the system, mentors others, and mobilizes resources.
    4. \n
\n\n\n\n

The programme moves you along this path.

\n\n\n\n

Reflecting and trading feedback is collaborator practice.

\n\n\n\n

Use the three steps as your own private checklist for where to go next.

\n\n\n\n

For organizations: the REACH network

\n\n\n\n
\"\"
\n\n\n\n

If you lead an organization, there is a further opportunity beyond your own enrolment. Your organization can join the REACH network, a coalition of more than 4,000 locally led health organizations and over 60,000 health workers across more than 70 countries, all leading climate and health action in their own settings.

\n\n\n\n

REACH is built for organizational leaders, and the benefits are for your whole organization, not only for you.

\n\n\n\n
    \n
  1. Your staff and volunteers gain access to the Certificate programme, including early access and, in some cases, access reserved for partners.
    2. \n\n\n\n
  2. You receive the insights we gather, so what the network learns becomes knowledge your organization can use.
    3. \n\n\n\n
  3. We can help you track and support your own staff and volunteers as they learn and act.
    4. \n\n\n\n
  4. We can build a programme tailored to your organization and the challenges your community faces.
    5. \n
\n\n\n\n

You also help shape the programme itself, so it keeps meeting the needs of organizations like yours. This is how a single enrolment can grow into capability across your whole team.

\n\n\n\n

Languages, and what you can access through partners

\n\n\n\n

Every course is free.

\n\n\n\n

The first three are available now in English and French.

\n\n\n\n

The children's health course is in English.

\n\n\n\n

Spanish and Portuguese editions are on the way, so more workers will soon be able to learn and contribute in their own language.

\n\n\n\n

If you work in Spanish or Portuguese, you can begin now in English or French and watch for the new editions.

\n\n\n\n

Joining the programme also gives you access to opportunities the Foundation offers with its partners.

\n\n\n\n

Through a three-year agreement with the Global Consortium on Climate and Health Education at Columbia University, the largest academic network for climate and health education, you can connect expert-led science with what you and your peers know from practice.

\n\n\n\n

Through an agreement with the Inter-American Institute for Global Change Research, the work is being adapted across the Americas, which is the route through which the Spanish and Portuguese editions are coming.

\n\n\n\n

More opportunities open as the network grows.

","doi":"https://doi.org/10.59350/c05zy-caf92","guid":"https://redasadki.me/?p=23886","image":"https://redasadki.me/wp-content/uploads/2026/06/climate-guide-featured.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"b407t-aar49","summary":"Climate change is harming the health of the communities you serve. The Certificate peer learning programme for leadership in climate change and health helps you act on it, where you are, with what you have.","tags":["The Geneva Learning Foundation","Certification","Children","Climate And Health","Climate Change"],"title":"What you can do if climate change is harming your community's health: a practical guide","updated_at":1781918671,"url":"https://redasadki.me/2026/06/19/what-you-can-do-if-climate-change-is-harming-your-communitys-health-a-practical-guide-to-the-certificate-peer-learning-programme-for-leadership-in-climate-change-and-health/","version":"v1"}},{"document":{"authors":[{"contributor_roles":[],"family":"Bellini Saibene","given":"Yanina","url":"https://orcid.org/0000-0002-4522-7466"}],"blog":{"authors":[{"name":"The rOpenSci Team"}],"community_id":"19c501a7-647b-4a11-9f5e-cf400817cce3","created":1780876800,"current_feed_url":null,"description":"Open Tools and R Packages for Open Science","favicon":"https://rogue-scholar.org/api/communities/19c501a7-647b-4a11-9f5e-cf400817cce3/logo","feed_format":"application/feed+json","feed_url":"https://ropensci.org/blog/index.json","filter":null,"generator":"Other","home_page_url":"https://ropensci.org/blog","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"ropensci","status":"active","subfield":"1710","title":"rOpenSci - open tools for open science","updated":1781899228,"use_api":null},"blog_name":"rOpenSci - open tools for open science","blog_slug":"ropensci","content_html":"

May was Open Source Software Maintainer Month.Behind every R package there is at least one person who responds to issues, reviews pull requests, keeps up with dependency changes, and makes sure everything still works.During Maintainer Month we wanted to celebrate rOpenSci's package maintainer community.

\ud83d\udd17The social media campaign

One of our commitments to our community is to amplify the people who make it work. Social media is one of the ways we do that, so we thought Maintainer Month would be a great opportunity to highlight the people behind the packages through a social media campaign.

To run this campaign, we first needed permission from our maintainers to feature them. In our annual maintainer survey, we asked whether they would be interested in being featured in a public spotlight, and many said yes.

We also reached out to current and past Champions from our Champions Program, which trains and supports R developers from historically underrepresented groups in the open science community.

The result was a month-long series of spotlights: one maintainer at a time, each card sharing who they are, where they come from, and what they maintain.

\"First

This campaign brought together 37 maintainers from 15 countries, maintaining more than 50 packages that together serve thousands of researchers and data practitioners around the world.

The diversity of this group reflects the diversity of the rOpenSci community: archaeologists, bioinformaticians, ecologists, economists, statisticians, sociologists, professors, PhD students, engineers and educators.

We created 39 posts on our accounts on LinkedIn and Mastodon, which is bridge to BlueSky. All the posts were shared by other people and organizations and received comments from grateful users.

\ud83d\udd17Meet all 37 maintainers

Here is the full list of maintainers we celebrated in May.

\"All

\ud83d\udd17Thank you Maintainers!

Maintaining open source software is an act of generosity. It takes time that could be spent elsewhere, and it often goes unacknowledged.Every bug fix, every answered issue, every new feature and update is a small gift to the people who depend on that package.

We are grateful to all the rOpenSci maintainers.If you use any of these packages, consider saying thank you.You can also let us know how you use these packages by sharing your use case, that we will feature in our website.

Want to learn more? Explore the rOpenSci's packages in our website and check all the other packages universes in R-Universe.

","doi":"https://doi.org/10.59350/8gbzt-c4951","guid":"https://doi.org/10.59350/8gbzt-c4951","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"y7jxq-29423","summary":"May was Open Source Software Maintainer Month.Behind every R package there is at least one person who responds to issues, reviews pull requests, keeps up with dependency changes, and makes sure everything still works.During Maintainer Month we wanted to celebrate rOpenSci's package maintainer community. \ud83d\udd17The social media campaign One of our commitments to our community is to amplify the people who make it work.","tags":["Software Peer Review","Packages","R","Community","Maintainers"],"title":"Celebrating Our Maintainers during Maintainers Month","updated_at":1781900526,"url":"https://ropensci.org/blog/2026/06/19/maintainers-month/","version":"v1"}},{"document":{"authors":[{"affiliation":[{"id":"https://ror.org/04xfq0f34","name":"RWTH Aachen University"}],"contributor_roles":[],"family":"Hoyt","given":"Charles Tapley","url":"https://orcid.org/0000-0003-4423-4370"}],"blog":{"authors":null,"community_id":"da4ef2af-5fad-46b2-8195-d77db0141ad6","created":1716422400,"current_feed_url":null,"description":"Unraveling complex biology with biological knowledge graphs. Content licensed under CC BY 4.0.","favicon":"https://rogue-scholar.org/api/communities/da4ef2af-5fad-46b2-8195-d77db0141ad6/logo","feed_format":"application/atom+xml","feed_url":"https://cthoyt.com/feed.xml","filter":null,"generator":"Jekyll","home_page_url":"https://cthoyt.com/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"cthoyt","status":"active","subfield":"1312","title":"Biopragmatics","updated":1781876933,"use_api":null},"blog_name":"Biopragmatics","blog_slug":"cthoyt","content_html":"

I am currently supporting Philip Str\u00f6mert and\nNoura Rayya in the efforts to modernize and\nrevitalize the Chemical Methods Ontology (CHMO) to\nsupport annotation of instrumentation used to produce experimental data captured\nin the Chemotion electronic laboratory notebook as\npart of NFDIChem. This post is about the adoption of\nSimple Standard for Sharing Ontological Mappings (SSSOM)\nto support interoperability between CHMO and other resources, and the workflow I\ndeveloped to compare overlapping manual curations from different researchers.

\n

Philip and Noura have already completed the important initial steps of assuming\nmaintainership from the Royal Society of Chemistry, porting the ontology to use\na standardized\nOntology Development Kit (ODK)\nlayout, and\nrevising the definitions of\nmany classes based on the IUPAC GoldBook.

\n

Landscape of Resources

\n

There are several other NFDI consortia including NFDI4Cat (catalysis),\nDAPHNE4NFDI (photon and neutron physics), and FAIRmat (materials science) that\nhave similar goals to annotate instrumentation. While each reuse CHMO to some\nextent for this purpose, DAPHNE4NFDI additionally develops the\nPhoton and Neutron Experimental Techniques (PANET) Ontology\nand FAIRmat develops the NeXus format and\nassociated NeXus Ontology as part of the\nNOMAD materials science data\nmanagement platform.

\n

Further, there are several other resources with similar goals including the\nAllotrope Foundation Ontology (AFO),\nthe deprecated\nPhysico-chemical Methods and Properties (FIX)\nontology, the deprecated\nPhysico-chemical process (REX) ontology,\nIUPAC GoldBook, and\nWikidata.

\n

Establishing Interoperability

\n

In order to establish interoperability between these many resources, we are\nusing the\nSimple Standard for Sharing Ontological Mappings (SSSOM)\nto curate exact matches, narrow matches, and broad matches between CHMO terms\nand external ones in PANET, NeXuS (sort of), AFO, FIX, REX, IUPAC GoldBook, and\nWikidata.

\n

First, Philip had Ambika, a student research assistant (Hiwi, abbreviated in\nGerman), work for several months to manually curate mappings from CHMO to REX,\nFIX, AFO, and Wikidata (see\nthis PR).

\n

In parallel, I took the opportunity to spin up a new instance of a\nSSSOM Curator repository within the\nNFDI Section Metadata Working Group for Ontology Harmonization and Mappings\nGitHub repository,\nrun lexical prediction to generate candidate mappings from CHMO, and efficiently\nmanually curate the results in\nthis PR. and\nthis PR over the\ncourse of about an hour.

\n

Need for Comparison

\n

The next challenge was to efficiently triage the similarities and differences\nbetween my curations and Ambika's. Therefore, I implemented a workflow for\ncomparing the manually curated mappings in two SSSOM documents in\ncthoyt/sssom-pydantic#141.\nThis workflow creates a Markdown file describing similarities and differences.

\n

I chained together the following two CLI commands with sssom_pydantic to get\nthe separate mapping files from Ambika's branch in the NFDI4Chem fork of CHMO,\nmerge them, then run the comparison against my own curations. Note that these\nwon't be reproducible after the branch is merged and deleted, and the actual\nresults will change as more curation is done.

\n
$ sssom_pydantic merge \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/fix-mappings.sssom.tsv \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/afo-mappings.sssom.tsv \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/rex-mappings.sssom.tsv \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/wikidata-mappings.sssom.tsv \\\n        --standardize \\\n        --output ambika.sssom.tsv\n$ sssom_pydantic compare \\\n    ambika.sssom.tsv \\\n    https://github.com/nfdi-de/section-metadata-wg-onto/raw/refs/heads/main/sssom/data/positive.sssom.tsv \\\n    --standardize \\\n    --standardize-flip \\\n    --left-label Ambika \\\n    --right-label Charlie\n
\n

Since the comparison workflow outputs Markdown, its results can easily be\nembedded in GitHub issues or my blog, which is itself written in Markdown.

\n

Results

\n

I am happy with the first version of the comparison workflow. Luckily, there\nwere only a small number of discrepancies which have obvious solutions. There\nwere also a few interesting discrepancies which were novel to either my or\nAmbika's curations, which can be reviewed by a third curator (sorry Philip, more\nwork for you).

\n

Next Steps

\n

I think that it can be extended to identify and report on one-to-many,\nmany-to-one, and many-to-many mappings which arise when jointly examining two\nmapping sets. After Philip and others interact with the results, I'm sure we\nwill be able to extend it with other analyses.

\n

More generally, the implementation of the comparison workflow is part of a\nlarger suite of workflows that I would like to describe in future posts\nincluding:

\n
    \n
  1. merging manually curated mappings
    2. \n
  2. generating OWL ontology bridges
    3. \n
  3. incorporating SSSOM into ODK builds, which I will support\nDamien Goutte-Gattat to document in the ODK\nrepository and the OBOOK.
    4. \n
  4. unify this analysis with my other idea for doing\nautomated evaluation of predicted mappings,\nwhich I hope can be used to run future mapping challenges
    5. \n
\n

Without further ado, here's the comparison, copied verbatim from the output of\nthe previous command:

\n

Comparison between Ambika and Charlie

\n
    \n
  1. CHMO to FIX
    2. \n
  2. CHMO to REX
    3. \n
\n

CHMO to FIX

\n

Subject Comparison

\n\n

The following 6 subjects (4.3%) appearing in both have conflicting objects:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
subject_idsubject_labelAmbikabothCharlie
CHMO:0000141diffraction methodFIX:0000004 (crystallography)FIX:0000217 (diffraction method)\u00a0
CHMO:0000164electron scatteringFIX:0000666 (electron scattering spectroscopy)FIX:0000401 (electron scattering)\u00a0
CHMO:0000255flame atomic emission spectroscopyFIX:0000935 (spark method)FIX:0000928 (flame atomic emission spectroscopy)\u00a0
CHMO:0000307X-ray emission spectroscopyFIX:0000673 (X-ray fluorescence spectroscopy)FIX:0000100 (X-ray emission spectroscopy)\u00a0
CHMO:0000366electron energy loss spectroscopyFIX:0000664 (electron impact spectroscopy)FIX:0000663 (electron energy loss spectroscopy)\u00a0
CHMO:0000570proton transfer reaction ion trap mass spectrometryFIX:0000919 (proton transfer reaction ion trap mass spectrometry)\u00a0FIX:0000918 (proton transfer reaction mass spectrometry)
\n

Object Comparison

\n\n

The following 2 objects (1.4%) appearing in both have conflicting subjects:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
object_idobject_labelAmbikabothCharlie
FIX:0000629pulsed field gel electrophoresisCHMO:0002315 (pulsed-field electrophoresis)\u00a0CHMO:0002316 (pulsed-field gel electrophoresis)
FIX:0000816square-wave polarographyCHMO:0000040 (square-wave voltammetry)CHMO:0000035 (square-wave polarography)\u00a0
\n

Subject-Object Pair Comparison

\n\n

The following 1 subject-object pairs (0.7%) appearing in have conflicting\npredicates or predicate modifiers:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
subject_idsubject_labelobject_idobject_labelwarningAmbikaCharlie
CHMO:0000164electron scatteringFIX:0000401electron scatteringdifferent predicateskos:narrowMatchskos:exactMatch
\n

CHMO to REX

\n

Subject Comparison

\n\n

Object Comparison

\n\n

Subject-Object Pair Comparison

\n","doi":"https://doi.org/10.59350/4n4x2-jzn51","guid":"https://cthoyt.com/2026/06/19/comparing-sssom","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"cbpv7-8kr20","summary":"I am currently supporting Philip Str\u00f6mert and Noura Rayya in the efforts to modernize and revitalize the Chemical Methods Ontology (CHMO) to support annotation of instrumentation used to produce experimental data captured in the Chemotion electronic laboratory notebook as part of NFDIChem.","tags":["SSSOM","Semantic Mappings","Biocuration","Curator Agreement"],"title":"Comparing manually curated semantic mappings in SSSOM","updated_at":1781878329,"url":"https://cthoyt.com/2026/06/19/comparing-sssom.html","version":"v1"}},{"document":{"authors":[{"contributor_roles":[],"family":"Ondari","given":"Laurah"}],"blog":{"authors":null,"community_id":"587a81eb-1cfa-43f2-8455-dd900c261f6a","created":1754956800,"current_feed_url":null,"description":"A blog for the Bioconductor community!","favicon":"https://rogue-scholar.org/api/communities/587a81eb-1cfa-43f2-8455-dd900c261f6a/logo","feed_format":"application/rss+xml","feed_url":"https://blog.bioconductor.org/index.xml","filter":null,"generator":"Quarto","home_page_url":"https://blog.bioconductor.org/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"bioconductor","status":"active","subfield":"1312","title":"Bioconductor community blog","updated":1781827200,"use_api":null},"blog_name":"Bioconductor community blog","blog_slug":"bioconductor","content_html":"

\n

The European Bioconductor Conference 2026 (EuroBioC2026) took place from June 3-5, 2026, in Turku, Finland. Hosted by the University of Turku and the Finnish Society for Bioinformatics at BioCity, the conference brought together the Bioconductor community to showcase the latest developments in Bioconductor software packages and discuss emerging technologies shaping computational biology. This year's conference welcomed 147 in-person participants from 23 countries. Across three days, attendees participated in keynote lectures, short and flash talks, workshops, poster sessions, Birds-of-a-Feather discussions, and community events. The conference also marked an important milestone for the project as Bioconductor celebrated its 25th anniversary. The figures below summarise EuroBioC2026 at a glance: 147 attendees from 23 countries, 4 keynote speakers, 25 speakers, 68 posters, 6 workshops, 9 flash talks, and 3 Birds-of-a-Feather sessions.

