Delivering forestry courses online:experiences,lessons learned,and future of forestry online education in the Asia Pacifi c

Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.However,the accessibility of high-quality forestry education to address changing regional and global contexts is lacking.A series of innovative sustainable forest management(SFM)open education resource(OER)courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality,curriculum,and research capacity of universities in the Asia-Pacifi c Region.To evaluate the SFM-OER program in terms of student experiences,this study investigated student achievement,perceived success of the pedagogical approach and instructional design,and perceived eff ectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020,including the global pandemic.This study revealed that the program attracted diverse student demographics,including a higher proportion of female students majoring in forestry,ecology,and other environmental studies.Their primary motivation to participate in the courses was to gain international experience,followed by the fl exibility of online learning,mandatory course requirements,and earning course credits.Students were satisfi ed with the Canvas learning management system.Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable.Students refl ected positively on various learning activities and assignments,such as watching lecture videos,taking quizzes,reading and summarizing,having discussions,and peer review writing.However,they did not clearly prefer specifi c learning activities,signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings.This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education,while repurposing existing OER courses in a post-Covid-19 era.

Exercise and hippocampal neurogenesis: a dogma re-examined and lessons learned

Exercise is a potent force of nature with significant potential for extending longevity and boosting physical fitness. It is also be- ing increasingly used as a prophylactic and curative measure for various physical ailments, such as cardiovascular diseases and diabetes.

Lessons learned from the TIMI trials in rescue interventions for elderly patients after failed fibrinolytic therapy:look beyond the TIMI flow

In ST-segment elevation myocardial infarction (STEMI), acute reperfusion of the infarct-related artery (IRA)is the main goal in the early minutes after the patient seeks medical attention. Fibrinolytic therapy (FT) and/or primary coronary intervention (PCI) were proven to be effective in opening the IRA.

Responding to fire in an intensive care unit: Management and lessons learned

Healthcare institutions are vulnerable to disruptionfrom events such as earthquakes, fires, and floods, andthe damage incurred can endanger the lives of patientsin the hospital.[1] In this type of scenario hospital staffhave primary responsibility for the hospitalized patients＇safety, since patients are neither fit to respond to sucha disaster, nor do they know how to respond.[2,3] Thesituation becomes more difficult and challenging if thedisaster occurs in critical care areas such as intensivecare units （ICUs） and operating rooms.

The COVID-19 Pandemic and Higher Education: Common Interdisciplinary Issues and Lessons Learned

Background: Coronavirus-19 (COVID-19) dramatically impacted institutions of higher education. The effect was acute in the practice disciplines such as medicine, medical laboratory science, and nursing. The purpose is to describe how an interdisciplinary team, led by nursing faculty, adapted to the changes driven by COVID-19 and the lessons that were learned for nursing and other disciplines in higher education. Method: The interdisciplinary group created a comprehensive list which captured the impact of COVID-19 on their academic disciplines. Similarities and differences between the disciplines regarding faculty experiences, teaching, and responding to student concerns were discovered. Results: Collective review resulted in the identification of four inclusive thematic categories and several sub-categories. These were: academic considerations (didactic, lab, clinical), perceptions (faculty, student), ethical considerations, and social determinants affecting the learning environment. Lessons Learned: This project utilized an innovative interdisciplinary approach to identify common COVID-19 effects on higher education. Conclusions: Nursing and other health-related disciplines should pursue interdisciplinary collaboration to address common academic issues that arise during the COVID.

