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The containment of the spread of COVID-19 pandemic and limitations on commercial activities, mobility and manufacturing sector have significantly affected waste management. Waste management is critical to human development and health outcomes, especially during the COVID-19 pandemic. The invaluable service provided by the waste management sector ensures that the unusual heaps of waste that poses health risks and escalate the spread of COVID-19 is avoided. In this study, we assess the impact of COVID-19 pandemic on waste management by observing lockdown and social distancing measures. We found that the quantity of waste increased across countries observing the social distancing measure of staying at home. The intensification of single-use products and panic buying have increased production and consumption, hence thwarting efforts towards reducing plastic pollution. However, several countries have thus far instituted policies to ensure sustainable management of waste while protecting the safety of waste handlers.

The spring of 2020 marked a change in how almost everyone conducted their personal and professional lives, both within science, technology, engineering, mathematics, and medicine (STEMM) and beyond. The COVID-19 pandemic disrupted global scientific conferences and individual laboratories and required people to find space in their homes from which to work. It blurred the boundaries between work and non-work, infusing ambiguity into everyday activities. While adaptations that allowed people to connect became more common, the evidence available at the end of 2020 suggests that the disruptions caused by the COVID-19 pandemic endangered the engagement, experience, and retention of women in academic STEMM, and may roll back some of the achievement gains made by women in the academy to date. The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine identifies, names, and documents how the COVID-19 pandemic disrupted the careers of women in academic STEMM during the initial 9-month period since March 2020 and considers how these disruptions - both positive and negative - might shape future progress for women. This publication builds on the 2020 report Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine to develop a comprehensive understanding of the nuanced ways these disruptions have manifested. The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine will inform the academic community as it emerges from the pandemic to mitigate any long-term negative consequences for the continued advancement of women in the academic STEMM workforce and build on the adaptations and opportunities that have emerged.

Myanmar in Crisis brings together scholars from across the social sciences to analyse the dual crises of COVID-19 and the 2021 military coup. All of the essays address one of four themes around the concept of crisis: society in crisis, a state in crisis, an economy in crisis, and international relations in crisis. Several authors examine the contested nature of state authority in the post-coup revolutionary context, including the emergence of new governance dynamics; others discuss heterogenous forms of resistance and the potential for building a more inclusive, just, and tolerant society in the future of Myanmar. The volume also explores the economic crisis caused by the pandemic and the coup and its devastating effects on people's lives and livelihoods: the authors provide a deep dive into the impacts of restrictive COVID-19 prevention measures on local communities, the growing livelihoods crisis since the coup, and the impacts of both crises on foreign trade and investment. Scaling up from that local perspective, the book also looks at Myanmar's history of foreign relations, the response of the international community to the coup and the challenges faced by foreign governments and regional bodies in navigating the deteriorating political situation. Held together, the volume highlights the ongoing state of crisis in Myanmar, its impact on society and the possibilities for recovery and reform, amidst a powerful new revolutionary movement. Beyond providing crucial insights to Southeast Asian area specialists, the book offers deep insights into the way that multiple crises interact, amplify one another, and open up possibilities for hope amidst tragedy.

Community transmission of COVID-19 is happening in Bangladesh—the country which did not have a noteworthy health policy and legislative structures to combat a pandemic like COVID-19. Early strategic planning and groundwork for evolving and established challenges are crucial to assemble resources and react in an appropriate timely manner. This article, therefore, focuses on the public perception of comparative lockdown scenario analysis and how they may affect the sustainable development goals (SDGs) and the strategic management regime of COVID-19 pandemic in Bangladesh socio-economically as well as the implications of the withdrawal of partial lockdown plan. Scenario-based public perceptions were collected via a purposive sampling survey method through a questionnaire. Datasets were analysed through a set of statistical techniques including classical test theory, principal component analysis, hierarchical cluster analysis, Pearson’s correlation matrix and linear regression analysis. There were good associations among the lockdown scenarios and response strategies to be formulated. Scenario 1 describes how the death and infection rate will increase if the Bangladesh Government withdraws the existing partial lockdown. Scenario 2 outlines that limited people’s movement will enable low-level community transmission of COVID-19 with the infection and death rate will increase slowly (r = 0.540, p < 0.01). Moreover, there will be less supply of necessities of daily use with a price hike (r = 0.680, p < 0.01). In scenario 3, full lockdown will reduce community transmission and death from COVID-19 (r = 0.545, p < 0.01). However, along with the other problems gender discrimination and gender-based violence will increase rapidly (r = 0.661, p < 0.01). Due to full lockdown, the formal and informal business, economy, and education sector will be hampered severely (R = 0.695). Subsequently, there was a strong association between the loss of livelihood and the unemployment rate which will increase due to business shutdown (p < 0.01). This will lead to the severe sufferings of poor and vulnerable communities in both urban and rural areas (p < 0.01). All these will further aggravate the humanitarian needs of the most vulnerable groups in the country in the coming months to be followed which will undoubtedly affect the Bangladesh targets to achieve the SDGs of 2030 and other development plans that need to be adjusted. From our analysis, it was apparent that maintaining partial lockdown with business and economic activities with social distancing and public health guidelines is the best strategy to maintain. However, as the government withdrew the partial lockdown, inclusive and transparent risk communication towards the public should be followed. Recovery and strengthening of the health sector, economy, industry, agriculture, and food security should be focused on under the “new normal standard of life” following health guidelines and social distancing. Proper response plans and strategic management are necessary for the sustainability of the nation.Graphic abstract

Student satisfaction is of great significance in online learning, but few studies have explored its determinants in emerging countries. This study investigated the determinants of university students’ satisfaction with online learning platforms in China through applying the Technology Satisfaction Model during the COVID-19 pandemic, when an unprecedented amount of learning began to take place online due to the closure of educational institutions. A total of 928 students from five universities in four Chinese provinces or municipalities were surveyed through a purposive sampling technique and analyzed through structural equation modeling and the Rasch model. Findings show that Chinese university students’ satisfaction with online learning platforms is directly and indirectly impacted by their computer self-efficacy and the perceived ease of use and usefulness of the platforms. Findings also show that regional differences moderate the associations among these components. The current study adds to theoretical, methodical and practical understanding of university students’ satisfaction with using online learning platforms, which have been recognized as irreplaceable emergency educational tools.

