ABSTRACT
The lymphatic system consists of a vessel network lined by specialized lymphatic endothelial cells (LECs) that are responsible for tissue fluid homeostasis and immune cell trafficking. The mechanisms for organ-specific LEC responses to environmental cues are not well understood. We found robust lymphangiogenesis during influenza A virus infection in the adult mouse lung. We show that the number of LECs increases 2-fold at 7 days post-influenza infection (dpi) and 3-fold at 21 dpi, and that lymphangiogenesis is preceded by lymphatic dilation. We also show that the expanded lymphatic network enhances fluid drainage to mediastinal lymph nodes. Using EdU labeling, we found that a significantly higher number of pulmonary LECs are proliferating at 7 dpi compared to LECs in homeostatic conditions. Lineage tracing during influenza indicates that new pulmonary LECs are derived from preexisting LECs rather than non-LEC progenitors. Lastly, using a conditional LEC-specific YAP/TAZ knockout model, we established that lymphangiogenesis, fluid transport and the immune response to influenza are independent of YAP/TAZ activity in LECs. These findings were unexpected, as they indicate that YAP/TAZ signaling is not crucial for these processes.
ABSTRACT
Innovation in forestry education is needed to address changing contexts of the positionality of forests. This is particularly significant in the Asia-Pacific 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-Pacific 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 effectiveness 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 flexibility of online learning, mandatory course requirements, and earning course credits. Students were satisfied 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 reflected 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 specific 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.