\n

\n
\n

Participants by country

\n

Participants travelled to Turku from across Europe and beyond, reflecting the increasingly global nature of the Bioconductor community. While Finland represented the largest delegation, attendees also joined from Italy, Belgium, Germany, Switzerland, the United States, Sweden, the United Kingdom, Ireland, Spain, Kenya, South Korea, Australia, and several other countries.

\n\n
\n
\n

Preconference

\n

Ahead of the main conference, EuroBioC2026 hosted two preconference events on June 1-2. These were delivered in collaboration with the University of Turku, CompLifeSci, the Finnish Society for Bioinformatics, and members of the Bioconductor community. Running in parallel over two days, the events allowed participants to either strengthen their analytical skills through hands-on training or contribute directly to the development of Bioconductor software through collaborative coding projects.

\n
\n

Workshop: Orchestrating Microbiome Analysis with Bioconductor

\n

The preconference workshop focused on microbiome data analysis using Bioconductor and followed the Bioconductor Carpentry model, combining interactive instruction with practical exercises. Over two days, participants learned how to import, process, and analyse microbiome datasets using the established Bioconductor workflow; Orchestrating Microbiome Analysis (OMA). The workshop covered diversity analyses, differential abundance testing, and approaches for integrating microbiome data with other omics data types. A key component of the workshop was the use of cloud computing resources from CSC (Finnish IT Centre for Science) using Noppe, which provided participants with immediate access to all required datasets, software, and computing resources. By removing installation and configuration barriers, instructors were able to begin teaching immediately and spend more time focusing on the workshop content rather than troubleshooting technical issues. The platform also ensured that all participants worked within the same environment, creating a smoother learning experience for everyone involved. The workshop was hands-on throughout: participants asked questions, worked through exercises, and discussed how the workflows related to their own projects. This practical, open, instructor-led format aligns well with the approach shared by both Bioconductor and The Carpentries. The workshop was led by Leo Lahti, Himel Mallick, Thomaz Bastiaanssen, Tuomas Borman, and Giulio Benedetti.

\n\n
\n

Participants during the pre-conference microbiome workshop.

\n
\n
\n
\n

Hackathon

\n

We held the first of our series of hackathons attached to Bioconductor conferences this June at EuroBioC2026 in Turku, Finland. Eighteen in-person attendees worked on four projects focused on interoperability, and at least three of those are now being prepared for submission to BioHackrXiv.

\n

A big congratulations to all the participants for their effort. You can read more about the projects from the EuroBioC2026 Hackathon. We're looking forward to building on this work at the North American Bioconductor conference, BioC2026, in Seattle this August. See the BioC2026 Hackathon for more details.

\n\n
\n

Participants during the pre-conference hackathon.

\n
\n
\n
\n
\n

Programme overview

\n

EuroBioC2026 covered both established and emerging areas of computational biology, with a consistent focus on reproducible and open-source research.

\n
\n

Keynotes

\n

Keynotes at EuroBioC2026 covered functional genomics, machine learning, microbiome research, and the direction of computational biology. Across four talks, speakers addressed how data science is changing biological research, and what that means for reproducibility, interpretation, and open-source software.

\n

Helena Kilpinen opened the conference with Morphological profiling of in vitro neurons: Visualizing complexity in cellular disease models. Her talk explored how high-content imaging and morphological profiling can be used to better understand cellular phenotypes in disease models. By combining large-scale imaging data with computational approaches, she demonstrated how researchers can uncover subtle cellular differences that may provide insights into disease mechanisms.

\n

Anders Krogh presented A Deep Generative Model for Gene Expression and Multimodal Data, showcasing how modern machine learning approaches can be used to model increasingly complex biological datasets. His keynote highlighted the potential of generative models to integrate multiple data modalities and improve our understanding of gene regulation and cellular states.

\n

Aura Raulo delivered a keynote titled Modeling the spread of microbial communities in contact networks. Drawing on concepts from ecology, microbiology, and network science, they explored how microbial communities are transmitted between individuals and populations. The talk examined how host-associated microbiomes are shaped and shared, and what drives their spread.

\n

The final keynote was delivered by Levi Waldron, who addressed a topic now central to many scientific discussions: Bioconductor in the age of AI. What do we do now? His talk examined the opportunities and challenges that AI presents for open-source scientific software. He encouraged the community to think about how AI tools can complement existing work, without compromising the transparency, reproducibility, and scientific rigour the project has built over 25 years.

\n
\n
\n

Short talks and flash talks

\n

The short talks at EuroBioC2026 reflected the diversity of the Bioconductor community, spanning topics from single-cell and spatial biology to microbiome research, proteomics, metabolomics, and multi-omics data integration. Several presentations introduced new software packages and statistical methods aimed at improving reproducibility, scalability, and interoperability in biological data analysis. Alongside methodological advances, speakers also covered broader community topics, including sustainable open-source software, environmentally conscious computing, training initiatives, and the growing role of artificial intelligence in computational biology. Together, the talks provided a good picture of the scientific questions being addressed with Bioconductor and the people driving its development.

\n
\n
\n

Poster sessions

\n

The 68 posters presented at EuroBioC2026 covered a broad mix of biological applications and software development. Topics included spatial omics, microbiome research, proteomics, metabolomics, disease modelling, and machine learning, as well as new packages and infrastructure projects from across the Bioconductor ecosystem. The poster sessions encouraged interactions between package developers, researchers, students, and first-time conference attendees, helping strengthen collaborations across the community.

\n\n
\n

EuroBioC2026 participants during a poster session.

\n
\n
\n
\n

Birds-of-a-Feather sessions

\n

The three 90-minute Birds-of-a-Feather (BoF) sessions offered attendees an opportunity to connect around shared interests and exchange experiences, discuss challenges, and share ideas. The sessions were proposed by participants during the conference including sessions focused on strengthening the Finnish Bioconductor community, supporting early-career researchers, and embedding environmental sustainability into Bioconductor packages and research workflows. One outcome from the early-career researcher discussion was the creation of a dedicated student\u2013ECR Zulip channel to support continued connection within the community. The BoF sessions continued a tradition of community-led discussion that has been part of Bioconductor events for years.

\n
\n
\n

Workshops

\n

The workshop sessions offered attendees an opportunity to explore a range of Bioconductor tools and workflows through hands-on demonstrations led by community members. Topics included proteomics data analysis, integrative analysis of histopathological images and multi-omics data, ChIP-seq analysis, differential expression analysis, post-translational modification analysis, and interoperable mass spectrometry workflows combining R and Python. Participants had the opportunity to engage directly with instructors, ask questions, and learn how the presented tools could be applied to their own research projects. Together, the workshops showcased the breadth of analytical domains supported by the Bioconductor ecosystem.

\n
\n
\n

Celebrating 25 years of Bioconductor

\n

A major highlight of EuroBioC2026 was the celebration of Bioconductor's 25th anniversary. Since its founding in 2001, Bioconductor has grown from a small collection of software packages into a global open-source community used by thousands of researchers worldwide. Over the past quarter-century, it has become a central resource for reproducible computational biology, providing infrastructure, software, training, and community support across numerous biological disciplines.

\n

\n

One of the highlights of the celebration was a retrospective presented by Maria Doyle, Bioconductor Community Manager, who took attendees through the history of Bioconductor, from the earliest contribution on the Bioconductor support site to the project's growth into the global community it is today. The presentation highlighted how the project has evolved over the past 25 years and its impact on computational biology. The celebrations continued at the conference dinner, where attendees marked the occasion with a special anniversary cake. During the evening, Levi Waldron, one of Bioconductor's Principal Investigators, shared a personal reflection on his journey with Bioconductor, from first encountering the project through his collaborations with Martin Morgan to becoming part of its leadership.

\n\n
\n

Levi Waldron shares a personal reflection on his journey with Bioconductor during the 25th anniversary celebrations.

\n
\n
\n
\n
\n

Infrastructure and tools

\n
\n

Zulip

\n

EuroBioC2026 continued to use Zulip as its primary communication platform. A dedicated conference channel, along with a separate hackathon channel, organised into topic-based threads, served as a central location for announcements, technical support, social interactions, and discussions before, during, and after the event. The threaded conversation model made it easier to follow discussions and kept participants connected throughout the conference.

\n
\n
\n

Sticker Hexwall

\n

The sticker hexwall returned for EuroBioC2026 following its successful introduction in 2025. The display showcased Bioconductor package stickers contributed by Bioconductor community members and served as a visual representation of the diversity of software projects within the ecosystem.

\n

The hexwall quickly became a popular gathering point and photo location throughout the conference.

\n\n
\n

The hexwall at EuroBioC2026.

\n
\n
\n
\n
\n

Social interactions and networking

\n
\n

Conference Dinner

\n

The conference dinner took place on the island of Ruissalo, one of Turku's most popular recreational areas and the gateway to the Turku Archipelago. It was hosted at the historic Villa Marjaniemi, a 150-year-old villa overlooking the sea, and the evening was inspired by Juhannus, Finland's traditional midsummer celebration.

\n

Attendees were welcomed by a live band as they arrived, then enjoyed dinner and celebrations marking 25 years of Bioconductor. The evening continued with outdoor games and activities, and was a good chance to catch up with familiar faces and meet people for the first time.

\n
\n
\n

Walking tour

\n

On Thursday evening, participants joined an optional walking tour. During the tour, participants learned about Finnish history while exploring the historic city centre, stopping at the Old Great Square and Brinkkala Hall, whose balcony has served as the site of the annual (Christmas Peace) declaration since the Middle Ages. The tour also highlighted notable Finnish figures, including the legendary runner (Paavo Nurmi), famously known as the \"Flying Finn.\"

\n

The tour naturally flowed into the evening's social activities. Some participants stopped at a traditional Finnish grill kiosk to try makkaraperunat, a popular local fast-food dish, while others continued their conversations at Office (Toimisto in Finnish), a local bar where they sang karaoke until 3 AM.

\n
\n
\n

\n
\n

\n
\n
\n
\n

EuroBioC2026 Participants during the walking tour (left) and enjoying the conference dinner (right).

\n
\n
\n
\n
\n

Conference materials

\n

Conference recordings will be available on the Bioconductor YouTube channel in the coming weeks. Auditorium sessions were also live streamed, and Slido was used to facilitate audience questions from both in-person and remote participants, alongside traditional in-room discussion. Presenters were encouraged to upload their slides, posters, and supplementary materials to the Bioconductor Zenodo Community, making conference outputs openly available and citable through persistent digital object identifiers (DOIs).

\n

These resources make conference outputs available to those who could not attend and support continued learning across the community. Additional photos from EuroBioC2026, including talks, workshops, posters, social events, and the conference dinner, are available in the conference photo gallery. A short recap video capturing moments from the conference is also available on YouTube.

\n
\n
\n

Coming up\u2026

\n

The 25th anniversary year will continue when the Bioconductor community gather next at (BioC2026), which will take place from August 10-12, 2026 at the Fred Hutch Cancer Center in Seattle, Washington. The conference will continue the tradition of bringing together developers, researchers, and educators to share new software, methods, and applications in computational biology.

\n

Later in the year, the community will head to Melbourne, Australia, for (BioCAsia2026), taking place on November 19-20, 2026, immediately following the ABACBS conference. BioCAsia brings together researchers across the Asia-Pacific region for scientific exchange, training, and community building. The (BioCAsia Seminar Series) has also expanded to a bi-monthly schedule. alongside growing regional initiatives such as the (Bioconductor Africa Seminar Series) and the Bioconductor Latin America seminar series. Stay connected with the community through dedicated Zulip channels.

\n

EuroBioC2026 concluded with an invitation to Basel, Switzerland, where EuroBioC2027 will take place from September 8\u201310, 2027. See you there.

\n
\n
\n

Acknowledgements

\n
\n

Sponsors

\n

EuroBioC2026 gratefully acknowledges the support of all sponsors and partners whose contributions and support made the conference possible.

\n

\n
\n
\n

Diamond sponsors

\n\n
\n
\n

Gold sponsors

\n\n
\n
\n

Bronze sponsors

\n\n
\n
\n

Supporting organisations

\n\n
\n
\n

Hosts

\n\n
\n
\n

Organising committee

\n

We thank the local organisers, programme committee, workshop instructors, keynote speakers, volunteers, sponsors, and all participants whose contributions made EuroBioC2026 a success.

\n

Organising Committee

\n\n
\n
\n

\n\u00a9 2026 Bioconductor. Content is published under Creative Commons CC-BY-4.0 License for the text and BSD 3-Clause License for any code. | R-Bloggers\n

","doi":"https://doi.org/10.59350/apwh3-pv072","guid":"https://blog.bioconductor.org/posts/2026-06-19-EuroBioc2026-recap/","image":"https://blog.bioconductor.org/posts/2026-06-19-EuroBioc2026-recap/media/eurobioc-main-image.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"pxep2-cdn23","summary":"The European Bioconductor Conference 2026 (EuroBioC2026) took place from June 3-5, 2026, in Turku, Finland. Hosted by the University of Turku and the Finnish Society for Bioinformatics at BioCity, the conference brought together the Bioconductor community to showcase the latest developments in Bioconductor software packages and discuss emerging technologies shaping computational biology.","tags":["Bioconductor"],"title":"EuroBioC2026 conference recap","updated_at":1781878311,"url":"https://blog.bioconductor.org/posts/2026-06-19-EuroBioc2026-recap/","version":"v1"}},{"document":{"authors":[{"affiliation":[{"id":"https://ror.org/04h13ss13","name":"The Geneva Learning Foundation"}],"contributor_roles":[],"family":"Sadki","given":"Reda","url":"https://orcid.org/0000-0003-4051-0606"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

A new article by colleagues at the Cambridge Digital Education Futures Initiative (DEFI) illustrates academic understanding of Collective Intelligence (CI) through the COVID-19 Peer Hub, a peer learning initiative organized by over 6,000 frontline health workers in Africa, Asia, and Latin America, with support from The Geneva Learning Foundation (TGLF), in response to the initial shock of the pandemic on immunization services that placed 80 million children at risk of missing lifesaving vaccines. Learn more about the COVID-19 Peer Hub\u2026

\n\n\n\n

From the abstract:

\n\n\n\n

Collective Intelligence (CI) is important for groups that seek to address shared problems.

\n\n\n\n

CI in human groups can be mediated by educational technologies.

\n\n\n\n

The current paper presents a framework to support design thinking in relation to CI educational technologies.

\n\n\n\n

Our Collective Intelligence framework is grounded in an organismic-contextualist developmental perspective that orients enquiry to the design of increasingly complex and integrated CI systems that support coordinated group problem solving behaviour.

\n\n\n\n

We focus on pedagogies and infrastructure and we argue that project-based learning provides a sound basis for CI education, allowing for different forms of CI behaviour to be integrated, including swarm behaviour, stigmergy, and collaborative behaviour.

\n\n\n\n

We highlight CI technologies already being used in educational environments while also pointing to opportunities and needs for further creative designs to support the development of CI capabilities across the lifespan.

\n\n\n\n

We argue that Collective Intelligence education grounded in dialogue and the application of CI methods across a range of project-based learning challenges can provide a common bridge for diverse transitions into public and private sector jobs and a shared learning experience that supports cooperative public-private partnerships, which can further reinforce advanced human capabilities in system design.

