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  • Current challenges in different approaches to control COVID-19: a comprehensive review

    • Authors: Giri, Simran;  Advisor: -;  Participants: Sen, Sanjukta; Singh, Rohan; Paul, Paramita; Sahu, Ranabir; Nandi, Gouranga; Dua, Tarun Kumar (2022)

  • The World Health Organization declared the outbreak of the novel coronavirus (COVID-19) as a global health emergency on January 30, 2020, and as a pandemic disease on March 11, 2020. This review highlights the international situation, risk factors, and related protections to be taken as prerequisite measures and probable treatment options for the COVID-19-infected population in the current scenario.
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  • How successful Bangladesh is in controlling the coronavirus pandemic?

    • Authors: Akanda, Ayatullah Al Musabi;  Advisor: -;  Participants: Ahmed, Redwan (2020)

  • The results show that simulated number of patients (without policy measures) surpassed the actual number of patients (with policy measures) from the first week of July 2020 which may provide a signal about the positive impact of policy measures taken by the government.
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  • Evaluating the impact of COVID-19 pandemic lockdown on education in Nigeria: Insights from teachers and students on virtual/online learning

    • Authors: Ebohon, Osamudiamen;  Advisor: -;  Participants: Obienu, Anayochukwu Chukwunonso; Irabor, Francis; Amadin, Frank Iwebuke; Omoregie, Ehimwenma Sheena (2021)

  • A total of 703 students and 60 teachers from five different local universities participated in this study. All participants (> 50%) had difficulties with Internet connection. Students (67%) as well as teachers (59%) agree that they had limited interactions with one another and this negatively influence student’s satisfaction (p < 0.01). While students were split on the most appropriate method of assessment, teachers (63%) believe assignments and oral examinations are more suitable for online teaching. Many teachers (66%) admitted that it was difficult assessing students’ abilities and performance. Some students (> 40%) were concerned about the number of assignments given. Most teachers (84%) believe there is an increase in tendency for examination malpractice when assessment was con...
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