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Background and Aims: This study aimed to assess the current status of India's COVID-19 research from the top 100 most cited papers, using bibliometrics methods and indicators and suggest strengths and weaknesses., Methodology: Publications on COVID-19 research from India between December 2019 and 22 August 2023 were retrieved from the Scopus database. From 37101 studies retrieved, the first top 100 Highly Cited Papers (HCPs) having received 270 to 2931 citations, were identified., Results: The top 100 most cited Indian papers were published from 2020 to 2023, with the majority (75) in the year 2021, followed by 24 in 2022. They were cited a total of 56661 times (average - 566.61 times). The 242 authors of these HCPs were from 159 Indian organizations, and the articles were published in 60 journals. 29 % and 59 % of these HCPs received external funding support and were involved in international collaborations, respectively. There was poor collaboration among Indian research institutions and a dearth of funding from India. None of the Indian HCPs figured in the global 100 HCPs., Conclusions: Although citations of research papers published from India increased during COVID-19, limited collaboration, inadequate funding, and subpar publications hindered Indian scientists. To enhance India's research landscape, we propose dismantling barriers, nurturing collaboration, and encouraging knowledge exchange among domestic institutions., Competing Interests: Declaration of competing interest All the authors hereby declare that there is conflict of interest regarding this manuscript & no funding was received from any source. We declare that this manuscript has been solely submitted to this journal and is not under consideration by any other journal. All the research presented in this paper is original., (Copyright © 2023 Research Trust of DiabetesIndia (DiabetesIndia) and National Diabetes Obesity and Cholesterol Foundation (N-DOC). Published by Elsevier Ltd. All rights reserved.)

Telemedicine is the delivery of health care from a distance. It also includes research and evaluation of such services using health data which are stored in "Electronic Health Record" (EHR) platforms. EHR has proved to be useful in monitoring health care delivery but setting up of such platforms is tedious and resource-consuming in developing countries. With the recent surge of telemedicine utility during the COVID-19 pandemic, telemedicine has emerged to be pivotal in reaching stranded patients needing care without EHR-based practice. The practice of patient health record (PHR)-based teleconsultations in India has demonstrated how a conventional "paper and pen" method can be combined to popularise telemedicine utility. Thus, use of PHR-based system to maintain health records would prove to be a pragmatic solution for physicians in low-resource settings to improve their reach to a larger population in need for the future., Competing Interests: None

This paper analyses findings of the 'PROWELLMIGRANTS' 2 project, which qualitatively investigated COVID-19 impacts on migrants' well-being and mental health in Kerala, India. It draws on a novel conceptual framework that combines assemblage-thinking with theories of social contracts in disasters. The paper first explores how past development processes and contemporary migration policies in Kerala, and India more widely, generated conditions of vulnerability for migrant workers in Kerala prior to the pandemic. Next it shows that Government of Kerala interventions, in some cases supported by the central Government of India, temporarily addressed these vulnerabilities during the pandemic. In acknowledging the helpful response of the Kerala government, we problematise its stance on migrant workers during 'normal' times and speculate that permanently addressing these conditions of vulnerability would be a more logical approach. We acknowledge this involves overcoming many wider barriers. Thus, the paper also contains national-level policy implications., (© 2023 The Authors. Disasters published by John Wiley & Sons Ltd on behalf of ODI.)