\n\n\n\n

Article excerpt:

\n\n\n\n

As an example of Collective Intelligence in practice, in 2020\u20132021, more than 6000 health workers joined The Geneva Learning Foundation (TGLF) COVID-19 Peer Hub.

\n\n\n\n

Participants shared more than 1200 ideas or practices for managing the pandemic in their contexts within 10 days. Relevant peer ideas and practices were then referenced as participants produced individual, context-specific action plans that were then reviewed by peers before finalisation and implementation.

\n\n\n\n

Mapping of action plan citations (C3L 2022) demonstrate patterns of peer learning, between countries, organisations and system levels.

\n\n\n\n

In parallel, TGLF synthesises data generated by peer learners in formats legitimised by the global health knowledge system (e.g. Moore et al. 2022).

\n\n\n\n

The biggest challenge to CI in this context remains one of legitimacy: how can collective intelligence compete with the perceived gold standard of academic publication within this expert-led culture?

\n\n\n\n

We argue that as CI education is further developed and extends across the lifespan from school learning environment to work and organisational environments, CI technologies and practices will be further developed, evaluated, and refined and will gain legitimacy as part of broader societal capabilities in CI that are cultivated and reinforced on an ongoing basis.

\n\n\n\n

References

\n\n\n\n","doi":"https://doi.org/10.59350/zp1na-fxa29","guid":"https://redasadki.me/?p=18797","image":"https://redasadki.me/wp-content/uploads/2023/09/Collective-Intelligence-Cambridge-Digital-Education-Futures-Initiative.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1694044800,"reference":[{"unstructured":"Kovanovic, V.\u00a0et al.\u00a0(2022)\u00a0The power of learning networks for global health: The Geneva Learning Foundation COVID-19 Peer Hub Project Evaluation Report. Centre for Change and Complexity in Learning."},{"id":"https://doi.org/10.5281/zenodo.6965355","unstructured":"Moore, Katie, Barbara Muzzulini, Tamara Rold\u00e1n, Juliet Bedford, and Heidi Larson. 2022. Overcoming barriers to vaccine acceptance in the community: Key learning from the experiences of 734 frontline health workers (1.0). The Geneva Learning Foundation."},{"id":"https://doi.org/10.1080/03323315.2023.2250309","unstructured":"Hogan, M.J., Barton, A., Twiner, A., James, C., Ahmed, F., Casebourne, I., Steed, I., Hamilton, P., Shi, S., Zhao, Y., Harney, O.M., Wegerif, R., 2023. Education for collective intelligence. Irish Educational Studies 1\u201330."}],"rid":"c93gk-7rk65","summary":"A new article by colleagues at the Cambridge Digital Education Futures Initiative (DEFI) illustrates academic understanding of Collective Intelligence (CI) through the COVID-19 Peer Hub, a peer learning initiative organized by over 6,000 frontline health workers in Africa, Asia, and Latin America, with support from The Geneva Learning Foundation (TGLF), in response to the initial [\u2026]","tags":["Global Health","The Geneva Learning Foundation","Cambridge","Collective Intelligence","COVID-19 Peer Hub"],"title":"The COVID-19 Peer Hub as an example of Collective Intelligence (CI) in practice","updated_at":1781869383,"url":"https://redasadki.me/2023/09/07/the-covid-19-peer-hub-as-an-example-of-collective-intelligence-ci-in-practice/","version":"v1"}},{"document":{"authors":[{"contributor_roles":[],"name":"The Geneva Learning Foundation"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

English | Espa\u00f1ol

\n\n\n\n

PANAMA and GENEVA, 26 August 2025 \u2013 With the aim of strengthening regional capacity to address global challenges, the Inter-American Institute for Global Change Research (IAI) and the Geneva Learning Foundation (TGLF) have signed a strategic partnership to expand transdisciplinary learning and action throughout the Americas.

\n\n\n\n

The agreement combines TGLF’s internationally recognized peer learning methodologies with IAI’s regional networks and scientific expertise. Together, the two institutions will promote collaborative initiatives in critical areas such as climate and health, environmental sustainability, and other pressing issues at the intersection of science, policy, and community engagement.

\n\n\n\n

“This partnership reflects a shared commitment to equity, multilingual accessibility, and evidence-based action,” said Anna Stewart Ibarra, executive director of the IAI, underscoring the potential to bridge gaps between research, practice, and policy through joint initiatives.

\n\n\n\n

TGLF, a Swiss-based nonprofit organization, has created a network of more than 70,000 health professionals worldwide, pioneering innovative approaches to learning and capacity building in health and humanitarian contexts. The IAI, comprising 19 member states, leads transdisciplinary research, science diplomacy, and capacity building to address global change.

\n\n\n\n

Mutual commitments and coordination

\n\n\n\n

The collaboration will begin with a focus on climate and health, and plans to expand into areas such as health equity, decolonization of knowledge systems, and science diplomacy. Planned activities include joint educational programs, regional peer learning, adaptation of multilingual content, and exchanges that connect scientific expertise with community knowledge.

\n\n\n\n

As part of the agreement, IAI will lead regional dissemination and cultural and linguistic adaptation, and facilitate government and institution participation. TGLF will contribute its peer learning platforms, open-source frameworks, and professional networks to promote interregional exchange and the use of local knowledge in research and policy.

\n\n\n\n

By combining regional expertise with scalable learning methodologies, IAI and TGLF seek to strengthen capacities in the Americas.

","doi":"https://doi.org/10.59350/wyksd-4zj75","guid":"https://redasadki.me/?p=23877","image":"https://redasadki.me/wp-content/uploads/2026/06/iai-tglf-partnership-americas.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1756080000,"rid":"8g2t6-npr44","summary":"English | Espa\u00f1ol PANAMA and GENEVA, 26 August 2025 \u2013 With the aim of strengthening regional capacity to address global challenges, the Inter-American Institute for Global Change Research (IAI) and the Geneva Learning Foundation (TGLF) have signed a strategic partnership to expand transdisciplinary learning and action throughout the Americas.","tags":["English","The Geneva Learning Foundation","Americas","Anna Stewart Ibarra","Capacity Building"],"title":"The Inter-American Institute for Global Change Research (IAI) and Geneva Learning Foundation announce partnership to strengthen educational programs in the Americas","updated_at":1781860348,"url":"https://redasadki.me/2025/08/25/iai-and-tglf-partnership-americas/","version":"v1"}}],"items":[{"authors":[{"affiliation":[{"id":"https://ror.org/041kmwe10","name":"Imperial College London"}],"contributor_roles":[],"family":"Rzepa","given":"Henry","url":"https://orcid.org/0000-0002-8635-8390"}],"blog":{"authors":[{"name":"Henry Rzepa","url":"https://orcid.org/0000-0002-8635-8390"}],"community_id":"8fb94c86-e95f-41cf-aac2-a2877ffc1b5f","created":1693094400,"current_feed_url":null,"description":"Chemistry with a twist","favicon":"https://rogue-scholar.org/api/communities/8fb94c86-e95f-41cf-aac2-a2877ffc1b5f/logo","feed_format":"application/atom+xml","feed_url":"https://www.ch.ic.ac.uk/rzepa/blog/?feed=atom","filter":null,"generator":"WordPress","home_page_url":"https://www.ch.ic.ac.uk/rzepa/blog","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"rzepa","status":"active","subfield":"1606","title":"Henry Rzepa's Blog","updated":1781945556,"use_api":true},"blog_name":"Henry Rzepa's Blog","blog_slug":"rzepa","content_html":"
\n

\"\"

\n

\n

Metadata are an essential way of enabling the discoverability and impact of scholarly resources such as (research) data and associated objects. It must adhere to a precisely described schema describing its properties,[1] and such a conformant metadata record is an mandatory component of a (research) data repository. Access to the record is by resolving the DOI (Digital object identifier) for any repository item, as for example:

\n

https://data.datacite.org/application/vnd.datacite.datacite+xml/10.14469/hpc/15994
\nhttps://data.datacite.org/application/vnd.datacite.datacite+xml/10.5281/zenodo.20657236

\n

where 10.14469/hpc/15994 and 10.5281/zenodo.20657236 are the (in this example two) DOIs registered for the same specific repository dataset. Two different repositories are shown here, because the metadata is still mostly captured using the user-interface of the relevant repository, and the richness or completeness of the metadata can differ greatly between repositories. Whilst the registered metadata record has some mandatory components, many more are optional and it is often the case that these optional components are either not supported via a visual interface by the repository, or the user choses to omit them (a complete or “rich” metadata entry could be quite tedious for a human). This aspect of human time and their attention span can often result in sparse metadata records.

\n

In some cases, the metadata is captured using a programmed workflow and then registered using the equivalent of a command line interface (API) which requires no user involvement or interactive user responses[2] and which tends to produce more systematically complete metadata records. Unfortunately, I think this mode of metadata provision must be relatively rare – although to be fair the metadata record itself does not carry details of the mechanism by which the metadata was populated. The two examples above were prepared using exactly the same API, and they largely differ in what elements of the total metadata schema each of the two repositories above actually support, rather than what a human had the patience for.

\n

So it is a welcome development that DataCite have recently made a Dashboard available that allows at a glance an inspection of either a specific metadata record or a collection of such records to be made. The start point is https://metadata.datacite.org/\u00a0and here you can filter the record by\u00a0a) the repository, further filtered by\u00a0b) registration year and c) resource type (Figure 1).\u00a0Thus:
\n\"\"

\n

Figure 1. The DataCite Metadata Dashboard,\u00a0showing a specified repository using the query
\nhttps://metadata.datacite.org/urks.helix?registrationYear=2026&resourceType=dataset

\n

This dashboard now allows you to easily compare the two metadata records noted above, with the help of an additional DOI query filter which can be used to further narrow it down to a single dataset (queries 1 and 2).

\n
    \n
  1. https://metadata.datacite.org/urks?registrationYear=2026&query=id:10.14469/HPC/15994
    2. \n
  2. https://metadata.datacite.org/cern.zenodo?registrationYear=2026&query=id:10.5281/zenodo.20657236
    3. \n
\n

A prominent difference between these queries is the Subjects metadata, with for example the subjectScheme\u00a0100% complete for example 1 (Figure 2) and 0% complete for example 2 (Figure 3).
\n\"\"

\n

Figure 2. The Subjects panel of the DataCite Metadata Dashboard,\u00a0for\u00a0DOI: 10.14469/HPC/15994

\n

\"\"

\n

Figure 3. The Subjects panel of the DataCite Metadata Dashboard,\u00a0for\u00a0DOI: 10.5281/zenodo.20657236

\n

Using the query filter to explore a range of other searches.

\n

Searches 3 and 4 specify an individual depositor by their ORCID identifier and 2026 as a publication year, for two different repositories.

\n
    \n
  1. https://metadata.datacite.org/bl.imperial?registrationYear=2026&query=contributors.nameIdentifiers.nameIdentifier:0000-0002-8635-8390+OR+creators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390
    2. \n
  2. https://metadata.datacite.org/cern.zenodo?registrationYear=2026&query=contributors.nameIdentifiers.nameIdentifier:0000-0002-8635-8390+OR+creators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390
    3. \n
\n

The Subjects panels\u00a0are shown in Figures 4 and 5. In these examples, both sets of depositions are made using the same automatic command line API[2] so human error or their lack of attention is not the cause of the differences.
\n\"\"

\n

Figure 4. The Subjects panel of the DataCite Metadata Dashboard for the bl.imperial repository for query 3.

\n

\"\"

\n

Figure 5. The Subjects panel of the DataCite Metadata Dashboard for the cern.zenodo repository for query 4.

\n

Search 5 shows more direct use of a Subject filter (Figure 6) and use of this filter ensures that again the subjects metadata panel is well populated.

\n
    \n
  1. https://metadata.datacite.org/urks?query=(media.media_type:application/zip+OR+media.media_type:chemical/x-mnova)+AND+
    \n(subjects.subjectScheme:*NMR_Nucleus)+AND+(subjects.subject:13C)+AND+
    \n(titles.title:*pyrazol*+OR+descriptions.description:*pyrazol*)
    2. \n
\n

\"\"

\n

Figure 6. The Subjects panel of the DataCite Metadata Dashboard for the urks repository for query 5.

\n

Query 6 (Figure 7) identifies datasets that have a directly associated journal article, showing the population of the “high impact” relatedIdentifier property.

\n
    \n
  1. https://metadata.datacite.org/urks?query=(types.resourceTypeGeneral:Dataset+OR+types.resourceTypeGeneral:Collection)+AND+
    \n(contributors.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390+OR+
    \ncreators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390)+AND+(relatedIdentifiers.relatedIdentifierType:DOI+AND+
    \nrelatedIdentifiers.resourceTypeGeneral:JournalArticle+AND+relatedIdentifiers.relatedIdentifier:*)
    2. \n
\n

\"\"

\n

Figure 7. The RelatedIdentifiers\u00a0panel of the DataCite Metadata Dashboard for the urks repository for query 6.

\n

Query 7 showing again a very well populated Subjects panel (due of course to the filter applied below) with 100% occupancy of the subjectScheme.

\n
    \n
  1. https://metadata.datacite.org/urks?query=(media.media_type:chemical/x-gaussian-log+OR+
    \nmedia.media_type:chemical/x-gaussian-checkpoint)+AND+
    \n(titles.title:*Endo*+OR+
    \ndescriptions.description:*Endo*+OR+titles.title:*Exo*+OR+descriptions.description:*Exo*)+AND+
    \n(subjects.subjectScheme:*KIE*)+AND+
    \nsubjects.subject:1H/2H
    2. \n
\n

\"\"

\n

Figure 8. The Subjects\u00a0panel of the DataCite Metadata Dashboard for the urks repository for query 7.

\n

Query 8 shows how well populated the Subjects panel is for a whole range of users (excluding one subject-loving suspect!). It would be interesting to see if this population (albeit only 4.7%) was achieved by manual entry or by automatic API calls.

\n
    \n
  1. https://metadata.datacite.org/cern.zenodo?registrationYear=2026&query=+NOT+
    \n(contributors.nameIdentifiers.nameIdentifier:0000-0002-8635-8390+OR+
    \ncreators.nameIdentifiers.nameIdentifier:*0000-0002-8635-8390)
    2. \n
\n

\"\"

\n

Figure 9. The Subjects panel of the DataCite Metadata Dashboard for the cern.zenodo repository for query 8.

\n

Example 9 uses the InvenioRDM repository system whilst 10 uses a bespoke repository created in 2016 with metadata richness in mind.[2] Both these examples were crafted “by hand” rather than using an API tool and are limited only by the user interfaces of either repository.

\n
    \n
  1. https://metadata.datacite.org/urks.helix?registrationYear=2026&query=id:10.82186/xjxch-zzb72
    2. \n
  2. https://metadata.datacite.org/bl.imperial?registrationYear=2024&query=id:10.14469/hpc/14835
    3. \n
\n

\"\"

\n

Figure 10. The Subjects panel of the DataCite Metadata Dashboard for query 9.
\n\"\"

\n

Figure 11. The Subjects panel of the DataCite Metadata Dashboard for query 10.

\n

Conclusions.

\n

It is to be hoped that analysis of research data metadata records using the DataCite tool will rapidly lead to a greater and richer population of these records. Wherever possible, these records should be populated using automated methods which do not rely on the patience of a human. My own candidate for increased population is the Subjects field, which can be readily automated and the presence of which allows finely tuned searches of the DataCite metadata store to be made.