Best Practices and Lessons Learned in the Implementation of Global Framework for Climate Services—Adaptation Programme in Africa: Tanzania-Experience

This paper provides an analysis and a description of the best practices and lessons learned in the implementation of the Global Framework for Climate Services Adaptation Program in Africa (GFCS-APA) focusing on Tanzania country’s activities. GFCS-APA was the first multi-agency initiative implemented under the Global Framework for Climate Services (GFCS) in two African countries, namely Tanzania and Malawi with funding from the Royal Government of Norway. In Tanzania, the programme was implemented in two phases from the year 2014 to 2021 in the three pilot districts of Kondoa, Longido and Kiteto located in Dodoma, Arusha and Manyara regions, respectively. The overarching goal of the programme was to enable better management of the risks caused by climate variability and change at all levels, from end-users to policy level, through development and incorporation of science-based climate information and prediction services into planning, policy and practice. The programme focused on bridging the gap between providers and users of climate information and products through development of user-driven climate services for food security, health and disaster risk reduction. This paper aimed to analyze lessons learned and best practices in the course of the implementation of the GFCS-APA phase I and II in Tanzania. A qualitative approach was employed to analyze the lessons learned and best practices, by extracting them and exploring further on their contribution to the enhancement of climate services, as well as their applicability and potentiality for scaling out in other regions within Tanzania, and in other countries. The results indicate the identified best practices and lessons learned contributed significantly in enhancing climate services, particularly in understanding, availability, accessibility, utilization, ownership and sustainability of climate services among users (farmers and pastoralists) of various gender, as well as intermediaries and decision-makers. Results also indicate the lessons learned and the documented best practices could influence the effectiveness of climate services in other areas, to address existing challenges in access, uptake and sustainability of climate services. The best practices and lessons learned could be considered for integration in the future projects or operational activities in other regions within the country and other countries, particularly in the developing world, including Sub-Saharan Africa.

Ebola Lessons Learned

THE Ebola virus has made another appearance on the African continent. The World Health Organization （WHO） announced on May 11 that they were informed about an outbreak of the vLrus by the Ministry of Health of the Democratic Republic of the Congo （DRC）. At least nine people are suspected of being infected, and four have died as of May 21. The Ebola virus disease is often fatal in humans, transmitted from wild animals and spread via human-to-human transmission. In 2014, the West African countries of Guinea, Sierra Leone and Liberia were at the center of the largest Ebola epidemic in history, resulting in 11.310 deaths, and now they have been Ebola-free since June 2016 according to the WHO.

A Lesson to Be Learned

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Lessons Learned

Five years after the devastating 8.0-magnitude Wenchuan earthquake struck southwest China＇s Sichuan Province, the same fault zone produced another quake on April 20, this time with a preliminary magnitude of 7.0.

Lessons learned from workers' suicide tragedy

A series of suicides recently at the Foxconn companyin Shenzhen have deeply distressed the nation.Given thefact that such suicide cases happened in succession, in ashort time span, profound social ills must lie behind thescene.

Analysis on the Motivations,Experiences,and Lessons of Chinese Enterprises'Overseas Investment

With the economic globalization,increasing numbers of Chinese entrepreneurs have taken an interest in international investments and acquisitions in order to expand their business territories around the world.Based on various motivations for international investments,this paper analyzed the challenges faced by Wanda,Fuyao Glass,and Fosun in regard to different business backgrounds and models,cultural concepts,as well as the changing global political and economic environments in addition to summarizing their experiences and lessons from international investments.

Learning Hard Lessons

AN old adage posits that there is safety in numbers.However the growing number of Chinese workers and businesspeople in Africa seems to belie this wisdom,as recent incidents of kidnapping show. Some reports in Western media have indicated that the January 2012 cases of 29 Chinese road workers being kidnapped by rebels in Southern Kordofan, an unstable oil-rich area of Sudan and 25 Chinese taken hostage in Egypt are examples of anti-Chinese sentiment in Africa.

Life’s Language Lessons Ghanaian students look toward learning Chinese as a way to find opportunities

While some struggle to find their path in life. for others, nature aligns things for them. This is what happened to Edward .loseph Yawson, a 26-year-old teaching assistant at the Chinese Section of the Department of Modern Languages, Uni versity of Ghana, Legon, who trusted his intuition when a Chinese language course was offered to him.