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

In this paper, we have collected the data about the 507 high-cited (citations ≥ 25) papers on Covid 19 published by India using Scopus database. Within small span of time many papers have received considerable number of citations. Further we have analyzed in terms of types of papers, major funding agencies, major collaborating countries, prolific authors, productive organizations and cluster analysis of author supplied keywords. Most of the papers were research articles. Department of Science and Technology, Govt. of India has funded considerable numbers of papers on Covid 19 and K. Dhama form Indian Veterinary Research Institute has contributed highest numbers papers and USA was major collaborating country and PGIMER-Chandigarh was most contributing organization. This study will be useful to the scientist/researchers to know the characteristics of high cited papers on Covid-19 from India. [ABSTRACT FROM AUTHOR]

This paper aims at identifying and explaining the correlation between the Covid-19 and multi-lingualism through cross-country research, drawing on three datasets: WHO data on the expanse of the pandemic, UNESCO data on endangered languages, and the LDI (Linguistic Diversity Index). Results establishing a direct correlation between the pandemic and multi-lingualism vary across the countries, except the USA, India, and Brazil. The three countries experiencing the highest global pandemic caseload occupy the top positions in the number of endangered languages and are among the top ten linguistically diverse countries. Drawing from the research findings, the paper addresses the criticality of investing in multi-lingualism and calls for a shift of perspective among policymakers driven by neoliberal rationale towards greater recognition and higher funding for multi-lingual education.

Background: Learning losses does not mean forgetting only curricular learning but slipping back of fundamental learning abilities that learner would have acquired during schooling. School closures in India have severely disrupted learning processes of children resulting in learning losses and social gaps in academic outcomes. Though school closure is a global phenomenon, its adverse effects on learning outcomes are unevenly distributed in the society. Purpose: The paper aims to trace the phenomenon of learning losses resulting from a prolonged school closures during COVID 19 pandemic at the national level since march 2020.The study further is directed to trace accessibilities and uses of digital resources in India. Method: The study used secondary sources of data mainly of Bihar to ascertain the trend of learning losses. The data were regenerated to measure the emerging trend. Results: Learning loss was unevenly distributed in the society. Those who were digitally equipped had compensated their learning losses during school closures. The Bihar had mere 5 per cent computer and 15 internet facilities. The rural households had only 3 per cent computer and 13 per cent internet facilities. Primary grade children especially of disadvantaged groups in Bihar suffered more because they have very limited home learning resources. Learning crisis was more prominent at elementary school level where both the home resources and digital tools were inadequate. They spent hours in surfing social media for private purposes. The phenomenon of cyber loafing was widely seen among young students, showing a serious problem of internet abuse by secondary school students. Conclusion: Despite constraints Bihar managed to continue school learning programme during COVID 19. It had a largest force of digitally-equipped teachers (about 1.25 lakh) known as Potential Learning Community (PLC) who were ready to deliver e-contents to beneficiaries. Teachers established connectivity with parents and learners who had no android mobile. They started running Schools on Mobile (SOM) classes. The paper discusses learning recovery plan such as engaging community, reallocating resources for schools, etc.

The present paper studied the various issues and challenges of student's assessment that has been faced by college teachers and students of Kashmir division during COVID-19 Pandemic. Assessment is the major aspect of the education system. The student assessment is the act of evaluating student's abilities and achievements. It is ongoing process and integral part of the teaching and learning process. The teacher makes judgments about the students learning or to determine student's interest through assessment. It helps the teacher to reflect on each student's level of achievement as well as to customize their teaching plans accordingly. After COVID-19 Pandemic the student assessment has been shifted more to the online assessment. The teachers have faced lot of issues due to lack of access of internet and technology. In every sphere of education there is a great impact of technology on the students learning that has been done after COVID-19. The present study was descriptive- survey based study. Both primary and secondary sources of data were collected. For the secondary sources of data the investigator had reviewed various national and international papers related with the present study. The sample comprised of 400 college students and 400 teachers from various degree colleges of Kashmir Division. Self- developed interview schedule and self-constructed were used for the data collection. The investigator has conducted a group interview of 10 college's students and 10 teachers separately that constituted of 80 interviews. On the bases of these 80 group interviews the researcher developed themes of all interviews and analyzed all these into specific themes. The investigator suggested some recommendations for improving the better assessment of students through remote learning. The study indicated that there are major six challenges in the context of online assessment i.e., lack of internet connection, language problem, parental attitude, mental disturbance, heavy work load and inaccessibility of smarts phones.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