\n
\n

DOI: 10.59350/ams3m-m3t92

\n

References

\n
  1. DataCite Metadata Working Group., \"DataCite Metadata Schema Documentation for the Publication and Citation of Research Data and Other Research Outputs v4.7\", DataCite, 2026. https://doi.org/10.14454/qdd3-ps68\n\n
    2. \n
  2. C. Cave-Ayland, M. Bearpark, C. Romain, and H. Rzepa, \"CHAMP is a HPC Access and Metadata Portal\", Journal of Open Source Software, vol. 7, pp. 3824, 2022. https://doi.org/10.21105/joss.03824\n\n
    3. \n
\n\n
","doi":"https://doi.org/10.59350/ams3m-m3t92","guid":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31548","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781654400,"reference":[{"id":"https://doi.org/10.14454/qdd3-ps68","unstructured":"DataCite Metadata Working Group., \"DataCite Metadata Schema Documentation for the Publication and Citation of Research Data and Other Research Outputs v4.7\", DataCite, 2026."},{"id":"https://doi.org/10.21105/joss.03824","unstructured":"C. Cave-Ayland, M. Bearpark, C. Romain, and H. Rzepa, \"CHAMP is a HPC Access and Metadata Portal\", Journal of Open Source Software, vol. 7, pp. 3824, 2022."}],"rid":"se4bz-dxb91","summary":"Metadata are an essential way of enabling the discoverability and impact of scholarly resources such as (research) data and associated objects. It must adhere to a precisely described schema describing its properties,[1] and such a conformant metadata record is an mandatory component of a (research) data repository.","tags":["Chemical IT"],"title":"Evaluating metadata quality and completeness for research data using the new DataCite Tool.","updated_at":1781947113,"url":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31548","version":"v1"},{"authors":[{"affiliation":[{"id":"https://ror.org/041kmwe10","name":"Imperial College London"}],"contributor_roles":[],"family":"Rzepa","given":"Henry","url":"https://orcid.org/0000-0002-8635-8390"}],"blog":{"authors":[{"name":"Henry Rzepa","url":"https://orcid.org/0000-0002-8635-8390"}],"community_id":"8fb94c86-e95f-41cf-aac2-a2877ffc1b5f","created":1693094400,"current_feed_url":null,"description":"Chemistry with a twist","favicon":"https://rogue-scholar.org/api/communities/8fb94c86-e95f-41cf-aac2-a2877ffc1b5f/logo","feed_format":"application/atom+xml","feed_url":"https://www.ch.ic.ac.uk/rzepa/blog/?feed=atom","filter":null,"generator":"WordPress","home_page_url":"https://www.ch.ic.ac.uk/rzepa/blog","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"rzepa","status":"active","subfield":"1606","title":"Henry Rzepa's Blog","updated":1781945556,"use_api":true},"blog_name":"Henry Rzepa's Blog","blog_slug":"rzepa","content_html":"
\n

In the previous post,[1] I noted the photochemical isomerisation of a pyrimidone into what is called the bicyclic Dewar form, being part of a solar energy storage system.[2] A colleague (thanks Alan!) has recollected a very similar example dating from 1965[3] in which a related molecule known as a diazepinone 72 (scheme below) is converted by light into a Dewar form 73.

\n

\n

This example was first highlighted\u00a0in Woodward and Hoffmann’s (WH) famous 1971 book on the topic of the conservation of orbital symmetry\u2020 in which they noted that the Dewar form\u00a0of a diazepinone (73 in scheme) had been observed[3] to thermally “revert to diazepinone in the dark”.\u2020 The original authors[3] also specifically noted that the Dewar diazepinone was “stable to storage” after being protonated. These two properties are the exact inverse of the recent report,[2] whereby the photochemical bicyclic form of pyrimidone was found to be thermally stable, but very rapid ring opening was induced by protonation with acid. Here I explore whether these apparently contradictory reports can be reconciled.

\n

\"\"

\n

In discussing the reaction of 72 in their book\u2021, WH suggest that the stereochemical aspects of the thermal ring opening of 73 could be explained using their rules\u00a0by prior inversion of the ring nitrogen stereochemistry to that of 73-inv, followed by conrotatory/antarafacial ring opening to 72. Here, with the help of \u03c9B97XD/Def2-TZVPP/DCM DFT calculations,[4] I discuss whether this suggestion is viable, and also propose an alternative mechanism (72-trans, Scheme above).

\n

Firstly, I show the calculated reaction path[5],[6] along which HTS3 and 73-inv are found, being the WH suggestion for this reaction.

\n

\"\"
\n\"\"
\nFigure 1. IRC Energy plot and animation for TS3

\n
    \n
  1. At IRC ~8, (Figure 1) the potential shows what can be called a “hidden transition state”, at which point the gradient norm is close to zero. This is the point labelled HTS3, followed soon after by a “hidden intermediate” (IRC ~4) or 73-inv. The process corresponds to inversion of the nitrogen lone pair to produce a bicyclic species with a trans ring fusion. These are both “hidden” because the gradient norm (Figure 2) does not actually reach a value of 0.0 as required for “real” transition states and intermediates, but comes very close.
    2. \n
  2. \u0394G\u2021298 at these points\u00a0relative to the starting\u00a0point is ~34 kcal/mol, rather higher than would be needed for a truly thermal reaction. The CN bond length has not yet started to change (Figure 3).
    3. \n
  3. At IRC = 0.0 the true transition state is reached (TS3), involving WH-allowed antarafacial cleavage (Figure 5) of the bicyclic C-N bond (length @TS 2.035\u00c5). The energy is now ~65 kcal/mol above the starting point, which makes this pathway very unlikely.
    4. \n
  4. The thermal reaction is exothermic by -19 kcal/mol (Figure 1), significantly less than that for Dewar pyrimidone.
    5. \n
\n

\"\"

\n

Figure 2. Gradient norm plot for TS3

\n

\"\"
\nFigure 3. C-N bond length plot for TS3

\n

\"\"
\nFigure 4. Dipole moment plot for TS3, just for fun!

\n

\"\"
\nFigure 5. Geometry of TS3,\u00a0showing C-N bond with antarafacial component (top face connecting bottom face) corresponding to conrotation (both clockwise) of the two termini.

\n

Next, I tried an alternative mechanism, involving direct ring opening via TS1 to give a 7-ring with a trans bond, 72-trans. [7],[8]\u00a0(Figure 6). Back in 1971, 7-rings with trans bonds were a rarity, so WH were probably reluctant to suggest this.

\n

\"\"
\nFigure 6. Energy plot for TS1

\n
    \n
  1. The activation energy (corresponding to \u0394G\u2021298 27.84 kcal/mol) is looking much better, matching to a slow (hours, days) thermal reaction at room temperatures. This value is somewhat less than the value of 32.9 kcal/mol for the analogous ring opening of Dewar pyrimidone,[1] probably because the larger 5-ring ring means less transition state strain.
    2. \n
  2. The reaction again occurs with conrotation/antarafacial (Figure 7), C-N 2.192\u00c5.
    3. \n
  3. But it is now endothermic by about +15 kcal/mol, reflecting the relatively high energy of a 7-ring product with a trans bond (Figure 6).
    4. \n
\n

\"\"
\nFigure 7. Geometry of TS1,\u00a0showing C-N bond with antarafacial component (top face connecting bottom face) corresponding to conrotation (both clockwise) of the two termini.

\n

To complete the mechanism, a route must now be found to convert 72-trans back to 72 itself.

\n
    \n
  1. This can be done via a linear arrangement of the C-N-N atoms[9] but the barrier to doing so is prohibitive (\u0394G\u2021298 39.7 kcal/mol).
    2. \n
  2. An alternative is direct rotation about the C=N bond via an allylic biradical transition state (TS2),[10],[11] which yields \u0394G\u2021298
    \n26.74 kcal/mol. This value is less than that for TS1, and so is not rate determining.
    3. \n
\n

\"\"

\n

Figure 8. Energy plot for TS2

\n

When TS1 is protonated, \u0394G\u2021298 becomes 26.4 kcal/mol (Figure 9, [12],[13], C-N 2.198\u00c5) compared to the unprotonated value of \u0394G\u2021298 27.8 kcal/mol. The slight decrease in barrier upon protonation does not match the observation[3] that protonated 73 is “stable to storage”. This still leaves open the question of why computations indicate that the rate of ring opening of Dewar diazepinone is relatively unchanged by protonation, whereas that of Dewar pyrimidone is greatly accelerated – the former involves protonating a hydrazine whereas the latter involves protonating an amide. Further models will need investigating to confirm whether this accounts for the essential difference in behaviour.

\n

\"\"
\nFigure 9. Energy plot for TS1 upon protonation.

\n

To conclude, WH’s suggestion of a nitrogen inversion mechanism for the slow thermal pericyclic reaction of 72 followed by conrotatory C-N ring opening is instead replaced here by one invoking the electrocylic formation of a 7-ring intermediate with a trans bond and then biradical rotation of this bond.

\n
\n

\u2021 Woodward, R. B.; Hoffmann, Roald (1971). The Conservation of Orbital Symmetry (3rd printing, 1st ed.). Weinheim, BRD: Verlag Chemie GmbH (BRD) and Academic Press (USA). pp. 1\u2013178. ISBN 978-1483256153. \u2020The kinetics of this process were not noted, nor was the temperature.

\n
\n

Comment added 12/06/2026. Some additional systems have been added for comparison. First, CH2 replacing the NH group for HTS3, showing that the “hidden transition state and intermediate” are much more hidden than for the original system.

\n

\"\"

\n

\"\"

\n

Next, O replacing NH, showing that the “hidden intermediate” is now revealed as a real intermediate.

\n

\"\"

\n

\"\"

\n

References

\n
  1. H. Rzepa, \"A breakthrough in Molecular Solar Thermal (MOST) energy storage \u2013 Dewar Pyrimidone.\", 2026. https://doi.org/10.59350/jhsbq-sfs70\n\n
    2. \n
  2. H.P.Q. Nguyen, A.J. Maertens, B.A. Baker, N.M. Wu, Z. Ye, Q. Zhou, Q. Qiu, N. Kaur, D.B. Berkinsky, K.E. Shulenberger, K.N. Houk, and G.G.D. Han, \"Molecular solar thermal energy storage in Dewar pyrimidone beyond 1.6 megajoules per kilogram\", Science, vol. 392, 2026. https://doi.org/10.1126/science.aec6413\n\n
    3. \n
  3. W.J. Theuer, and J.A. Moore, \"Heterocyclic studies. The photoisomerization of 2,3-dihydro-5-methyl-6-phenyl-4H-1,2-diazepin-4-one and derivatives\", Chemical Communications (London), pp. 468, 1965. https://doi.org/10.1039/c19650000468\n\n
    4. \n
  4. H. Rzepa, \"WH-73\", 2026. https://doi.org/10.14469/hpc/15948\n\n
    5. \n
  5. H. Rzepa, \"[Embargoed]\", 2026. https://doi.org/10.14469/hpc/15975\n\n
    6. \n
  6. H. Rzepa, \"73 TS for trans geometry N-epimer ( G =-648.883115 => G = -648.88455 DG = 65.9 IRC mirror image\", 2026. https://doi.org/10.5281/zenodo.20455914\n\n
    7. \n
  7. H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026. https://doi.org/10.14469/hpc/15960\n\n
    8. \n
  8. H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026. https://doi.org/10.5281/zenodo.20279953\n\n
    9. \n
  9. H. Rzepa, \"73 product isomerism G =-648.932844\", 2026. https://doi.org/10.14469/hpc/15962\n\n
    10. \n
  10. H. Rzepa, \"73 cis product rotation, G=-648.953525, DG = 26.74\", 2026. https://doi.org/10.14469/hpc/15967\n\n
    11. \n
  11. H. Rzepa, \"&3 cis product rotation, G=-648.953525\", 2026. https://doi.org/10.5281/zenodo.20406989\n\n
    12. \n
  12. H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026. https://doi.org/10.14469/hpc/15979\n\n
    13. \n
  13. H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026. https://doi.org/10.5281/zenodo.20474465\n\n
    14. \n
\n\n
","doi":"https://doi.org/10.59350/aay9z-dsr44","guid":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31413","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1780272000,"reference":[{"id":"https://doi.org/10.59350/jhsbq-sfs70","unstructured":"H. Rzepa, \"A breakthrough in Molecular Solar Thermal (MOST) energy storage \u2013 Dewar Pyrimidone.\", 2026."},{"id":"https://doi.org/10.1126/science.aec6413","unstructured":"H.P.Q. Nguyen, A.J. Maertens, B.A. Baker, N.M. Wu, Z. Ye, Q. Zhou, Q. Qiu, N. Kaur, D.B. Berkinsky, K.E. Shulenberger, K.N. Houk, and G.G.D. Han, \"Molecular solar thermal energy storage in Dewar pyrimidone beyond 1.6 megajoules per kilogram\", Science, vol. 392, 2026."},{"id":"https://doi.org/10.1039/c19650000468","unstructured":"W.J. Theuer, and J.A. Moore, \"Heterocyclic studies. The photoisomerization of 2,3-dihydro-5-methyl-6-phenyl-4H-1,2-diazepin-4-one and derivatives\", Chemical Communications (London), pp. 468, 1965."},{"id":"https://doi.org/10.14469/hpc/15948","unstructured":"H. Rzepa, \"WH-73\", 2026."},{"id":"https://doi.org/10.14469/hpc/15975","unstructured":"H. Rzepa, \"[Embargoed]\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20455914","unstructured":"H. Rzepa, \"73 TS for trans geometry N-epimer ( G =-648.883115 => G = -648.88455 DG = 65.9 IRC mirror image\", 2026."},{"id":"https://doi.org/10.14469/hpc/15960","unstructured":"H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20279953","unstructured":"H. Rzepa, \"73 TS for cis geometry suprafacial, N epimer G = -648.951789 (vs G = -648.933983 for NH isomer ) DG = 27.84 IRC\", 2026."},{"id":"https://doi.org/10.14469/hpc/15962","unstructured":"H. Rzepa, \"73 product isomerism G =-648.932844\", 2026."},{"id":"https://doi.org/10.14469/hpc/15967","unstructured":"H. Rzepa, \"73 cis product rotation, G=-648.953525, DG = 26.74\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20406989","unstructured":"H. Rzepa, \"&3 cis product rotation, G=-648.953525\", 2026."},{"id":"https://doi.org/10.14469/hpc/15979","unstructured":"H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026."},{"id":"https://doi.org/10.5281/zenodo.20474465","unstructured":"H. Rzepa, \"73 TS for cis geometry N-protonated G = -649.363457 DG = 30.99 => NH epimer G = -649.370744 DG = 26.41 IRC\", 2026."}],"rid":"wp2d2-pvc07","summary":"In the previous post, I noted the photochemical isomerisation of a pyrimidone into what is called the bicyclic Dewar form, being part of a solar energy storage system.","tags":["Interesting Chemistry","Pericyclic","Reaction Mechanism"],"title":"A 1965 precedent to the Dewar Pyrimidone MOST system \u2013 and text book examples of the Woodward-Hoffmann pericyclic reaction selection rules","updated_at":1781947112,"url":"https://www.ch.ic.ac.uk/rzepa/blog/?p=31413","version":"v1"},{"authors":[{"contributor_roles":[],"name":"The Geneva Learning Foundation"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

The Geneva Learning Foundation has opened a conversational way into three years of frontline evidence on climate change and health. You can now ask questions, in plain language, of the reports and accounts that thousands of health workers built, and get answers drawn only from what they actually said. Learn more about The Geneva Learning Foundation's work on climate change and health\u2026

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You can open it here: Chat with the climate change and health evidence.

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\"\"
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What it is

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The interface is a chat built on Google’s NotebookLM.

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We have loaded it with the full set of reports and analyses to date: from the 2023 eyewitness report based on observations from more than 1,200 health workers to the 2026 insights report on local action from Teach to Reach 11, and the analysis and recommendations that surround them.

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What you get is a conversation with a bounded set of evidence.

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A search box would hand you a list of links to sort through. A general chatbot would answer from the whole internet, with no way to tell where its claims came from. This interface stays inside the documents we gave it, and every claim it makes can be traced back to the health worker or the report that is its source.

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How it works

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Open the link, type a question, and read the answer. Each answer carries small numbered citations that point to the exact passage in the underlying documents, so you can check the source and read the fuller context.

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A few questions show the range of what it can do.

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The tool answers each one from the evidence, names its sources, and leaves the reader free to go and read the original.

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Why it matters for health workers first

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The Geneva Learning Foundation makes a commitment to the health workers who share what they know. What we learn from them, and what they learn from each other, we give back.

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The reports are one form of giving back. This interface is another, and in some ways a more useful one. A 158-page report is a serious thing to read on a phone, on a slow connection, between patients. A question is not.