Earthquake Disaster Risk Reduction in Iran:Lessons and "Lessons Learned" from Three Large Earthquake Disasters——Tabas 1978,Rudbar 1990,and Bam 2003

This article addresses three large earthquake disasters in Iran: Tabas in 1978, Rudbar in 1990, and Bam in 2003. Lessons and 'Lessons Learned' from these three earthquake disasters were investigated together with their contributions over time towards earthquake disaster risk reduction in Iran. Many lessons from 1978 Tabas, 1990 Rudbar, and 2003 Bam did not become 'Lessons Learned' and they were identified again within the dramatic context of other earthquake disasters in various places of Iran. Both lessons and 'Lessons Learned' from Tabas, Rudbar, Bam,and other earthquake disasters in Iran require a sustainable long-term framework—an earthquake culture.

Eight lucky lessons learned

Since my father, Ray Wu, would have been 80 years old this past August, the eighth month of 2008, and since 8 is a lucky number in China-associated with good luck and good fortune (as seen so dramatically in the Beijing Olympics)-I thought I would write about 8 important things that I was lucky to have the chance to learn from my father.

Lessons to Be Learned

Two days after the earthquake that devastated Sichuan Province,Beijing Review reporter Li Li interviewed Shi Peijun,a member of the expert panel of the National Disaster Reduction Committee under the State Council,which is China’s top government think tank on disaster relief, about post-earthquake relief

Financial Lessons Learned

As the Wall Street chaos of 2008 swept the globe,China-with little exposure to subprime mortgages-was one of the only calm ports in the growing financial storm.If one lesson can be learned from the crisis,it is this: maintain a constant state of financial vigilance against risks even in boom times.China now faces the task of ensuring its financial health as it further opens to the world amid a global financial landscape reshaped by deep recessions.Economists and finance professors discussed these challenges at the Asia-Pacific Economic and Financial Forum recently held in Beijing.Edited excerpts

Lessons Learned

Experts push for cooperation between world’s two largest economies in post-COVID-19 world With the international community now facing the dual challenges of containing the novel coronavirus disease(COVID-19) pandemic and restoring the economy and social activities, international cooperation is needed more than ever to strike a balance between the two goals.

Sustainable strategies for Ebola virus disease outbreak preparedness in Africa:a case study on lessons learnt in countries neighbouring the Democratic Republic of the Congo

Background: From May 2018 to September 2022, the Democratic Republic of Congo (DRC) experienced seven Ebola virus disease (EVD) outbreaks within its borders. During the 10th EVD outbreak (2018–2020), the largest experienced in the DRC and the second largest and most prolonged EVD outbreak recorded globally, a WHO risk assessment identified nine countries bordering the DRC as moderate to high risk from cross border importation. These countries implemented varying levels of Ebola virus disease preparedness interventions. This case study highlights the gains and shortfalls with the Ebola virus disease preparedness interventions within the various contexts of these countries against the background of a renewed and growing commitment for global epidemic preparedness highlighted during recent World Health Assembly events.Main text: Several positive impacts from preparedness support to countries bordering the affected provinces in the DRC were identified, including development of sustained capacities which were leveraged upon to respond to the subsequent coronavirus disease 2019 (COVID-19) pandemic. Shortfalls such as lost opportunities for operationalizing cross-border regional preparedness collaboration and better integration of multidisciplinary perspectives, vertical approaches to response pillars such as surveillance, over dependence on external support and duplication of efforts especially in areas of capacity building were also identified. A recurrent theme that emerged from this case study is the propensity towards implementing short-term interventions during active Ebola virus disease outbreaks for preparedness rather than sustainable investment into strengthening systems for improved health security in alignment with IHR obligations, the Sustainable Development Goals and advocating global policy for addressing the larger structural determinants underscoring these outbreaks.Conclusions: Despite several international frameworks established at the global level for emergency preparedness, a shortfall exists between global policy and practice in countries at high risk of cross border transmission from persistent Ebola virus disease outbreaks in the Democratic Republic of Congo. With renewed global health commitment for country emergency preparedness resulting from the COVID-19 pandemic and cumulating in a resolution for a pandemic preparedness treaty, the time to review and address these gaps and provide recommendations for more sustainable and integrative approaches to emergency preparedness towards achieving global health security is now.