The COVID-19 pandemic posed unprecedented challenges to HIV services globally. We evaluated the impact of the COVID-19 pandemic on the uptake of HIV testing in the Targeted Intervention (TI) program in Maharashtra-a high HIV burden state in India. Annual HIV testing was sustained during the pandemic year (2020-2021), at levels similar to the pre-pandemic year (2019-2020), among Female Sex Workers (FSW), Men having Sex with Men (MSM), Transgender (TG), and Truckers; but not among Migrants and Intravenous Drug Users (IDU). There was an acute decline during the lockdown across all typologies. Sharp recovery was seen among FSW, MSM, and TG during the early months of the un-lockdown. The community-based screening (CBS) approach primarily contributed to this recovery. Among migrants and truckers, recovery was delayed. There was an overall reduction of 58% in annual HIV-positive registrations. The community-based networks, participatory structures, and processes of HIV programs played an essential role in reaching the community during the pandemic., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

The COVID-19 pandemic is redefining the practices of higher education in an unprecedented way. E-learning can guarantee the right to higher education during the pandemic to the students of higher education and hence its adoption in teaching learning is now inevitable. The readiness of higher education faculty members towards E-learning is explored in this paper. The paper also presents about the impact of demographic factors (Age, Gender and Discipline) as predictors variables and the influence of their interaction on the criterion variable i.e., E-learning readiness. A self-developed inventory was used to collect the data about E-learning readiness of faculty members. Seven research hypotheses were framed and tested using 4 X 2 X 3 Factorial Design ANOVA. The findings revealed that there is a need to improve the E-learning readiness of faculty members of higher education. Also, it was discovered that there is no significant difference in the mean scores of E-learning readiness of faculty members with respect to their Age, Gender and Discipline to which they belong. Further it is also observed that the second order interaction effect among the Age, Gender and Discipline has a significant influence on E-learning readiness of faculty members of higher education.

Background: As a global pandemic, Covid-19 has aroused great concern and garnered research interest world-wide In India a growing number of related researches have been published in the last few months. Therefore, a bibliometric analysis of these publications may provide indication of current status and future research trends in the field. Methods: The India's literature about Covid-19 published during 2019-2021 were searched in the Scopus database using a well-defined search strategy. The following keywords "Covid 19" or "2019 novel coronavirus" or "coronavirus 2019" or "coronavirus disease 2019" or "2019-novel CoV" or "2019 ncov" or covid 2019 or covid19 or "corona virus 2019" or ncov-2019 or ncov2019 or "nCoV 2019" or 2019-ncov or covid-19 or "Severe acute respiratory syndrome coronavirus 2" or "SARS-CoV-2"were used in "Keyord" and "Title" (Title of articles) tags to reach the relevant publications. VOSviewer was applied to perform the bibliometric analysis of these articles. Results: The bibliometric analysis of India's literature on Covid-19 indicates that there were 10,233 indexed publications in Scopus database until April 2021. Of all these publications, 52.87% were original articles and 11.75% (1202) publications received external funding from more than 150 agencies and 27.41% (2805) involve international collaboration with more than 150 countries. USA contributed the largest share (38.47%) in India's international collaborative papers, followed by U.K. (22.89%), China (11.55%), Saudi Arabia (11.44), Australia (11.23%), etc. In the geographical distribution, Delhi tops the publication list (with 21.86% share), followed by Mumbai (7.30%), Chennai (7.27%), Pune (6.44%) and Kolkata (6.04%). Among population age groups, "Adults" accounts for the largest publication share (9.98%), followed by "Middle Aged" (5.07%), "Children" (3.65%), "Aged" (3.65%) and "Adolescents" (2.82%). "Treatment studies" among prominent topics, account for the largest publication share (34.12% share), followed by "Clinical Studies" (13.13%), "Epidemiology" (10.54%), "Imaging and Diagnostics" (9.64%), "Pathophysiology" (6.27%), and etc. The 1311 organizations and 3413 authors participated in India's research on Covid-19, of which the top 30 organizations and authors contributed 43.50% and 11.57% national publication share and 45.62% and 32.14% national citation share. AIIMS-New Delhi and PGIMER-Chandigarh were the most productive organizations (with 623 and 468 papers). IVRIBareilly (21.32 and 4.44) and IIT-New Delhi (12.37 and 2.58) were the most impactful organizations. V. Wiwanitkit and K. Dhama were the most productive authors (with 182 and. 107 papers). R. Sah (42.89 and 8.93) and A. Misra (41.93 and 8.74) were the most impactful authors. International Journal of Research in Pharmaceutical Sciences (270 papers) and Indian Journal of Ophthalmology (210 papers) were the most productive journals. Science of the Total Environment (43.98) and Asian Journal of Psychiatry (19.19) were the most impactful journals. Conclusion: The paper provides a deeper understanding of the current Covid-19 research milieu in India, by identifying key players (and their collaboration linkages) and key sub-fields, while highlighting potential patterns that could assist future researchers in their scientific pursuits. [ABSTRACT FROM AUTHOR]