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A community health worker in Kinshasa or Kano can now ask the collective experience of tens of thousands of peers a direct question and get a direct answer, with the sources named, without reading the whole report to find the one account that speaks to their situation.

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This keeps faith with how the knowledge was made. Health workers wrote these accounts to learn from one another. The chat interface lets them do exactly that, on demand, in the moment a problem arises rather than months later. The knowledge returns to the people who created it, in a form they can use while they work.

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Why it matters for everyone else

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For researchers, the interface is a fast way to interrogate a large qualitative dataset and locate the accounts worth studying in full, with citations that lead straight back to the primary text. It does not replace reading the reports. It makes the reports navigable.

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For policymakers and country planners, it answers the question that global frameworks keep asking and cannot answer on their own: what is actually happening at community level, what is blocking action, and what local solutions already work. The Belem Health Action Plan and the Lancet Countdown both depend on knowing this. Here the knowing is one question away, grounded in the testimony of the people closest to the impacts.

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For funders and partners, it is a way to test the evidence behind the case before committing to it. Ask what works, ask what it costs, ask who is already doing it, and read the answer against the sources.

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What it is honest about

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The interface answers only from the documents loaded into it. It will not invent a statistic or reach for a fact from elsewhere, and when the evidence does not contain an answer, that itself is worth knowing.

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The accounts it draws on are self-reported by health workers and, as the reports state, not independently verified. The tool inherits that status, and it is a feature rather than a flaw. The point of this body of work is to let frontline experience be heard and examined as evidence, and the chat interface is built so that anyone can examine it directly, trace every claim to its source, and decide for themselves what it shows.

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The evidence is no longer locked inside a long document that few will finish. It is open to a question. The people who built this knowledge can ask it. So can the people whose decisions will determine whether it is ever acted upon.

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For researchers: how to cite the evidence in TGLF’s climate and health knowledge base

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A growing number of researchers want to draw on what frontline health workers have documented about climate change and health, and then hesitate at the citation. The knowledge is real, the sources are fixed and published, and there is now settled guidance for citing both the chat interface and the reports it draws on.

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Two things you can cite, and they are not the same

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The chat interface is built on Google’s NotebookLM, and it differs from a general chatbot in the one way that matters for citation. It answers only from a fixed, declared set of sources, the TGLF reports loaded into it, and it shows you the passage behind each answer.

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That means you are almost never citing the tool alone. You are using the tool to locate a claim that lives in a formally published report. So there are two distinct citable objects, and good practice often cites both.

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The first is the underlying report. When the interface points you to a finding, the authoritative source is the report itself, and the report is a formal publication with named authors, a publisher, a date, and a registered DOI. Cite it exactly as you would cite any grey-literature report or dataset. No special handling is required, because nothing about the source is novel once you are citing the document.

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The second is the chat session, when the conversation itself is what you are referring to, for instance when you quote a synthesis the tool produced or want a reader to be able to reproduce your query. Here you follow the current guidance for citing generative AI.

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How to cite the report

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The reports in the knowledge base are published on Zenodo with DOIs, which makes them straightforward to cite in any style. The two anchor sources are below.

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In APA, the 2026 report reads: Jones, I., Njua Mbuh, C., Steed, I., and Sadki, R. (2026). Teach to Reach 11: Local action to mitigate the impact of the climate crisis on health. The Geneva Learning Foundation. https://doi.org/10.5281/zenodo.18246203

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The 2023 eyewitness report reads: Jones, I., Mbuh, C., Sadki, R., Eller, K., and Rhoda, D. (2023). On the frontline of climate change and health: A health worker eyewitness report. The Geneva Learning Foundation. https://doi.org/10.5281/zenodo.10204660

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When you quote a specific health worker, name them as the source within the report, exactly as the report does, and cite the report as the container. The contributors are named, and attributing their words to them by name is the respectful and accurate practice.

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How to cite the chat session

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The major style authorities updated their guidance in 2024 and 2025, and the rules are now stable enough to follow with confidence.

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The Modern Language Association revised its guidance on 13 August 2025. MLA does not treat the AI tool as an author. You describe what was generated, name the tool in the container element, name the model in the version element, name the company as publisher, give the date the content was generated, and give a stable, shareable URL where one exists.

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A works-cited entry for the climate knowledge base would read along these lines:

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\n

“Summary of how health workers kept maternity care running during floods” prompt. NotebookLM, Google, 16 June 2026, notebooklm.google.com/notebook/70ed4dee-d717-4b97-925c-b9d678db1127/preview.

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The American Psychological Association treats the company that made the tool as the author, names the tool, and links to it. APA also gives a direct instruction that fits this case well: when an AI tool surfaces secondary sources, cite both the tool and those secondary sources, after confirming the sources are genuine. With NotebookLM that confirmation is easy, because the underlying reports are right there with DOIs.

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An APA reference for the session reads:

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Google. (2026). NotebookLM [Large language model]. https://notebooklm.google.com/notebook/70ed4dee-d717-4b97-925c-b9d678db1127/preview

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In Chicago, describe the interaction and the tool in a note, give the date, and link to the session.

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In every style, the principle is the same. State which prompt produced the content, name the tool and model, give the date, and provide the most stable link available. Then, wherever the content traces to a report, cite the report as well.

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Do not reject a new kind of source by reflex

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Some researchers will pause at the idea of citing a knowledge base of frontline testimony, on the instinct that it is not the kind of evidence that belongs in a reference list. That instinct deserves examination rather than obedience.

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Qualitative evidence from practitioners is not new to science. Interview studies, focus groups, ethnographies, and field reports have long been cited as evidence, and they are no less self-reported than the accounts here. What is new is only the scale at which this testimony was gathered and the conversational means of reaching it. The novelty is in the access, not in the epistemic category.

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A health worker’s documented account of how a flood disrupted antenatal care is data of exactly the kind that qualitative health research has always used. That it can now be reached through a chat interface changes how you find it, not what it is.

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The interface itself is built to meet the standard that makes evidence citable. It is bounded, its sources are declared, and every claim traces to a passage you can read in full. That is a higher standard of traceability than a general language model offers, and it is the same standard a careful reader applies to any secondary source.

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If you remain reluctant, cite the reports directly

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For a researcher who is still not ready to cite an AI-mediated source, the path is short and entirely conventional. Use the chat interface as a finding aid, locate the report and the page the claim comes from, read it in context, and cite the report.

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The reports are peer-contributed, formally published, and carry DOIs. Citing them requires no methodological innovation and no editorial indulgence from a journal. In that case the chat interface has still done its work. It helped you find the evidence faster. The citation that lands in your manuscript is a published report with a permanent identifier, indistinguishable in form from any other report you would cite. The knowledge base lowers the cost of discovery without asking you to lower your standards.

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Either way, the evidence that thousands of health workers built is now within reach of the literature, and it can enter that literature with full and proper attribution.

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Learn more

\n\n\n\n","doi":"https://doi.org/10.59350/7gdaj-f8588","guid":"https://redasadki.me/?p=23858","image":"https://redasadki.me/wp-content/uploads/2026/06/notebooklm-climate-evidence.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781568000,"rid":"je66c-8vd29","summary":"The Geneva Learning Foundation has opened a conversational way into three years of frontline evidence on climate change and health. You can now ask questions, in plain language, of the reports and accounts that thousands of health workers built, and get answers drawn only from what they actually said.","tags":["Artificial Intelligence","English","AI4Health","Climate And Health","Climate Change"],"title":"Talk to the evidence: a chat interface to explore what health workers know and do about climate change and health","updated_at":1781937997,"url":"https://redasadki.me/2026/06/16/talk-to-the-evidence-a-chat-interface-to-explore-what-health-workers-know-and-do-about-climate-change-and-health/","version":"v1"},{"authors":[{"affiliation":[{"id":"https://ror.org/04h13ss13","name":"The Geneva Learning Foundation"}],"contributor_roles":[],"family":"Sadki","given":"Reda","url":"https://orcid.org/0000-0003-4051-0606"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

Teach to Reach is the largest peer learning platform, network, and community by and for health and humanitarian workers \u2014 launched by The Geneva Learning Foundation (TGLF) in January 2021 out of an immunization training programme during the COVID-19 pandemic, and now in its fifth year. As part of TGLF’s tenth anniversary, each month a Teach to Reach Launch Event convenes TGLF Scholars worldwide to share experience, introduce the new courses and programmes, and learn from each other. This is the first of four articles about the 14 May 2026 session.

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Healthy ageing and life course immunization

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Dr Elizabeth Oduwole has watched people die from a vaccine-preventable disease.

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She is a retired Permanent Secretary of the Lagos State Civil Service, a consultant anesthetist, and now an advisor to the Nigerian Red Cross in the Gulf State branch.

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On 14 May, she came to Teach to Reach with a question she has already taken to community, state, and national channels, without resolution.

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“In Nigeria, the pneumococcal vaccine for the elderly is not part of our national policy,” she said. “I have a passion for it because I have seen people die from it. And if I want to shock you, I know we have lost two former heads of state in Nigeria to this very disease. And yet, in the developed countries, this very vaccine is on the policy of the elderly, because it has a 30 percent fatality. And of all people, the elderly should be the ones to be protected.”

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The sentence about two former heads of state is the kind of detail policy briefs do not contain.

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It exposes a familiar weakness in public health: systems designed around one stage of life often refuse to recognize another.

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Dr Oduwole has done the formal work.

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The system has not yet caught up to her question.

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Healthy ageing and life-course immunisation: learn, take action, and get certified

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Share your experience and learn from colleagues about healthy ageing and life course immunisation. Learn more and enrol in this certification from The Geneva Learning Foundation: AGEING-EN-001 Our shared challenge of ageing: a primer for health workers

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JOIN THIS CERTIFICATION NOW
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What about the well-being of health professionals in the workplace?

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There was someone in the room who could not perform that kind of confidence in public.

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He is a medical doctor and radiology resident in a country of Eastern Europe.

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He did not take the microphone.

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He wrote one question into the chat, and it deserves to be read in full.

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“How can a healthcare professional find global networks of support and recover after facing severe systemic lockout and psychological distress as the consequence of having reported in a public manner unethical or even outright dangerous medical practices? Asking for myself, after having been dismissed without warning and stripped of the right to practice medicine in any other capacity due to having been an active whistleblower against systemic corruption.”

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Exploring what matters when you work for health

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Two questions in the same hour, from a senior physician in Lagos and a young doctor in Romania, mark the range of what a worker can lose by speaking inside a health system.

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One has seen patients die because policy will not move.

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The other has been stripped of the right to practice for refusing to stay quiet.

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Both arrived at this Teach to Reach peer learning event because they had already exhausted the channels their training said to use.

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Menopause and healthy ageing

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A third worker carried a quieter problem.

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Anette Ahokas works with older people in Ireland.

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She has 25 years in healthcare business support and is a qualified behavioural health therapist.

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Her question was about the menopause primer the event was helping to launch, but it pointed at something larger.

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“Even just a simple thing, like signing up for [an online course], I had a couple of elderly people who could not even register on the website to be able to gain that information that they had read about and were really interested in.”

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The detail is small enough to be missed.

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It is also a complete description of a service failure.

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Older people read a description of a course, want the information, and cannot get through the registration form.

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A workforce strategy that builds courses faster than it builds access for the people they are supposedly for has a problem its own dashboard will not see.

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Menopause: learn, take action, and get certified

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Share your experience and learn from colleagues about menopause care and the health needs of older women. Learn more and enrol in this certification from The Geneva Learning Foundation: AGEING-EN-002 Beyond the hot flash: A primer for health workers about menopause

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JOIN THIS CERTIFICATION NOW
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What happens to One Health when the climate changes?

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In the French session, Naomie Mayemba Kibakila gave the room a different kind of concern.

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She is a doctor and a master’s candidate in One Health Epidemiology at the University of Kinshasa, working with the One Health Institute for Africa. She is convinced that “with climate change today, we are seeing a resurgence of infectious diseases, and floods are only the most visible part.”

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Climate, infection, water, animals, and weakened services already meet in the places where many of the workers in the room practice.

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One Health stops being a policy term when a worker uses it to describe what she sees arriving at her clinic before it appears in a strategy document.

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One Health: learn, take action, and get certified

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Share your experience and learn from colleagues about One Health \u2014 connecting human, animal, and environmental health when the climate changes. Learn more and enrol in this certification from The Geneva Learning Foundation: CLIMATE-EN-003 One Health: Connecting people, animals, and the environment

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JOIN THIS CERTIFICATION NOW
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Vaccines work: what happens when the community sees measles, but not polio?

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Claude Kashasa Mubulanyi wrote from South Kivu about an April 2026 polio campaign.

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The chat sentence is worth reading slowly.

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“During the polio vaccination campaign conducted in April 2026 in several health zones of the Democratic Republic of the Congo, I observed marked reluctance among some parents, who insisted on receiving the measles vaccine first. Now more than ever, it is essential to step up advocacy by amplifying the voices of communities in order to restore trust and adapt our interventions to the realities on the ground.”

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He did not describe the parents as ignorant.

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He described them as making a triage choice the campaign had not accounted for, and he said the response had to start by carrying community voices high enough to change the intervention.

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In an outbreak, that distinction is the difference between a campaign people avoid and an intervention people recognize as their own.

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Measles outbreaks: learn, take action, and get certified

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Share your experience and learn from colleagues about measles outbreak prevention, response, and recovery. Learn more and enrol in this certification from The Geneva Learning Foundation: T2R-EN-001 Measles outbreaks: prevention, response, and recovery

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JOIN THIS CERTIFICATION NOW
\n
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What is the significance and value of sharing experience?

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These were not isolated comments.

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They were questions from people who had reached the edges of their own authority.

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A doctor cannot rewrite immunization policy alone.

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A whistleblower physician cannot rebuild his career alone.

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A specialist in elderly care cannot redesign a course registration system alone.

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A One Health researcher cannot make floods less infectious alone.

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A vaccination officer cannot rebuild community trust alone.

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The most important intelligence about a programme often appears first as a worker’s unresolved question.

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By the time it becomes a report, a policy brief, or a funding priority, someone has already been carrying it alone, sometimes for years.

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The 14 May launch event did not solve any of these questions.

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It did something workers had asked for before they walked in: it gave the questions witnesses.

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That is the only argument this article needs to make.

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The follow-up articles examine what the witnesses then do.

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Read the other articles in this series

\n\n\n\n","doi":"https://doi.org/10.59350/cr9cc-8p240","guid":"https://redasadki.me/?p=23651","image":"https://redasadki.me/wp-content/uploads/2026/05/T2R-2026-05-14-002.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1780099200,"rid":"ten6x-qn359","summary":"Teach to Reach is the largest peer learning platform, network, and community by and for health and humanitarian workers \u2014 launched by The Geneva Learning Foundation (TGLF) in January 2021 out of an immunization training programme during the COVID-19 pandemic, and now in its fifth year.","tags":["The Geneva Learning Foundation","Frontline Health Workers","Health Worker Voices","Health Workers","Healthy Ageing"],"title":"Teach to Reach: The questions health workers cannot solve alone (article 1 of 4)","updated_at":1781918672,"url":"https://redasadki.me/2026/05/30/teach-to-reach-the-questions-health-workers-cannot-solve-alone-article-1-of-4/","version":"v1"},{"authors":[{"contributor_roles":[],"name":"The Geneva Learning Foundation"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

Climate change is harming the health of the communities you serve. The Certificate peer learning programme for leadership in climate change and health helps you act on it, where you are, with what you have. It is free, it is built from the experience of more than 80,000 health and humanitarian workers, and you can start today.

\n\n\n\n
\n
JOIN THE CERTIFICATE PROGRAMME NOW
\n
\n\n\n\n

This guide explains the courses, how to choose one, how each one helps you, how they fit a larger path from a challenge you face to results you can see, and how they grow you as a leader.

\n\n\n\n

Learn more: Read this article to learn about the programme's history and talk to the evidence generated by health workers about the impacts of climate change on health.

\n\n\n\n

The four courses, and how to choose

\n\n\n\n

Each course is a different door into the same problem.

\n\n\n\n

Pick the one that fits what you face now, and enrol.

\n\n\n\n

Each one is free, works on any phone, and ends with a plan you can act on.

