Background Severe coronavirus disease 2019 (COVID-19) is frequently associated with hyperinflammation and hyperferritinemia. The latter is related to increased mortality in COVID-19. Still, it is not clear if iron dysmetabolism is mechanistically linked to COVID-19 pathobiology. Methods We herein present data from the ongoing prospective, multicentre, observational CovILD cohort study (ClinicalTrials.gov number, NCT04416100), which systematically follows up patients after COVID-19. 109 participants were evaluated 60 days after onset of first COVID-19 symptoms including clinical examination, chest computed tomography and laboratory testing. Results We investigated subjects with mild to critical COVID-19, of which the majority received hospital treatment. 60 days after disease onset, 30% of subjects still presented with iron deficiency and 9% had anemia, mostly categorized as anemia of inflammation. Anemic patients had increased levels of inflammation markers such as interleukin-6 and C-reactive protein and survived a more severe course of COVID-19. Hyperferritinemia was still present in 38% of all individuals and was more frequent in subjects with preceding severe or critical COVID-19. Analysis of the mRNA expression of peripheral blood mononuclear cells demonstrated a correlation of increased ferritin and cytokine mRNA expression in these patients. Finally, persisting hyperferritinemia was significantly associated with severe lung pathologies in computed tomography scans and a decreased performance status as compared to patients without hyperferritinemia. Discussion Alterations of iron homeostasis can persist for at least two months after the onset of COVID-19 and are closely associated with non-resolving lung pathologies and impaired physical performance. Determination of serum iron parameters may thus be a easy to access measure to monitor the resolution of COVID-19. Trial registration ClinicalTrials.gov number: NCT04416100.

Streets are ubiquitous and cater to various functions in a city. However, today most streets are unilaterally used and designed likewise. Car-centred spatial distribution is currently being questioned in the course of urban densification and in light of climate and ecological challenges. The presented work focuses on a multi-layered transformation of streetscapes towards a multi-purpose social and ecological space, which goes beyond a mere redistribution of space and functions. This paper draws from the results of an interdisciplinary research project headed by the Institute of Landscape Architecture (University of Natural Resources and Life Sciences, Vienna). The Viennese situation is aligned with international trends. The research includes comparative analysis of streetscapes in Vienna and comparable cities, literature reviews, collaborative workshops and qualitative interviews. As a result, progressive layout specifications and quality aspects for future streets are proposed and presented in extracts. Furthermore, the goal of green space social equity is linked. The paper concludes by arguing for comprehensive consideration and redesign of streetscapes as one promising puzzle to counteract the evident challenges of climate change in urban settings. Its range reaches from small scale microclimatic improvements up to citywide provision of accessible, useable, ecologically sound and sustainable public space with new standards for streets as potential backbone.

Purpose -The purpose of this paper is to explore the concept of Global Education (GE) from a "theory of action plan" and an "evolutionary and systems theory" approach as an educational perspective to cope with globalisation -more specifically, the challenges of globalisation. Moreover, an additional aim is to analyse the linkages of GE according to global society, global citizenship and transformative learning concepts. Design/methodology/approach -The analysis is based on a literature review regarding the challenges of globalisation combined with the theoretical pattern of GE separated into the following dimensions: objective/issues, temporal, spatial and social based on Lang-Wojtasik (2012), which will be further complemented with approaches from Selby and Rathenow (2006). Findings -GE is an educational perspective to cope with globalisation in consideration of different definitions and approaches of GE. The methods of GE, such as promoting a holistic view on the world, are designed based on the challenges of globalisation and, as a result, GE can provide perspectives for coping with globalisation. Originality/value -The challenges of globalisation are more and more noticeable in daily life. Therefore, it seems meaningful to the authors to resume an educational concept dealing with these challenges.

PurposeOn the educational level, this paper aims to show a practical case of dialogic web‐based learning. It has provided a consensus during a web‐based negotiation game between four different parties on poverty and inequality. On a multicultural level, this paper seeks to offer diverse cultures of argumentation on global poverty.Design/methodology/approachThe methodology is a web‐based and real life negotiation game, namely “Surfing Global Change” which includes structured online review processes on literature‐based research and reflection.FindingsThe paper provides the consensus of four different parties on global development and poverty, and a new system of scaling development based on democratic decisions through a round table for all countries from the global north and the global south.Research limitations/implicationsThe presented dialog and consensus‐finding process concentrates on poverty and inequality from the point of view of the G‐8, NGOs, the global rich and the global poor.Originality/valueThis research, based on literature, is formed through a dialog and consensus finding between four different parties (G‐8, NGOs, the rich and the poor).