The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students' learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students' learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students' self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment.

The 'See the World -- Winchester' programme was funded by the UK Turing scheme in 2021-2022 and aimed to broaden the horizons of historically marginalised students who may not otherwise have had access to extracurricular opportunities such as international travel. The purpose of this article is twofold. Firstly, the authors reflect on the successes, failures and challenges involved with running internationalisation activities during a time of travel disruption. Secondly, this article presents findings from a small-scale evaluation that sought to measure the impact of short-term mobility with historically marginalised or under-represented students. The paper is useful for institutions looking to run international mobilities with students during a period of travel disruption using the COVID-19 pandemic as a case study. In addition, the findings highlight the experiences and benefits to students participating in short mobilities, which include, a cultural experience, opportunity for personal growth and development, enhanced employability, and ultimately, broader horizons.

Purpose: The study aims to ratify skills necessary to bridge the gap between the existing models and emerging needs of a technology-enabled workspace; especially in the Indian context. Design/methodology/approach: This paper extends the ongoing debate on a relevant employability framework suitable both for higher education institutes and corporates. To remain resilient to future catastrophes similar to the ongoing pandemic, the relevancy of established employability skills to suit the changing scenario needs to be established. Findings: The partial least squares (PLS) technique has been used to present a framework confirming the importance of digital competencies, business fundamentals and behavioral skills. In-depth discussions with specialists ratified the proposed framework and recommended potential changes in curriculum and pedagogy. Research limitations/implications: This study validates an explicit and comprehensive employability skill framework and useful recommendations in teaching strategies, which may provide a broad skill base for graduates to prepare for the volatile business environment in the long run. Practical implications: The study has been able to put forth significant employability skills as deemed significant by the three stakeholders. This will provide guidance to higher educational institutions (HEIs) to come up with a broad skill-base for the fresh graduates and prepare them for the volatile business environment and encourage life-long learning to remain productive in the long run. Originality/value: The study is unique as it incorporates the perceived importance of the competencies assumed by each stakeholder, namely, employers, faculty and management graduates, which was unfortunately lacking in earlier researches.

Purpose: The purpose of this paper is to apply systems modeling to explore the usability of the online learning platform in the future compared to its usefulness during the pandemic era. Design/methodology/approach: The applied systems research methodology has been used to develop a stock-flow model encompassing enablers and constraints for learning platform usage from the primary data collected through a survey of 163 respondents. Findings: The model simulation observed promising trends over one year for online learning platforms provided the challenges are reduced in seven to eight months. Challenges linked to the Internet and interaction need must be removed for future usage. Research limitations/implications: The results of the survey and model simulation suggest actions for product planning and development of online learning platforms based on customer insights. Product customization and feature enhancement will be required for the continued usability of online learning products. Actions for Internet service providers are to capture the online learner market by removing issues of Internet access bandwidth, and quality of content. Also, there should be sufficient teacher--student interaction in the online learning mode. Originality/value: This is an original study using systems modeling to evaluate factors contributing to students' intention to use online learning conducted at Dayalbagh Educational Institute (Deemed to be University) Dayalbagh Agra, UP, India, 282005.