\n\n\n\n
\"\"
\n\n\n\n

Start here: Learning together to lead change (peer learning course)

\n\n\n\n
\n
JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

This is the first course in the programme, and the best place to begin.

\n\n\n\n

It is built from the experiences of health workers in 68 countries and draws on the 2023 report from more than 1,200 of them.

\n\n\n\n

You learn to recognize climate health problems, adapt your services, and plan practical action.

\n\n\n\n

Choose this for the full picture.

\n\n\n\n
\"\"
\n\n\n\n

Move fast: What you can do now (peer learning course)

\n\n\n\n
\n
JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

This is the newest course and the quickest route to action. It is built on the May 2026 report, Local action to mitigate the impact of the climate crisis on health, so it carries the latest practice from the field. It covers responding in emergencies, reducing health impacts, and working with your community. Choose this when you want a clear next step.

\n\n\n\n
\"\"
\n\n\n\n

Connect the sectors: One Health (primer)

\n\n\n\n
\n
JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

Animals are dying in a village.

\n\n\n\n

Children are falling sick from the same water.

\n\n\n\n

The vet writes up one.

\n\n\n\n

The nurse writes up the other.

\n\n\n\n

They have never met.

\n\n\n\n

This primer helps you see those links in your own area and plan one cross-sector action in three months.

\n\n\n\n

Choose this when your problem crosses health, animals, and the environment.

\n\n\n\n
\"\"
\n\n\n\n

Protect children: Our common ambition (primer)

\n\n\n\n
\n
JOIN THIS CERTIFICATION NOW
\n
\n\n\n\n

Built with Save the Children, this primer connects workers in more than 80 countries.

\n\n\n\n

Children born today will face six times more heatwaves than children born sixty years ago.

\n\n\n\n

You gain tools to spot threats to children, strengthen your services, and advocate for what your community needs.

\n\n\n\n

Choose this when children are at the heart of your work.

\n\n\n\n

Start this week

\n\n\n\n
    \n
  1. Open www.learning.foundation/climate.
    2. \n\n\n\n
  2. Click on \"Join your first course\".
    3. \n\n\n\n
  3. Enter your name and email.
    4. \n\n\n\n
  4. If this is your first time registering with The Geneva Learning Foundation, check your email inbox to confirm your registration. Click on the confirmation link in that email. (Check spam if you do not see this email.)
    5. \n\n\n\n
  5. Check your inbox again to find the first email about the Certificate programme. Ensure that email communication from TGLF does not get sent to spam. Approve our email as \"Not Junk\" and mark it as \"Safe Sender\".
    6. \n
\n\n\n\n

What makes these courses different

\n\n\n\n

There are no lectures and no tests.

\n\n\n\n

Your own experience is the starting point, and the experience of your peers is the main material.

\n\n\n\n

Each course follows the same simple loop:

\n\n\n\n
    \n
  1. You study short accounts from peers in other countries, gathered and distilled into clear summaries.
    2. \n\n\n\n
  2. You think about your own community.
    3. \n\n\n\n
  3. You write down what you could do differently.
    4. \n\n\n\n
  4. You exchange feedback with a colleague.
    5. \n\n\n\n
  5. You leave with a plan you can act on this month.
    6. \n
\n\n\n\n

You are asked to invite one colleague before you start.

\n\n\n\n

A plan tested by a peer is stronger than a plan made alone.

\n\n\n\n

This is the part that matters most.

\n\n\n\n

Ordinary training hands you knowledge and leaves you to bridge the gap to action on your own.

\n\n\n\n

Here you study what colleagues have actually done, beside the best technical guidance, so you learn from peers who have already crossed that gap.

\n\n\n\n

Your own next step becomes shorter and surer.

\n\n\n\n

The courses come in two kinds.

\n\n\n\n

A peer learning course is built from real experiences and helps you turn them into your own plan.

\n\n\n\n

A primer is faster and lighter, and brings many people together around one shared problem.

\n\n\n\n

Both put your experience at the centre.

\n\n\n\n

What you earn

\n\n\n\n

You earn a recognized certification, not just a record of attendance.

\n\n\n\n

When you complete a course, your certification documents what you now know and can do, at a high level, demonstrated through the plan and the work you produced.

\n\n\n\n

This is a credential of value, not only for you but also for employers, partners, and funders.

\n\n\n\n

It aligns with professional development frameworks for public health, environmental science, and animal science, so you can present it to your employer or your professional body and have it count for your career.

\n\n\n\n

How it helps you, whatever your role

\n\n\n\n

These courses were built by and for the people closest to the impacts, and they also serve the people whose decisions shape conditions on the ground.

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

If you fund or partner, taking a course shows you the method from the inside, and your organization can join through the REACH network of more than 4,000 local organizations.

\n\n\n\n

How the courses fit a complete path to results

\n\n\n\n

A course is one step on a path that runs from the challenge you face to the results you want to see.

\n\n\n\n

You can take a single course on its own.

\n\n\n\n

You can also use it as the entry to the whole path.

\n\n\n\n

You can join now and again whenever you need it.

\n\n\n\n
    \n
  1. A primer mobilizes a large group quickly around one shared problem, and helps you name what you are dealing with. You figure out what is your challenge \u2013 and what you can do about it.
    2. \n\n\n\n
  2. A peer learning course takes you deeper. You study the experiences of colleagues from all over the world. Then, you consider how this can help you with the challenges that you face. That is where you begin turning shared experience into your own plan of action.
    3. \n\n\n\n
  3. A peer learning exercise gives you sixteen focused days to find the root causes of your challenge and develop one real project. Peers give you feedback. You help them too. You grow as a leader. You help others grow. And a simple idea can blossom into a real-world project that can changes minds and save lives.
    4. \n
\n\n\n\n

Turn your ideas into action: the Impact Accelerator

\n\n\n\n

A course helps you make a plan.

\n\n\n\n

Once you complete at least one course, you will receive an invitation to join The Geneva Learning Foundation's Impact Accelerator.

\n\n\n\n

This is the part that training leaves out.

\n\n\n\n

You finish a course full of ideas, then a new flood hits, medicines are in short supply, the same road that washes away, and the plan stays on paper.

\n\n\n\n

The Accelerator is built to stop that from happening.

\n\n\n\n

Its whole focus is action.

\n\n\n\n

It stays with you while you take real steps in your own work, and keeps you moving until they produce results.

\n\n\n\n

You do not wait for the perfect conditions or the complete plan.

\n\n\n\n

You take one concrete step you can actually finish, then another, then another.

\n\n\n\n

Each step teaches you something that makes the next one better.

\n\n\n\n

Progress comes from doing, reflecting, and doing again, on the real challenge in front of you.

\n\n\n\n

What this gives you:

\n\n\n\n
    \n
  1. You act now, on your own challenge, instead of waiting. Small, real steps add up to the larger change your community needs.
    2. \n\n\n\n
  2. You are not left alone after the course. The Accelerator runs alongside you as you implement, so momentum does not die when the course ends.
    3. \n\n\n\n
  3. You work with peers facing the same kind of challenge. When someone's attempt fails, you learn what to avoid. When someone finds a way through, you adapt it for your setting.
    4. \n\n\n\n
  4. Expert guides are there when you need them, to help you think a problem through, without taking over. You stay in charge of your own work.
    5. \n\n\n\n
  5. You build confidence as you go. Many participants say they knew what to do but felt stuck on how to start, and acting one step at a time turned that into visible progress.
    6. \n
\n\n\n\n

When you are facing the health impacts of climate change, this is how a plan becomes action, and action becomes results your community can feel.

\n\n\n\n

Teach to Reach is your platform to meet, network, and learn

\n\n\n\n
\"\"
\n\n\n\n

The Certificate peer learning programme for leadership in climate change and health is not just about taking courses.

\n\n\n\n

You become part of a global community.

\n\n\n\n

Request your invitation to join Teach to Reach now.

\n\n\n\n
\n
REQUEST YOUR TEACH TO REACH INVITATION
\n
\n\n\n\n

Teach to Reach is where that community meets, networks, and learns together.

\n\n\n\n

You can join Teach to Reach at any time.

\n\n\n\n

It is a platform, a community, and a network where you bring the challenge you are facing and get help from peers who have faced it too.

\n\n\n\n

You can also help others with theirs.

\n\n\n\n

Colleagues from your country and from all over the world take part.

\n\n\n\n

Together these give you a path from the problem in front of you, to a tested plan, to action, to real change for your community.

\n\n\n\n

Joining the programme also opens the door to what the Foundation offers with its partners, described below.

\n\n\n\n

A map for your growth as a leader

\n\n\n\n

We have build the first Competency Framework for Local Leadership, drawn from ten years of listening to more than 80,000 health and humanitarian workers.

\n\n\n\n

This is a tool to help you chart your career \u2013 and figure out the best next steps to accelerate your growth as a leader.

\n\n\n\n

Local leadership is a practice, not a job title.

\n\n\n\n

It is what lets a nurse or a community health worker solve a hard problem, find scarce resources, and build trust at home.

\n\n\n\n

Growth moves through three steps.

\n\n\n\n
    \n
  1. The practitioner solves the problem in front of them.
    2. \n\n\n\n
  2. The collaborator adapts to local conditions and shares solutions with peers.
    3. \n\n\n\n
  3. The strategist changes the system, mentors others, and mobilizes resources.
    4. \n
\n\n\n\n

The programme moves you along this path.

\n\n\n\n

Reflecting and trading feedback is collaborator practice.

\n\n\n\n

Use the three steps as your own private checklist for where to go next.

\n\n\n\n

For organizations: the REACH network

\n\n\n\n
\"\"
\n\n\n\n

If you lead an organization, there is a further opportunity beyond your own enrolment. Your organization can join the REACH network, a coalition of more than 4,000 locally led health organizations and over 60,000 health workers across more than 70 countries, all leading climate and health action in their own settings.

\n\n\n\n

REACH is built for organizational leaders, and the benefits are for your whole organization, not only for you.

\n\n\n\n
    \n
  1. Your staff and volunteers gain access to the Certificate programme, including early access and, in some cases, access reserved for partners.
    2. \n\n\n\n
  2. You receive the insights we gather, so what the network learns becomes knowledge your organization can use.
    3. \n\n\n\n
  3. We can help you track and support your own staff and volunteers as they learn and act.
    4. \n\n\n\n
  4. We can build a programme tailored to your organization and the challenges your community faces.
    5. \n
\n\n\n\n

You also help shape the programme itself, so it keeps meeting the needs of organizations like yours. This is how a single enrolment can grow into capability across your whole team.

\n\n\n\n

Languages, and what you can access through partners

\n\n\n\n

Every course is free.

\n\n\n\n

The first three are available now in English and French.

\n\n\n\n

The children's health course is in English.

\n\n\n\n

Spanish and Portuguese editions are on the way, so more workers will soon be able to learn and contribute in their own language.

\n\n\n\n

If you work in Spanish or Portuguese, you can begin now in English or French and watch for the new editions.

\n\n\n\n

Joining the programme also gives you access to opportunities the Foundation offers with its partners.

\n\n\n\n

Through a three-year agreement with the Global Consortium on Climate and Health Education at Columbia University, the largest academic network for climate and health education, you can connect expert-led science with what you and your peers know from practice.

\n\n\n\n

Through an agreement with the Inter-American Institute for Global Change Research, the work is being adapted across the Americas, which is the route through which the Spanish and Portuguese editions are coming.

\n\n\n\n

More opportunities open as the network grows.

","doi":"https://doi.org/10.59350/c05zy-caf92","guid":"https://redasadki.me/?p=23886","image":"https://redasadki.me/wp-content/uploads/2026/06/climate-guide-featured.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"b407t-aar49","summary":"Climate change is harming the health of the communities you serve. The Certificate peer learning programme for leadership in climate change and health helps you act on it, where you are, with what you have.","tags":["The Geneva Learning Foundation","Certification","Children","Climate And Health","Climate Change"],"title":"What you can do if climate change is harming your community's health: a practical guide","updated_at":1781918671,"url":"https://redasadki.me/2026/06/19/what-you-can-do-if-climate-change-is-harming-your-communitys-health-a-practical-guide-to-the-certificate-peer-learning-programme-for-leadership-in-climate-change-and-health/","version":"v1"},{"authors":[{"contributor_roles":[],"family":"Bellini Saibene","given":"Yanina","url":"https://orcid.org/0000-0002-4522-7466"}],"blog":{"authors":[{"name":"The rOpenSci Team"}],"community_id":"19c501a7-647b-4a11-9f5e-cf400817cce3","created":1780876800,"current_feed_url":null,"description":"Open Tools and R Packages for Open Science","favicon":"https://rogue-scholar.org/api/communities/19c501a7-647b-4a11-9f5e-cf400817cce3/logo","feed_format":"application/feed+json","feed_url":"https://ropensci.org/blog/index.json","filter":null,"generator":"Other","home_page_url":"https://ropensci.org/blog","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"ropensci","status":"active","subfield":"1710","title":"rOpenSci - open tools for open science","updated":1781899228,"use_api":null},"blog_name":"rOpenSci - open tools for open science","blog_slug":"ropensci","content_html":"

May was Open Source Software Maintainer Month.Behind every R package there is at least one person who responds to issues, reviews pull requests, keeps up with dependency changes, and makes sure everything still works.During Maintainer Month we wanted to celebrate rOpenSci's package maintainer community.

\ud83d\udd17The social media campaign

One of our commitments to our community is to amplify the people who make it work. Social media is one of the ways we do that, so we thought Maintainer Month would be a great opportunity to highlight the people behind the packages through a social media campaign.

To run this campaign, we first needed permission from our maintainers to feature them. In our annual maintainer survey, we asked whether they would be interested in being featured in a public spotlight, and many said yes.

We also reached out to current and past Champions from our Champions Program, which trains and supports R developers from historically underrepresented groups in the open science community.

The result was a month-long series of spotlights: one maintainer at a time, each card sharing who they are, where they come from, and what they maintain.

\"First

This campaign brought together 37 maintainers from 15 countries, maintaining more than 50 packages that together serve thousands of researchers and data practitioners around the world.

The diversity of this group reflects the diversity of the rOpenSci community: archaeologists, bioinformaticians, ecologists, economists, statisticians, sociologists, professors, PhD students, engineers and educators.

We created 39 posts on our accounts on LinkedIn and Mastodon, which is bridge to BlueSky. All the posts were shared by other people and organizations and received comments from grateful users.

\ud83d\udd17Meet all 37 maintainers

Here is the full list of maintainers we celebrated in May.

\"All

\ud83d\udd17Thank you Maintainers!

Maintaining open source software is an act of generosity. It takes time that could be spent elsewhere, and it often goes unacknowledged.Every bug fix, every answered issue, every new feature and update is a small gift to the people who depend on that package.

We are grateful to all the rOpenSci maintainers.If you use any of these packages, consider saying thank you.You can also let us know how you use these packages by sharing your use case, that we will feature in our website.

Want to learn more? Explore the rOpenSci's packages in our website and check all the other packages universes in R-Universe.

","doi":"https://doi.org/10.59350/8gbzt-c4951","guid":"https://doi.org/10.59350/8gbzt-c4951","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"y7jxq-29423","summary":"May was Open Source Software Maintainer Month.Behind every R package there is at least one person who responds to issues, reviews pull requests, keeps up with dependency changes, and makes sure everything still works.During Maintainer Month we wanted to celebrate rOpenSci's package maintainer community. \ud83d\udd17The social media campaign One of our commitments to our community is to amplify the people who make it work.","tags":["Software Peer Review","Packages","R","Community","Maintainers"],"title":"Celebrating Our Maintainers during Maintainers Month","updated_at":1781900526,"url":"https://ropensci.org/blog/2026/06/19/maintainers-month/","version":"v1"},{"authors":[{"affiliation":[{"id":"https://ror.org/04xfq0f34","name":"RWTH Aachen University"}],"contributor_roles":[],"family":"Hoyt","given":"Charles Tapley","url":"https://orcid.org/0000-0003-4423-4370"}],"blog":{"authors":null,"community_id":"da4ef2af-5fad-46b2-8195-d77db0141ad6","created":1716422400,"current_feed_url":null,"description":"Unraveling complex biology with biological knowledge graphs. Content licensed under CC BY 4.0.","favicon":"https://rogue-scholar.org/api/communities/da4ef2af-5fad-46b2-8195-d77db0141ad6/logo","feed_format":"application/atom+xml","feed_url":"https://cthoyt.com/feed.xml","filter":null,"generator":"Jekyll","home_page_url":"https://cthoyt.com/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"cthoyt","status":"active","subfield":"1312","title":"Biopragmatics","updated":1781876933,"use_api":null},"blog_name":"Biopragmatics","blog_slug":"cthoyt","content_html":"

I am currently supporting Philip Str\u00f6mert and\nNoura Rayya in the efforts to modernize and\nrevitalize the Chemical Methods Ontology (CHMO) to\nsupport annotation of instrumentation used to produce experimental data captured\nin the Chemotion electronic laboratory notebook as\npart of NFDIChem. This post is about the adoption of\nSimple Standard for Sharing Ontological Mappings (SSSOM)\nto support interoperability between CHMO and other resources, and the workflow I\ndeveloped to compare overlapping manual curations from different researchers.