As the coronavirus ravages the globe, its aftermaths have brought gender inequalities to the forefront of many conversations. Countries in the Middle East and North Africa have been slow to prepare for, adapt to, and mitigate the COVID-19 health crisis and its impacts on governance, economics, security, and rights. Women’s physical well-being, social safety nets, and economic participation have been disproportionately affected, and with widespread shutdowns and capricious social welfare programs, women are exiting the workplace and the classroom, carrying the caregiving burden.With feminist foregrounding, Rita Stephan's collection COVID and Gender in the Middle East gathers an impressive group of local scholars, activists, and policy experts. The book examines a range of national and localized responses to gender-specific issues around COVID’s health impact and the economic fallout and resulting social vulnerabilities, including the magnified marginalization of Syrian refugees; the inequitable treatment of migrant workers in Bahrain; and the inadequate implementation of gender-based violence legislation in Morocco. An essential global resource, this book is the first to provide empirical evidence of COVID’s gendered effects.

The coronavirus disease 2019 (COVID-19) pandemic caused an emergency transform from traditional to distance learning at all levels of education, which is called emergency remote teaching. To explore parents’ views on students’ experiences of remote teaching during the COVID-19 pandemic, and their experience and perspectives toward remote teaching during the lockdown of the COVID-19 pandemic, a questionnaire was developed and distributed to parents who have at least one child who had attended a face-to-face learning environment prior to school closures and started remote teaching during the pandemic. 983 parents participated in the study. The parents’ views on students’ experiences of remote teaching during the COVID-19 pandemic, their experiences and perspectives toward remote teaching were discussed. The results suggested that the remote teaching process has been challenging for both students and parents. It is found that the remote teaching practices were mainly covered in core courses; remote teaching is considered as unsuitable for young children and students with special needs; the parents complain about social isolation, lack of interactivity, and increased screen time; and remote teaching has placed a heavy burden on parents. Lastly, the parents stated that their children acquired self-regulated learning skills and digital socialization during emergency remote teaching.

The coronavirus pandemic lockdowns have led to an increase of caregiving and household responsibilities for many employees while working from home. We aimed to investigate whether there was a gender imbalance in the division of household labour within families during the pandemic, and whether this imbalance was associated with gender differences in personal outcomes (work-family conflict, burnout) as well as career-related outcomes (career self-efficacy and aspirations). Participants were 240 heterosexual individuals with or without caregiving responsibilities who lived with a partner and worked from home during the pandemic. They completed self-report questionnaires and indicated the division of domestic tasks within their household, the extent to which they experienced burnout and work-family conflict, and their career aspirations and career self-efficacy. The findings showed a significant gender imbalance, such that female caregivers spent significantly less time on work compared to the other groups and significantly more time on caregiving compared to male caregivers during the lockdown. There was a significant direct effect of caregiving on career outcomes for women, such that the more caregiving women performed during the lockdown relative to other tasks, the more negative their self-reported career outcomes were. Among men, caregiving did not predict career outcomes. Overall, our study showed that the gender imbalance in distributions of caregiving duties during the pandemic is associated with negative personal and professional outcomes for women who are caregivers. Practical implications are discussed accounting for this gender imbalance in the context of the pandemic and its influence on wellbeing and career outcomes, particularly for heterosexual women.

For performing arts education, Sage on the stage and Learn from the Masters were halted by the COVID-19 pandemic, and so did everything else. All lectures, tutorials and other face-to-face skill-based training sections were cancelled and were replaced by the online model. Such a model was only seen as one of the supplementary components for performing arts education in the past. From January 2020, this online pedagogy was inevitably placed to surmount the challenges caused by the COVID-19 pandemic. The social distancing measures demanded the blended pedagogy into a new online approach, in which the traditional face-to-face teaching to be replaced by synchronous online learning (facilitated by technologies such as Zoom, Cisco Webex, Google Class, Panopto etc.). Meanwhile, to offer opportunities for cognitive participation which allows students to process the learning and be reflective, webinar and innovative performance projects were launched from the concept of ‘flipped classroom and outcome-based education.’ This mixed approach (blended learning, flipped classroom, and outcome-based education) is described as ‘hybrid learning’ in this study.The ‘hybrid learning’ pedagogy is implemented at the Hong Kong Academy for Performing Arts (HKAPA) for all teaching activities in the 2nd semester 2020/2021 to overcome the challenges caused by the COVID-19 pandemic. A questionnaire survey about how it affected the performing arts education, and how the new pedagogy was implemented took place in July 2020. The survey results from both the teachers (76) and students (163) share lessons, insights, and new understandings on teaching and learning online. Hybrid learning has been widely investigated and researched, yet study on hybrid learning in performing arts such as creative art, theatre art and music, remains insufficient. This study fills the research gap.