This paper explores learners' awareness of and satisfaction with the e-services that an open university provides its learners through its Website. The paper further highlights the influence of age, gender, and education levels on learners' awareness and satisfaction levels. A case-study approach was adopted and an online survey was used to collect data from learners in various programs of study at Uttarakhand Open University, India. The questionnaire measured the awareness levels of learners regarding 15 frequently used e-services and their satisfaction levels with the 12 most frequently used e-services that the university offers. Results show that gender, age, and education level have a significant influence on the awareness and satisfaction level of the participants. When maturity level and education level of the participants increased, they are more aware of the e-services provided by the University. In some cases, up to 58% of users were unaware of the university's e-services, and a large number of respondents were either dissatisfied with or undecided regarding the university's e-services. Results indicate that infrastructure is required for learners' optimal use of information and communication technology and the e-services that the university offers, including the provision of Internet connectivity at all of the university's learning support centers.

Purpose: To continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes. Design/methodology/approach: A 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions. Findings: This paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation. Originality/value: This international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands.

Purpose: The main objective of the present research is to depict the experience of challenges and opportunities for virtual accreditation peer review team (PRT) visits. COVID-19 has changed higher education delivery. Higher education accreditation and PRT visits have become online. The lockdown forced schools and accreditation agencies to cancel or change visit arrangements. PRT visits could not be stopped during the COVID-19 pandemic, but accrediting agencies needed to review programme quality to meet standards. Design/methodology/approach: Eight former and present accreditation specialists were interviewed. The researchers described the challenges and opportunities in virtual accreditation visits (VAV). Also, the authors have explained their own experience of coordinating on-site and virtual accreditation visits. Using the NVIVO tool, the experts' replies are transcribed and categorised as challenges and opportunities. Findings: The findings will help the professionals and academicians better prepare for, plan and execute virtual PRT visits for accreditation agencies and schools. The results revealed that the evaluation and accreditation outcomes are similar for virtual and physical accreditation visits. Finally, the findings suggest that accreditation agencies and schools need to adopt a hybrid site visit model for accreditation visits. Practical implications: The school can prepare better for virtual PRT visits by identifying the challenges and opportunities ahead of time. The finding may motivate authorities to schedule meetings in different time zones, prepare document evidence rooms, save money, time, and travel time, and benefit the environment by eliminating paper printing, fuel use, and paper printing. Originality/value: This research is unique and noteworthy since accreditation organisations, PRT members and schools are uncertain about virtual visits. This may be the first paper in this domain to assist accreditation organisations and institutions review accreditation visits online or in hybrid mode.

COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students' both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008). Digital resilience is students' tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

This paper discusses the main findings of a study on the impact of the first COVID-19 induced nationwide lockdown and university closure in India on the research scholars (PhD and MPhil) of the Jawaharlal Nehru University (JNU). An online survey was employed using the quantitative descriptive methodology. With responses from 530 research scholars, this is one of the first quantitative studies to assess the pandemic's effect on the research work, finances, and mental health of researchers in India from March to June 2020. Given the existing social inequality in higher education, the survey reflects the researchers' dismal state of reality as reported during the first 4 months of the pandemic. Research work witnessed a standstill with large-scale disruption in travel and every other scholar encountering unreliable electricity or internet connectivity. Untimely disbursal of fellowships intensified their already existing financial hardship. Nearly 90% of scholars reported stalled fieldwork, a lack of clarity regarding extension of their research programme, and financial woes as some of the top reasons for their anxiety. Using the chi-square method, the study predicts that dropouts from research programmes are likely in the context of the pandemic, which correlates significantly with socio-economic backgrounds (caste, class and gender) of research scholars. Further, the results show that the challenges faced by terminal, mid-stage, and course-work scholars are unique, emphasizing on the need for targeted interventions beyond extended research deadlines. Non-addressal of these immediate effects of the COVID-19 pandemic will have long-term repercussions on the lives of India's researchers and academic workers. It will only deepen existing inequalities in higher education, leading to gentrification of research degrees in India.