\n

Philip and Noura have already completed the important initial steps of assuming\nmaintainership from the Royal Society of Chemistry, porting the ontology to use\na standardized\nOntology Development Kit (ODK)\nlayout, and\nrevising the definitions of\nmany classes based on the IUPAC GoldBook.

\n

Landscape of Resources

\n

There are several other NFDI consortia including NFDI4Cat (catalysis),\nDAPHNE4NFDI (photon and neutron physics), and FAIRmat (materials science) that\nhave similar goals to annotate instrumentation. While each reuse CHMO to some\nextent for this purpose, DAPHNE4NFDI additionally develops the\nPhoton and Neutron Experimental Techniques (PANET) Ontology\nand FAIRmat develops the NeXus format and\nassociated NeXus Ontology as part of the\nNOMAD materials science data\nmanagement platform.

\n

Further, there are several other resources with similar goals including the\nAllotrope Foundation Ontology (AFO),\nthe deprecated\nPhysico-chemical Methods and Properties (FIX)\nontology, the deprecated\nPhysico-chemical process (REX) ontology,\nIUPAC GoldBook, and\nWikidata.

\n

Establishing Interoperability

\n

In order to establish interoperability between these many resources, we are\nusing the\nSimple Standard for Sharing Ontological Mappings (SSSOM)\nto curate exact matches, narrow matches, and broad matches between CHMO terms\nand external ones in PANET, NeXuS (sort of), AFO, FIX, REX, IUPAC GoldBook, and\nWikidata.

\n

First, Philip had Ambika, a student research assistant (Hiwi, abbreviated in\nGerman), work for several months to manually curate mappings from CHMO to REX,\nFIX, AFO, and Wikidata (see\nthis PR).

\n

In parallel, I took the opportunity to spin up a new instance of a\nSSSOM Curator repository within the\nNFDI Section Metadata Working Group for Ontology Harmonization and Mappings\nGitHub repository,\nrun lexical prediction to generate candidate mappings from CHMO, and efficiently\nmanually curate the results in\nthis PR. and\nthis PR over the\ncourse of about an hour.

\n

Need for Comparison

\n

The next challenge was to efficiently triage the similarities and differences\nbetween my curations and Ambika's. Therefore, I implemented a workflow for\ncomparing the manually curated mappings in two SSSOM documents in\ncthoyt/sssom-pydantic#141.\nThis workflow creates a Markdown file describing similarities and differences.

\n

I chained together the following two CLI commands with sssom_pydantic to get\nthe separate mapping files from Ambika's branch in the NFDI4Chem fork of CHMO,\nmerge them, then run the comparison against my own curations. Note that these\nwon't be reproducible after the branch is merged and deleted, and the actual\nresults will change as more curation is done.

\n
$ sssom_pydantic merge \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/fix-mappings.sssom.tsv \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/afo-mappings.sssom.tsv \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/rex-mappings.sssom.tsv \\\n        --input https://github.com/NFDI4Chem/rsc-cmo/raw/refs/heads/Add-tsv-files/src/mappings/wikidata-mappings.sssom.tsv \\\n        --standardize \\\n        --output ambika.sssom.tsv\n$ sssom_pydantic compare \\\n    ambika.sssom.tsv \\\n    https://github.com/nfdi-de/section-metadata-wg-onto/raw/refs/heads/main/sssom/data/positive.sssom.tsv \\\n    --standardize \\\n    --standardize-flip \\\n    --left-label Ambika \\\n    --right-label Charlie\n
\n

Since the comparison workflow outputs Markdown, its results can easily be\nembedded in GitHub issues or my blog, which is itself written in Markdown.

\n

Results

\n

I am happy with the first version of the comparison workflow. Luckily, there\nwere only a small number of discrepancies which have obvious solutions. There\nwere also a few interesting discrepancies which were novel to either my or\nAmbika's curations, which can be reviewed by a third curator (sorry Philip, more\nwork for you).

\n

Next Steps

\n

I think that it can be extended to identify and report on one-to-many,\nmany-to-one, and many-to-many mappings which arise when jointly examining two\nmapping sets. After Philip and others interact with the results, I'm sure we\nwill be able to extend it with other analyses.

\n

More generally, the implementation of the comparison workflow is part of a\nlarger suite of workflows that I would like to describe in future posts\nincluding:

\n
    \n
  1. merging manually curated mappings
    2. \n
  2. generating OWL ontology bridges
    3. \n
  3. incorporating SSSOM into ODK builds, which I will support\nDamien Goutte-Gattat to document in the ODK\nrepository and the OBOOK.
    4. \n
  4. unify this analysis with my other idea for doing\nautomated evaluation of predicted mappings,\nwhich I hope can be used to run future mapping challenges
    5. \n
\n

Without further ado, here's the comparison, copied verbatim from the output of\nthe previous command:

\n

Comparison between Ambika and Charlie

\n
    \n
  1. CHMO to FIX
    2. \n
  2. CHMO to REX
    3. \n
\n

CHMO to FIX

\n

Subject Comparison

\n\n

The following 6 subjects (4.3%) appearing in both have conflicting objects:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
subject_idsubject_labelAmbikabothCharlie
CHMO:0000141diffraction methodFIX:0000004 (crystallography)FIX:0000217 (diffraction method)\u00a0
CHMO:0000164electron scatteringFIX:0000666 (electron scattering spectroscopy)FIX:0000401 (electron scattering)\u00a0
CHMO:0000255flame atomic emission spectroscopyFIX:0000935 (spark method)FIX:0000928 (flame atomic emission spectroscopy)\u00a0
CHMO:0000307X-ray emission spectroscopyFIX:0000673 (X-ray fluorescence spectroscopy)FIX:0000100 (X-ray emission spectroscopy)\u00a0
CHMO:0000366electron energy loss spectroscopyFIX:0000664 (electron impact spectroscopy)FIX:0000663 (electron energy loss spectroscopy)\u00a0
CHMO:0000570proton transfer reaction ion trap mass spectrometryFIX:0000919 (proton transfer reaction ion trap mass spectrometry)\u00a0FIX:0000918 (proton transfer reaction mass spectrometry)
\n

Object Comparison

\n\n

The following 2 objects (1.4%) appearing in both have conflicting subjects:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
object_idobject_labelAmbikabothCharlie
FIX:0000629pulsed field gel electrophoresisCHMO:0002315 (pulsed-field electrophoresis)\u00a0CHMO:0002316 (pulsed-field gel electrophoresis)
FIX:0000816square-wave polarographyCHMO:0000040 (square-wave voltammetry)CHMO:0000035 (square-wave polarography)\u00a0
\n

Subject-Object Pair Comparison

\n\n

The following 1 subject-object pairs (0.7%) appearing in have conflicting\npredicates or predicate modifiers:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
subject_idsubject_labelobject_idobject_labelwarningAmbikaCharlie
CHMO:0000164electron scatteringFIX:0000401electron scatteringdifferent predicateskos:narrowMatchskos:exactMatch
\n

CHMO to REX

\n

Subject Comparison

\n\n

Object Comparison

\n\n

Subject-Object Pair Comparison

\n","doi":"https://doi.org/10.59350/4n4x2-jzn51","guid":"https://cthoyt.com/2026/06/19/comparing-sssom","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"cbpv7-8kr20","summary":"I am currently supporting Philip Str\u00f6mert and Noura Rayya in the efforts to modernize and revitalize the Chemical Methods Ontology (CHMO) to support annotation of instrumentation used to produce experimental data captured in the Chemotion electronic laboratory notebook as part of NFDIChem.","tags":["SSSOM","Semantic Mappings","Biocuration","Curator Agreement"],"title":"Comparing manually curated semantic mappings in SSSOM","updated_at":1781878329,"url":"https://cthoyt.com/2026/06/19/comparing-sssom.html","version":"v1"},{"authors":[{"contributor_roles":[],"family":"Ondari","given":"Laurah"}],"blog":{"authors":null,"community_id":"587a81eb-1cfa-43f2-8455-dd900c261f6a","created":1754956800,"current_feed_url":null,"description":"A blog for the Bioconductor community!","favicon":"https://rogue-scholar.org/api/communities/587a81eb-1cfa-43f2-8455-dd900c261f6a/logo","feed_format":"application/rss+xml","feed_url":"https://blog.bioconductor.org/index.xml","filter":null,"generator":"Quarto","home_page_url":"https://blog.bioconductor.org/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"bioconductor","status":"active","subfield":"1312","title":"Bioconductor community blog","updated":1781827200,"use_api":null},"blog_name":"Bioconductor community blog","blog_slug":"bioconductor","content_html":"

\n

The European Bioconductor Conference 2026 (EuroBioC2026) took place from June 3-5, 2026, in Turku, Finland. Hosted by the University of Turku and the Finnish Society for Bioinformatics at BioCity, the conference brought together the Bioconductor community to showcase the latest developments in Bioconductor software packages and discuss emerging technologies shaping computational biology. This year's conference welcomed 147 in-person participants from 23 countries. Across three days, attendees participated in keynote lectures, short and flash talks, workshops, poster sessions, Birds-of-a-Feather discussions, and community events. The conference also marked an important milestone for the project as Bioconductor celebrated its 25th anniversary. The figures below summarise EuroBioC2026 at a glance: 147 attendees from 23 countries, 4 keynote speakers, 25 speakers, 68 posters, 6 workshops, 9 flash talks, and 3 Birds-of-a-Feather sessions.

\n

\n
\n

Participants by country

\n

Participants travelled to Turku from across Europe and beyond, reflecting the increasingly global nature of the Bioconductor community. While Finland represented the largest delegation, attendees also joined from Italy, Belgium, Germany, Switzerland, the United States, Sweden, the United Kingdom, Ireland, Spain, Kenya, South Korea, Australia, and several other countries.

\n\n
\n
\n

Preconference

\n

Ahead of the main conference, EuroBioC2026 hosted two preconference events on June 1-2. These were delivered in collaboration with the University of Turku, CompLifeSci, the Finnish Society for Bioinformatics, and members of the Bioconductor community. Running in parallel over two days, the events allowed participants to either strengthen their analytical skills through hands-on training or contribute directly to the development of Bioconductor software through collaborative coding projects.

\n
\n

Workshop: Orchestrating Microbiome Analysis with Bioconductor

\n

The preconference workshop focused on microbiome data analysis using Bioconductor and followed the Bioconductor Carpentry model, combining interactive instruction with practical exercises. Over two days, participants learned how to import, process, and analyse microbiome datasets using the established Bioconductor workflow; Orchestrating Microbiome Analysis (OMA). The workshop covered diversity analyses, differential abundance testing, and approaches for integrating microbiome data with other omics data types. A key component of the workshop was the use of cloud computing resources from CSC (Finnish IT Centre for Science) using Noppe, which provided participants with immediate access to all required datasets, software, and computing resources. By removing installation and configuration barriers, instructors were able to begin teaching immediately and spend more time focusing on the workshop content rather than troubleshooting technical issues. The platform also ensured that all participants worked within the same environment, creating a smoother learning experience for everyone involved. The workshop was hands-on throughout: participants asked questions, worked through exercises, and discussed how the workflows related to their own projects. This practical, open, instructor-led format aligns well with the approach shared by both Bioconductor and The Carpentries. The workshop was led by Leo Lahti, Himel Mallick, Thomaz Bastiaanssen, Tuomas Borman, and Giulio Benedetti.

\n\n
\n

Participants during the pre-conference microbiome workshop.

\n
\n
\n
\n

Hackathon

\n

We held the first of our series of hackathons attached to Bioconductor conferences this June at EuroBioC2026 in Turku, Finland. Eighteen in-person attendees worked on four projects focused on interoperability, and at least three of those are now being prepared for submission to BioHackrXiv.

\n

A big congratulations to all the participants for their effort. You can read more about the projects from the EuroBioC2026 Hackathon. We're looking forward to building on this work at the North American Bioconductor conference, BioC2026, in Seattle this August. See the BioC2026 Hackathon for more details.

\n\n
\n

Participants during the pre-conference hackathon.

\n
\n
\n
\n
\n

Programme overview

\n

EuroBioC2026 covered both established and emerging areas of computational biology, with a consistent focus on reproducible and open-source research.

\n
\n

Keynotes

\n

Keynotes at EuroBioC2026 covered functional genomics, machine learning, microbiome research, and the direction of computational biology. Across four talks, speakers addressed how data science is changing biological research, and what that means for reproducibility, interpretation, and open-source software.

\n

Helena Kilpinen opened the conference with Morphological profiling of in vitro neurons: Visualizing complexity in cellular disease models. Her talk explored how high-content imaging and morphological profiling can be used to better understand cellular phenotypes in disease models. By combining large-scale imaging data with computational approaches, she demonstrated how researchers can uncover subtle cellular differences that may provide insights into disease mechanisms.

\n

Anders Krogh presented A Deep Generative Model for Gene Expression and Multimodal Data, showcasing how modern machine learning approaches can be used to model increasingly complex biological datasets. His keynote highlighted the potential of generative models to integrate multiple data modalities and improve our understanding of gene regulation and cellular states.

\n

Aura Raulo delivered a keynote titled Modeling the spread of microbial communities in contact networks. Drawing on concepts from ecology, microbiology, and network science, they explored how microbial communities are transmitted between individuals and populations. The talk examined how host-associated microbiomes are shaped and shared, and what drives their spread.

\n

The final keynote was delivered by Levi Waldron, who addressed a topic now central to many scientific discussions: Bioconductor in the age of AI. What do we do now? His talk examined the opportunities and challenges that AI presents for open-source scientific software. He encouraged the community to think about how AI tools can complement existing work, without compromising the transparency, reproducibility, and scientific rigour the project has built over 25 years.

\n
\n
\n

Short talks and flash talks

\n

The short talks at EuroBioC2026 reflected the diversity of the Bioconductor community, spanning topics from single-cell and spatial biology to microbiome research, proteomics, metabolomics, and multi-omics data integration. Several presentations introduced new software packages and statistical methods aimed at improving reproducibility, scalability, and interoperability in biological data analysis. Alongside methodological advances, speakers also covered broader community topics, including sustainable open-source software, environmentally conscious computing, training initiatives, and the growing role of artificial intelligence in computational biology. Together, the talks provided a good picture of the scientific questions being addressed with Bioconductor and the people driving its development.

\n
\n
\n

Poster sessions

\n

The 68 posters presented at EuroBioC2026 covered a broad mix of biological applications and software development. Topics included spatial omics, microbiome research, proteomics, metabolomics, disease modelling, and machine learning, as well as new packages and infrastructure projects from across the Bioconductor ecosystem. The poster sessions encouraged interactions between package developers, researchers, students, and first-time conference attendees, helping strengthen collaborations across the community.

\n\n
\n

EuroBioC2026 participants during a poster session.

\n
\n
\n
\n

Birds-of-a-Feather sessions

\n

The three 90-minute Birds-of-a-Feather (BoF) sessions offered attendees an opportunity to connect around shared interests and exchange experiences, discuss challenges, and share ideas. The sessions were proposed by participants during the conference including sessions focused on strengthening the Finnish Bioconductor community, supporting early-career researchers, and embedding environmental sustainability into Bioconductor packages and research workflows. One outcome from the early-career researcher discussion was the creation of a dedicated student\u2013ECR Zulip channel to support continued connection within the community. The BoF sessions continued a tradition of community-led discussion that has been part of Bioconductor events for years.

