The impact of COVID-19 threats, and preventive chain of action: molecule to medicine

The emergence of the novel coronavirus (SARS-CoV-2) had affected us significantly from the individual level, to nationwide and global with a big loss of finances, and the freezing of various factories, schools, and transportation in communities The pandemic started with anxiety and a loss of health guidance and policies due to the unknown causes of viral transmission to human features as well as a high infection rate with low mortality It remains the original source of Covid-19 where it comes from and what is the reality of real viral entities and its origin such as natural born and recombinant viral variants in the case of COVID-19 pandemic. This sentence is unclear. In this short perspective article, we address some issues of risk assessment and management issues using molecular-based decision tools which may benefit or provide future drills to counteract health and clinic safety against a viral pandemic. Every pandemic gives us life threatening lessons on previous and disconnected human networks due to uncertainty of viral infection, which we learned from this COVID-19 pandemic case as well. It gives us some insight on how to rebuild our community regarding the strength of public health and the integration of science tools into the early phase of medical application, such as the role of molecular diagnostics through educational engagement. To promote the value of awareness with solid knowledge-based communication and to develop resilient preventive solutions for supply chains or prevention, the systematic practice of connectivity through visual format using multidimensional data outcomes could help reconsider the leverage of molecules as a bridge for the improvement and application of updated scientific tools of prediction precisely to identify unknown pathogens encompass rigor community-based activity likelihood sensitivity and resistance to pathogen infiltrated society in the future.

Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being, and Fun

The global pandemic has accelerated the ‘move online’ of higher education in Indonesia. This study aimed to examine the relationship between Indonesian students’ experiences of studying online, their epistemological beliefs and their beliefs about fun in learning. A mixed method approach was used to examine this relationship in a sample of 774 students. A Principal component analysis (PCA) of questionnaire responses identified associations between social constructivist beliefs about learning and the centrality of fun in learning. The PCA was considered together with a thematic analysis of an open question ‘Has the COVID-19 situation changed your feelings about online study?’ This revealed the significance of the epistemic mismatch between many students’ beliefs and the transmissive online pedagogy that they described. This mismatch is implicated as a factor in understanding the students largely negative experiences of online study and the impact on their well-being, albeit within the context of a pandemic. This is the first time that this link has been proposed. The research indicates that examining students’ epistemological beliefs can offer insights that are helpful in understanding students’ educational engagement and well-being when studying online.

Bereavement and educational outcomes in children and young people: A systematic review

Experiencing bereavement due to the death of a close person is rife in the lives of young people. This review aimed to investigate how bereavement affects educational outcomes of students at various educational levels and what factors may be involved in moderating these outcomes. The systemic review was conducted according to the PRISMA guidelines with searches of peer-reviewed literature in Embase, Emcare, Medline, PsycINFO and Scopus. Twenty-two studies (17 quantitative and 5 qualitative) were included. In general, bereavement can constitute a barrier to educational achievement in young people compromising academic performance, and educational engagement and attainment. Several factors can place young people at greater risk of experiencing this disadvantage and further research into these mechanisms and interventions to mitigate short- and long-term consequences, especially among high-risk groups, is warranted.

Celebrating the chameleon educational policy reforms of 2050

The Chameleon Educational Policy Reforms’ (CEPR) 25th anniversary was celebrated at the Global General Assembly with the 2075 Decennial Analysis of Schooling (DecAS) announcement of the attainment of a benefit-cost ratio of >1.0. The attainment of a global positive net value of education is directly linked to the educational reforms established to ‘provide the right access to the right education for all people’ (CEPR, 2050). The Chameleon reforms, informed by The Algorithm, produce policies that instantly adapt to the learning environment and needs of students. Barriers that effect students’ learning are removed, in stark contrast to historic processes that viewed students as the barrier to be removed from learning environments. The case studies presented in this paper are guided by three questions: ‘Where are we now?’, ‘How did we get here?’, and ‘Are we there yet?’. Questioning the ‘here and now’, directs a look back from educational engagement currently governed by the CEPR to key moments and movements in the attainment of past grand policy announcements that no child be left behind to live in poverty. And ‘yet’, leads to critical consideration of the ongoing engagement with The Algorithm. Artifacts detailing the 2045 commencement of annual donations from the richest two percent to fully fund global education remain sealed. The results of the annual donations are, however, publicly available; and some would say exploited (Gerve, 2072). Achieving self-sustainable economic cost-benefit status for the CEPR may release the Donators from those agreements and untether society from the Donators.

A systematic review of the menstrual experiences of university students and the impacts on their education: A global perspective

Background Higher education attainment is linked to improved health and employment outcomes but the impact of university students’ experiences of menstruation on their education is less clear. The objective of this review was to synthesise qualitative and quantitative research on university students’ menstrual experiences and educational impacts. Methods Eligible studies were identified through systematic searching across eight peer-reviewed databases, websites for menstrual health organisations, grey literature databases, and reference lists of included studies. Eligible studies must have reported on at least one of the antecedents or components of menstrual experience outlined in the integrated model of menstrual experience in relation to university students or reported on the impact of their menstrual experiences on their education. Study characteristics and findings were extracted, analysed and presented as a narrative synthesis. The quality of evidence was assessed with the Mixed Methods Appraisal Tool. This study is registered on PROSPERO, number CRD42020178470. Results Eighty-three studies were eligible for inclusion. Most studies (n = 74; 89%) were quantitative and the highest proportion of studies were conducted in lower-middle-income countries (n = 31; 37%). Self-reported dysmenorrhea, other physical and emotional menstrual-related symptoms, and menstrual stigma contributed to negative menstrual experiences among female students. Very few studies considered the menstrual experiences of non-binary and transgender menstruating students, and culturally diverse students. Dysmenorrhea contributed to university absenteeism, impaired participation and concentration, and declining academic performance. Inadequate sanitation facilities for menstrual management and challenges containing menstruation also negatively impacted education. Conclusions Female university students’ experiences of menstruation can negatively impact their education, highlighting the need for program and policy responses at university to improve students’ wellbeing and educational engagement. Further research on the menstrual experiences of gender diverse, migrant and international students is needed as there is insufficient evidence to date.

Staff and student perspectives of online teaching and learning; implications for belonging and engagement at university – a qualitative exploration

A sense of belonging within higher education (HE) enhances educational engagement and attainment. The rapid shift to online provision has implications for reducing students’ sense of belonging at university. We have previously shown that students consider belonging in HE to be important and that their personal sense of belonging was high. We also found that sense of belonging had elements of people and place: relationships with peers and staff were influential and the physical campus facilitated social relationships. In the first lockdown, we showed that sense of belonging in both staff and students at our large widening-participation London university was reduced. In this paper, we report on a continuing project to explore the impact of sustained provision of learning online, focusing on qualitative interviews carried out with forty-three students and twenty-three staff. Both groups identified advantages and disadvantages of online provision. Advantages included flexibility and accessibility, with savings – financial and time – owing to reduced commuting. However, both groups identified a negative impact on social relationships, student motivation and engagement. Future development of blended learning should be planned, supported and structured to optimise the benefits.