Background: Animal studies are an indispensable part of fundamental and applied research essential for the advancement of human and veterinary health, including the current global quest for treatments and a vaccine development to combat the infectious diseases. This necessity is now clearly highlighted by the ongoing Covid-19 pandemic More recently a growing number of studies are published on this theme. Therefore, a bibliometric analysis of research on "Animal models in Covid-19" research is necessary and it is likely to focus on current status of research and indicate future direction in this study. Materials and Methods: The India's originated literature is searched on "Animal Models in Covid-19" using two set of keywords related to Covid-19 and animals in "Keyword" and "Title" (Title of articles) tags to reach the relevant publications. VOSviewer was applied to perform the bibliometric analysis of these articles. Bibliographical data obtained from above search strategy was analysed by using well-established bibliometric indices. Results: The bibliometric analysis of India's literature on the topic "Animal Models in Covid-19" research indicates that there were 2343 India's publications indexed in Scopus database during 2020-21. The topic witnessed the uneven participation of more than 160 countries, where 88.63% and more than 100.0% share of the global publications and citations share caming from top 10 countries. USA leads the ranking with global publication share of 28.16% share, followed by China (13.30%, U.K. (10.67%), Italy (9.93%). India's research output on this topic registered 7.46% share to global output. The 496 organizations and 869 authors participated in India's research on "Animal Model in Covid-19", of which the top 25 Indian organizations and 25 authors contributed 46.58% and 22.60% share to India's national publication output and 61.19% and 48.8% share to India's citation output respectively. AIIMS - New Delhi, PGIMER-Chandigarh, and IVRI-Bareilly were the most productive organizations (with 118, 115 and 68 publications). IVRIBareilly, PGIMER-Chandigarh and College of Veterinary Science, Mathura were the impactful organizations in terms of citation per paper and relative citation index. K. Dharma, R. Tiwari and Y.S. Malik were the most productive authors (with 63, 35 and 27 papers). H. Harapan, A.K.Singh and A Misra were the most impactful authors (with 90.42, 88.20 and 73.31 CPP). International Journal of Research in Pharmaceutical Sciences, Indian Journal of Medical Research and Diabetes and Metabolic Syndromes. Clinical Research and Review were the most productive journals (with 72, 56 and 50 papers). Conclusion: The paper provides a understanding of the current research on animal models presently used in Covid-19 research in India, identify key players and their collaboration patterns and key sub-fields, which may be useful to practicing scholars and clinicians to advance their future research in a more effective manner and to policymakers in deciding the area of research to be funded in future. [ABSTRACT FROM AUTHOR]

The paper explores India's response in the face of the COVID-19 educational crisis compared to the educational thoughts and experiments of Rabindranath Tagore, Asia's first Nobel laureate and an avid educator. The context of the study is formulated from the perception that the past and present are interconnected; hence examining similarities and dissimilarities between them can reveal latent undercurrents. A comparative historical method is employed for the study to take three diverse yet interconnected periods in the Indian education system--the Tagorean/colonial period, the post-independence period, and the pandemic period--for a continuous and comprehensive evaluation. Tagore's educational experiences evidenced that the colonial system reeled under biases that alienated the natives from their nation and its operations. Despite the efforts, the post-independence period bears remnants of the colonial system. The educational response to the pandemic also exhibits specific social, cultural, and economic tensions similar to its predecessors. As the COVID-19 lockdown implementation has forced shutters on the educational institutions, an increasing emphasis is laid on digital education without adequate engagement with the pre-existing challenges. Under this convoluted circumstance, the paper opines that colonization continues to be the underlying process propelling the education system. Thus, the Tagorean ideals of education and its indigenous ways require urgent consideration before falling back on the old system post pandemic or endorsing digital education as the next giant stride in education.

