A poorly ventilated classroom (1.2 l s-1 per person) has REI > 2 suggesting that ventilation should be monitored in classrooms to minimise far field aerosol exposure risk. Scenarios involving high aerobic activities or singing have REI > 1 ; a 1 h gym visit has a median REI = 1 . 4 , and the Skagit Choir superspreading event has REI > 12 . Spaces with occupancy activities and exposure times comparable to those of the reference scenario must preserve the reference scenario volume flow rate as a minimum rate to achieve REI = 1 , irrespective of the number of occupants present.Why have some countries done significantly better than others in fighting the Covid-19 pandemic? Had some countries been better prepared than others? This paper attempts to shed light on these questions by examining the role of climate risk and culture in explaining the cross-country variation in the Covid-19 mortality, while controlling for other potential drivers. In our analysis, we consider climate risk, readiness to climate change and individualism as main indicators reflecting the climate and culture status of individual countries. Using data from 110 countries, we find that the greater the climate risk; the lower the readiness to climate change and the more individualistic the society, the higher the pandemic mortality rate. We also present a series of sensitivity checks and show that our findings are robust to different specifications, alternative definitions of the mortality rate; and different estimation methods. One policy implication arising from our results is that countries that were better prepared for the climate emergency were also better placed to fight the pandemic. Overall, countries in which individuals look after each other and the environment, creating sustainable societies, are better able to cope with climate and public health emergencies.During the current COVID-19 pandemic, there have been many efforts to forecast infection cases, deaths, and courses of development, using a variety of mechanistic, statistical, or time-series models. selleck screening library Some forecasts have influenced policies in some countries. However, forecasting future developments in the pandemic is fundamentally challenged by the innate uncertainty rooted in many "unknown unknowns," not just about the contagious virus itself but also about the intertwined human, social, and political factors, which co-evolve and keep the future of the pandemic open-ended. These unknown unknowns make the accuracy-oriented forecasting misleading. To address the extreme uncertainty of the pandemic, a heuristic approach and exploratory mindset is needed. Herein, grounded on our own COVID-19 forecasting experiences, I propose and advocate the "predictive monitoring" paradigm, which synthesizes prediction and monitoring, to make government policies, organization planning, and individual mentality heuristically future-informed despite the extreme uncertainty.The traceability of the supply chain with strict compliance with the specification to demonstrate in "transparency" the production processes in compliance with legislation and from a corporate social responsibility perspective, represents a fundamental requirement at the basis of competitive advantage in the food industries (Patelli and Mandrioli, J Food Sci 85 3670-3678, 2020). The purpose of this work is to illustrate the innovative method for the certification and protection of the production phases of the DOP food chain and specifically the Mozzarella DOP of Gioia del Colle produced by the company Capurso Azienda Casearia Srl. This innovative approach consists of several phases that will be described in detail in the following paper. Besides, the idea of the introduction of Blockchain technology in an industry like this is an important step. This technology, associated with more accurate and intelligent management of the data acquisition process (Big data approach), optimizes the productivity of small businesses such as the dairy company. Blockchain technology guarantees security in the management of large amounts of data as never before possible, an innovative and experimental approach that makes the entire path of the production chain more controlled and optimized (Giacalone et al. International workshop on fuzzy logic and applications. Springer, Cham, pp. 218-225, 2016).Covid-19, the most severe global pandemic since the Spanish flu that followed World War I, threatens nearly every country, from global powers to developing nations. This threat presents a concurrent challenge for educational systems. With schools closed during the pandemic, students and teachers have had to stay at home worldwide. This shift has required us to move beyond conventional ideas regarding education. From kindergarten to higher education, schools offered web-based and online classes, both synchronous and asynchronous. However, while technology emerged as a savior, it is not possible to achieve thorough learning only by listening or watching content. Instead of championing technologies in which pedagogy is irrelevant, schools must invest in helping students become lifelong learners, enrich their learning processes, and focus on critical self-reflection, problem-solving skills, imagination, ideas, and projects involving social problems. A significant attempt to redefine the concepts that we have traditionally used must be made. The aim of this article is to develop new suggestions on how curriculum as the essence and core of all educational systems can be reconceptualized for the post-Covid-19 era.The response to the Covid-19 pandemic raises a question about the role of national curriculum frameworks in acquiring and applying knowledge about hygiene and prevention of disease. For curriculum designers, this means determining what children of different ages should learn about these topics and how they should develop and apply this knowledge. Curriculum designers must do so amid trends towards reducing curriculum content and transitioning to competency-based curricula with transversal elements. Arguments can be made for placing health literacy competences, knowledge, and skills across the intended curriculum for science, physical education, and health. These are different disciplines with different models of knowledge, learning, and progression. This exploratory study looks at the placement of public health-related content in a selection of recently reformed, competency-based national curriculum frameworks from Europe, Africa, the Middle East, and Australasia. From these examples, it highlights risks and opportunities for incorporating public health messages into the intended curriculum.