\n
\n
\n

Workshops

\n

The workshop sessions offered attendees an opportunity to explore a range of Bioconductor tools and workflows through hands-on demonstrations led by community members. Topics included proteomics data analysis, integrative analysis of histopathological images and multi-omics data, ChIP-seq analysis, differential expression analysis, post-translational modification analysis, and interoperable mass spectrometry workflows combining R and Python. Participants had the opportunity to engage directly with instructors, ask questions, and learn how the presented tools could be applied to their own research projects. Together, the workshops showcased the breadth of analytical domains supported by the Bioconductor ecosystem.

\n
\n
\n

Celebrating 25 years of Bioconductor

\n

A major highlight of EuroBioC2026 was the celebration of Bioconductor's 25th anniversary. Since its founding in 2001, Bioconductor has grown from a small collection of software packages into a global open-source community used by thousands of researchers worldwide. Over the past quarter-century, it has become a central resource for reproducible computational biology, providing infrastructure, software, training, and community support across numerous biological disciplines.

\n

\n

One of the highlights of the celebration was a retrospective presented by Maria Doyle, Bioconductor Community Manager, who took attendees through the history of Bioconductor, from the earliest contribution on the Bioconductor support site to the project's growth into the global community it is today. The presentation highlighted how the project has evolved over the past 25 years and its impact on computational biology. The celebrations continued at the conference dinner, where attendees marked the occasion with a special anniversary cake. During the evening, Levi Waldron, one of Bioconductor's Principal Investigators, shared a personal reflection on his journey with Bioconductor, from first encountering the project through his collaborations with Martin Morgan to becoming part of its leadership.

\n\n
\n

Levi Waldron shares a personal reflection on his journey with Bioconductor during the 25th anniversary celebrations.

\n
\n
\n
\n
\n

Infrastructure and tools

\n
\n

Zulip

\n

EuroBioC2026 continued to use Zulip as its primary communication platform. A dedicated conference channel, along with a separate hackathon channel, organised into topic-based threads, served as a central location for announcements, technical support, social interactions, and discussions before, during, and after the event. The threaded conversation model made it easier to follow discussions and kept participants connected throughout the conference.

\n
\n
\n

Sticker Hexwall

\n

The sticker hexwall returned for EuroBioC2026 following its successful introduction in 2025. The display showcased Bioconductor package stickers contributed by Bioconductor community members and served as a visual representation of the diversity of software projects within the ecosystem.

\n

The hexwall quickly became a popular gathering point and photo location throughout the conference.

\n\n
\n

The hexwall at EuroBioC2026.

\n
\n
\n
\n
\n

Social interactions and networking

\n
\n

Conference Dinner

\n

The conference dinner took place on the island of Ruissalo, one of Turku's most popular recreational areas and the gateway to the Turku Archipelago. It was hosted at the historic Villa Marjaniemi, a 150-year-old villa overlooking the sea, and the evening was inspired by Juhannus, Finland's traditional midsummer celebration.

\n

Attendees were welcomed by a live band as they arrived, then enjoyed dinner and celebrations marking 25 years of Bioconductor. The evening continued with outdoor games and activities, and was a good chance to catch up with familiar faces and meet people for the first time.

\n
\n
\n

Walking tour

\n

On Thursday evening, participants joined an optional walking tour. During the tour, participants learned about Finnish history while exploring the historic city centre, stopping at the Old Great Square and Brinkkala Hall, whose balcony has served as the site of the annual (Christmas Peace) declaration since the Middle Ages. The tour also highlighted notable Finnish figures, including the legendary runner (Paavo Nurmi), famously known as the \"Flying Finn.\"

\n

The tour naturally flowed into the evening's social activities. Some participants stopped at a traditional Finnish grill kiosk to try makkaraperunat, a popular local fast-food dish, while others continued their conversations at Office (Toimisto in Finnish), a local bar where they sang karaoke until 3 AM.

\n
\n
\n

\n
\n

\n
\n
\n
\n

EuroBioC2026 Participants during the walking tour (left) and enjoying the conference dinner (right).

\n
\n
\n
\n
\n

Conference materials

\n

Conference recordings will be available on the Bioconductor YouTube channel in the coming weeks. Auditorium sessions were also live streamed, and Slido was used to facilitate audience questions from both in-person and remote participants, alongside traditional in-room discussion. Presenters were encouraged to upload their slides, posters, and supplementary materials to the Bioconductor Zenodo Community, making conference outputs openly available and citable through persistent digital object identifiers (DOIs).

\n

These resources make conference outputs available to those who could not attend and support continued learning across the community. Additional photos from EuroBioC2026, including talks, workshops, posters, social events, and the conference dinner, are available in the conference photo gallery. A short recap video capturing moments from the conference is also available on YouTube.

\n
\n
\n

Coming up\u2026

\n

The 25th anniversary year will continue when the Bioconductor community gather next at (BioC2026), which will take place from August 10-12, 2026 at the Fred Hutch Cancer Center in Seattle, Washington. The conference will continue the tradition of bringing together developers, researchers, and educators to share new software, methods, and applications in computational biology.

\n

Later in the year, the community will head to Melbourne, Australia, for (BioCAsia2026), taking place on November 19-20, 2026, immediately following the ABACBS conference. BioCAsia brings together researchers across the Asia-Pacific region for scientific exchange, training, and community building. The (BioCAsia Seminar Series) has also expanded to a bi-monthly schedule. alongside growing regional initiatives such as the (Bioconductor Africa Seminar Series) and the Bioconductor Latin America seminar series. Stay connected with the community through dedicated Zulip channels.

\n

EuroBioC2026 concluded with an invitation to Basel, Switzerland, where EuroBioC2027 will take place from September 8\u201310, 2027. See you there.

\n
\n
\n

Acknowledgements

\n
\n

Sponsors

\n

EuroBioC2026 gratefully acknowledges the support of all sponsors and partners whose contributions and support made the conference possible.

\n

\n
\n
\n

Diamond sponsors

\n\n
\n
\n

Gold sponsors

\n\n
\n
\n

Bronze sponsors

\n\n
\n
\n

Supporting organisations

\n\n
\n
\n

Hosts

\n\n
\n
\n

Organising committee

\n

We thank the local organisers, programme committee, workshop instructors, keynote speakers, volunteers, sponsors, and all participants whose contributions made EuroBioC2026 a success.

\n

Organising Committee

\n\n
\n
\n

\n\u00a9 2026 Bioconductor. Content is published under Creative Commons CC-BY-4.0 License for the text and BSD 3-Clause License for any code. | R-Bloggers\n

","doi":"https://doi.org/10.59350/apwh3-pv072","guid":"https://blog.bioconductor.org/posts/2026-06-19-EuroBioc2026-recap/","image":"https://blog.bioconductor.org/posts/2026-06-19-EuroBioc2026-recap/media/eurobioc-main-image.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1781827200,"rid":"pxep2-cdn23","summary":"The European Bioconductor Conference 2026 (EuroBioC2026) took place from June 3-5, 2026, in Turku, Finland. Hosted by the University of Turku and the Finnish Society for Bioinformatics at BioCity, the conference brought together the Bioconductor community to showcase the latest developments in Bioconductor software packages and discuss emerging technologies shaping computational biology.","tags":["Bioconductor"],"title":"EuroBioC2026 conference recap","updated_at":1781878311,"url":"https://blog.bioconductor.org/posts/2026-06-19-EuroBioc2026-recap/","version":"v1"},{"authors":[{"affiliation":[{"id":"https://ror.org/04h13ss13","name":"The Geneva Learning Foundation"}],"contributor_roles":[],"family":"Sadki","given":"Reda","url":"https://orcid.org/0000-0003-4051-0606"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

A new article by colleagues at the Cambridge Digital Education Futures Initiative (DEFI) illustrates academic understanding of Collective Intelligence (CI) through the COVID-19 Peer Hub, a peer learning initiative organized by over 6,000 frontline health workers in Africa, Asia, and Latin America, with support from The Geneva Learning Foundation (TGLF), in response to the initial shock of the pandemic on immunization services that placed 80 million children at risk of missing lifesaving vaccines. Learn more about the COVID-19 Peer Hub\u2026

\n\n\n\n

From the abstract:

\n\n\n\n

Collective Intelligence (CI) is important for groups that seek to address shared problems.

\n\n\n\n

CI in human groups can be mediated by educational technologies.

\n\n\n\n

The current paper presents a framework to support design thinking in relation to CI educational technologies.

\n\n\n\n

Our Collective Intelligence framework is grounded in an organismic-contextualist developmental perspective that orients enquiry to the design of increasingly complex and integrated CI systems that support coordinated group problem solving behaviour.

\n\n\n\n

We focus on pedagogies and infrastructure and we argue that project-based learning provides a sound basis for CI education, allowing for different forms of CI behaviour to be integrated, including swarm behaviour, stigmergy, and collaborative behaviour.

\n\n\n\n

We highlight CI technologies already being used in educational environments while also pointing to opportunities and needs for further creative designs to support the development of CI capabilities across the lifespan.

\n\n\n\n

We argue that Collective Intelligence education grounded in dialogue and the application of CI methods across a range of project-based learning challenges can provide a common bridge for diverse transitions into public and private sector jobs and a shared learning experience that supports cooperative public-private partnerships, which can further reinforce advanced human capabilities in system design.

\n\n\n\n

Article excerpt:

\n\n\n\n

As an example of Collective Intelligence in practice, in 2020\u20132021, more than 6000 health workers joined The Geneva Learning Foundation (TGLF) COVID-19 Peer Hub.

\n\n\n\n

Participants shared more than 1200 ideas or practices for managing the pandemic in their contexts within 10 days. Relevant peer ideas and practices were then referenced as participants produced individual, context-specific action plans that were then reviewed by peers before finalisation and implementation.

\n\n\n\n

Mapping of action plan citations (C3L 2022) demonstrate patterns of peer learning, between countries, organisations and system levels.

\n\n\n\n

In parallel, TGLF synthesises data generated by peer learners in formats legitimised by the global health knowledge system (e.g. Moore et al. 2022).

\n\n\n\n

The biggest challenge to CI in this context remains one of legitimacy: how can collective intelligence compete with the perceived gold standard of academic publication within this expert-led culture?

\n\n\n\n

We argue that as CI education is further developed and extends across the lifespan from school learning environment to work and organisational environments, CI technologies and practices will be further developed, evaluated, and refined and will gain legitimacy as part of broader societal capabilities in CI that are cultivated and reinforced on an ongoing basis.

\n\n\n\n

References

\n\n\n\n","doi":"https://doi.org/10.59350/zp1na-fxa29","guid":"https://redasadki.me/?p=18797","image":"https://redasadki.me/wp-content/uploads/2023/09/Collective-Intelligence-Cambridge-Digital-Education-Futures-Initiative.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1694044800,"reference":[{"unstructured":"Kovanovic, V.\u00a0et al.\u00a0(2022)\u00a0The power of learning networks for global health: The Geneva Learning Foundation COVID-19 Peer Hub Project Evaluation Report. Centre for Change and Complexity in Learning."},{"id":"https://doi.org/10.5281/zenodo.6965355","unstructured":"Moore, Katie, Barbara Muzzulini, Tamara Rold\u00e1n, Juliet Bedford, and Heidi Larson. 2022. Overcoming barriers to vaccine acceptance in the community: Key learning from the experiences of 734 frontline health workers (1.0). The Geneva Learning Foundation."},{"id":"https://doi.org/10.1080/03323315.2023.2250309","unstructured":"Hogan, M.J., Barton, A., Twiner, A., James, C., Ahmed, F., Casebourne, I., Steed, I., Hamilton, P., Shi, S., Zhao, Y., Harney, O.M., Wegerif, R., 2023. Education for collective intelligence. Irish Educational Studies 1\u201330."}],"rid":"c93gk-7rk65","summary":"A new article by colleagues at the Cambridge Digital Education Futures Initiative (DEFI) illustrates academic understanding of Collective Intelligence (CI) through the COVID-19 Peer Hub, a peer learning initiative organized by over 6,000 frontline health workers in Africa, Asia, and Latin America, with support from The Geneva Learning Foundation (TGLF), in response to the initial [\u2026]","tags":["Global Health","The Geneva Learning Foundation","Cambridge","Collective Intelligence","COVID-19 Peer Hub"],"title":"The COVID-19 Peer Hub as an example of Collective Intelligence (CI) in practice","updated_at":1781869383,"url":"https://redasadki.me/2023/09/07/the-covid-19-peer-hub-as-an-example-of-collective-intelligence-ci-in-practice/","version":"v1"},{"authors":[{"contributor_roles":[],"name":"The Geneva Learning Foundation"}],"blog":{"authors":null,"community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created":1731196800,"current_feed_url":null,"description":"Learning to make a difference","favicon":"https://rogue-scholar.org/api/communities/7e26491f-41c6-4665-9088-5aa6643a1ba8/logo","feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"generator":"WordPress","home_page_url":"https://redasadki.me/","issn":null,"language":"eng","license":"https://creativecommons.org/licenses/by/4.0/legalcode","prefix":"10.59350","relative_url":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","title":"Reda Sadki","updated":1781935458,"use_api":true},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"

English | Espa\u00f1ol

\n\n\n\n

PANAMA and GENEVA, 26 August 2025 \u2013 With the aim of strengthening regional capacity to address global challenges, the Inter-American Institute for Global Change Research (IAI) and the Geneva Learning Foundation (TGLF) have signed a strategic partnership to expand transdisciplinary learning and action throughout the Americas.

\n\n\n\n

The agreement combines TGLF’s internationally recognized peer learning methodologies with IAI’s regional networks and scientific expertise. Together, the two institutions will promote collaborative initiatives in critical areas such as climate and health, environmental sustainability, and other pressing issues at the intersection of science, policy, and community engagement.

\n\n\n\n

“This partnership reflects a shared commitment to equity, multilingual accessibility, and evidence-based action,” said Anna Stewart Ibarra, executive director of the IAI, underscoring the potential to bridge gaps between research, practice, and policy through joint initiatives.

\n\n\n\n

TGLF, a Swiss-based nonprofit organization, has created a network of more than 70,000 health professionals worldwide, pioneering innovative approaches to learning and capacity building in health and humanitarian contexts. The IAI, comprising 19 member states, leads transdisciplinary research, science diplomacy, and capacity building to address global change.

\n\n\n\n

Mutual commitments and coordination

\n\n\n\n

The collaboration will begin with a focus on climate and health, and plans to expand into areas such as health equity, decolonization of knowledge systems, and science diplomacy. Planned activities include joint educational programs, regional peer learning, adaptation of multilingual content, and exchanges that connect scientific expertise with community knowledge.

\n\n\n\n

As part of the agreement, IAI will lead regional dissemination and cultural and linguistic adaptation, and facilitate government and institution participation. TGLF will contribute its peer learning platforms, open-source frameworks, and professional networks to promote interregional exchange and the use of local knowledge in research and policy.

\n\n\n\n

By combining regional expertise with scalable learning methodologies, IAI and TGLF seek to strengthen capacities in the Americas.

","doi":"https://doi.org/10.59350/wyksd-4zj75","guid":"https://redasadki.me/?p=23877","image":"https://redasadki.me/wp-content/uploads/2026/06/iai-tglf-partnership-americas.jpg","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","published_at":1756080000,"rid":"8g2t6-npr44","summary":"English | Espa\u00f1ol PANAMA and GENEVA, 26 August 2025 \u2013 With the aim of strengthening regional capacity to address global challenges, the Inter-American Institute for Global Change Research (IAI) and the Geneva Learning Foundation (TGLF) have signed a strategic partnership to expand transdisciplinary learning and action throughout the Americas.","tags":["English","The Geneva Learning Foundation","Americas","Anna Stewart Ibarra","Capacity Building"],"title":"The Inter-American Institute for Global Change Research (IAI) and Geneva Learning Foundation announce partnership to strengthen educational programs in the Americas","updated_at":1781860348,"url":"https://redasadki.me/2025/08/25/iai-and-tglf-partnership-americas/","version":"v1"}],"out_of":50686,"page":1,"per_page":10,"total-results":50686}