Violence against women is a problem worldwide, with economic costs ranging from 1% to 4% of global gross domestic product. During the coronavirus disease 2019 lockdowns, the United Nations coined the term the Shadow Pandemic to describe the increase in global violence against women. Here, using variation in the intensity of government-mandated lockdowns in India, we show that domestic violence complaints increase significantly in districts with the strictest lockdown rules. We find similarly large increases in cybercrime complaints. However, rape and sexual assault complaints decrease in districts with the strictest lockdowns, consistent with decreased female mobility in public spaces, public transport and workplaces where they might be at greater risk for rape and sexual assault. Medium-term analysis shows that increases in domestic violence complaints persist 1 year later, while other complaints related to rape, sexual assault and cybercrimes return to pre-lockdown levels., (© 2023. The Author(s), under exclusive licence to Springer Nature Limited.)

Purpose: To analyze exhaled airflow patterns in a clinical scenario and the impact of infection control practices and room air circulation in context of the COVID-19 pandemic., Setting: Raghudeep Eye Hospital, India., Design: Experimental study., Methods: Ten patients attending ophthalmic outpatient clinic (OPD) and operating room (OR) were included. Using Schlieren imaging, exhaled airflow patterns were documented with/without an N95 mask or face shield during respiratory activities. Recordings were performed with and without room air conditioning turned on. Exhaled airflow patterns in OPD and OR when using vs not using these infection control measures and the impact of room air circulation on these were compared., Results: Five patients each in OPD and OR were included. There was a forward stream of exhaled air from the patient's mouth/nose during all respiratory activities. An N95 mask dampened its intensity and forward transmission. Taping the mask around the nasal bridge further reduced airflow leakage. A mechanical barrier in front of the patient's face blocked forward propagation of the exhaled airflow. Turning on a forceful and direct draft of air over the surgeon's working area dampened and diverted the exhaled airflow away from the surgeons' breathing area. This effect was particularly pronounced in the OR, with the overhead laminar airflow., Conclusions: Using high force airflow with the draft facing downward can dampen and divert the exhaled airflow away from healthcare providers. Using masks/mechanical barriers and taping the mask reduces potential dissemination of aerosols and, thereby, human and surface contamination., (Copyright © 2021 Published by Wolters Kluwer on behalf of ASCRS and ESCRS.)

The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well-being. The present study aims to understand the effects of the determinants of well-being on students in India during the second wave (April to August 2021) of the COVID-19 pandemic. The determinants of well-being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well-being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12-19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well-being, and between intolerance to uncertainty and well-being. Further, the model fit analysis of the determinants of well-being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well-being, and in the path of intolerance to uncertainty and well-being. It also evidence the model fit of the influence of the determinants of well-being on that of school students during the second wave of the COVID-19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well-being.

This paper examines leadership challenges in managing digital power and digital poverty, in the delivery of schooling during the Covid-19 emergency lockdown in India. The article suggests that although India is considered a global leader in digital technology, its primary and secondary school system suffers from digital poverty with associated tensions for school leadership. The paper explores the nature of teaching and learning in a selection of girls' schools in India during Covid-19. In the context of the pandemic, school leaders have had to respond quickly to remote learning, supporting teachers to facilitate the use of educational technology. Our research examined the experience of leadership in a cross section of schools from different geographical and socio-economic backgrounds. The respondents reflected on their engagement with digital literacy and remote teaching methodologies, and how the pandemic changed the classroom experience with little or no lead in time to adapt. The article examines how Indian women in positions of educational leadership perceive digital power or poverty and how it affects change and challenge in their leadership responsibility. Conclusions are drawn regarding educational practices operational at present and anticipate considerations which must be acknowledged to support virtual learning into the future.

Purpose: Virtual collaboration provides students with an opportunity to develop cultural intelligence while fitting into the team where the members are from diverse cultures. The purpose of this study is to explore whether global virtual team (GVT) projects raise students' understanding of cultural differences. In addition, it is interesting to know how internationally disruptive events such as the coronavirus disease 2019 (COVID-19) pandemic influence GVT projects. Design/methodology/approach: The research involved two parts--In the first part, a two-wave longitudinal study was conducted to investigate how intercultural sensitivity and intercultural communication competence coevolve within a group of international students enrolled in a virtual business professional project. In the second part, using word clouds and topic modelling on the participants' perceptions, the study investigated whether the sudden disruption caused by the pandemic show similar results in performance, focussing primarily on the resilience of virtual teams. Further, the study explored participants' perceptions towards online learning in higher education institutions as well as the attitude of corporate organizations towards remote working in the post-pandemic years. Findings: The results confirmed that GVT projects, in fact, do raise students' understanding of cultural differences and the need to adjust their behaviour accordingly in order to engage with their culturally different counterparts effectively. Participants reported an increase in their cognitive, behavioural and affective attributes. Research limitations/implications: Among the limitations of this study is the relatively small number of student participants. Furthermore, the number of respondents from India dominated the sample. Since the Indian students were disproportionately affected by the shutdown, causing them to return often to rural areas with poor Internet connectivity, responses concerning the disruption caused by the pandemic may be overriding negative. The same could be said of responses from US-American students, who often rely heavily on-campus employment or whose parents became unemployed during the pandemic, and thus were faced with disproportionate economic insecurity. Practical implications: This paper provides insights to the educators and international organizations on how such projects provide the skills essential for reducing costs, accessing knowledge, skills and abilities (KSAs) across borders, maintaining flexible work schedules and arrangements, and taking advantage of multiple time zones to increase productivity. Originality/value: While highlighting the significance of cultural intelligence, this paper investigated how the sudden disruption caused by a crisis such as the COVID-19 pandemic impacts performance, focussing primarily on the resilience of virtual teams.

The COVID-19 pandemic has struck education system around the globe. The pandemic initiated an immediate and complete lockdown of all the educational institutions, to keep social distancing. According to healthcare professionals, lockdown and social distancing could help to flatten the infection curve and reduce total fatalities from the COVID-19 pandemic. It has affected more than 90% of the world's learners, as the regular learning approaches are not appropriate in this out of the ordinary times and online learning seems to have become a critical salvation for learning, the educational institutions attempt to minimize the community spread of the disease. All the people participating in the education system accepted that teaching and learning methods need to be altered in the period of COVID-19 as the situation led to forced adaptation of e-learning methods. This paper investigates and evaluates the learners' perception in a higher education institution of India and compares the difference in the perception of the same students in Pre and Post COVID- 19 period, using the Statistical Package for Social Sciences program (SPSS) version 23.0 and JASP 0.14.1 software applications for descriptive and analytical statistics i.e. medium, minimum, maximum, paired t-test and correlation. The result of this papers confirmed that there exists a statistically significant difference in the students' perception towards the Pre-Pandemic and Post-Pandemic learning methods, which indicates that students have a higher perception of the Pre-Pandemic learning blended learning, than that of the Post Pandemic learning web-assisted learning.

Coronavirus disease-2019 (COVID-19) has very high rates of hospital-related transmission among healthcare workers (HCWs), mandating the need for careful intensive care unit (ICU) designing, optimization of staff resources, implementation of vigorous infection control practices, environmental disinfection, meticulous sample collection, and criteria for staff quarantine. Most of the ICUs are not designed to deal with airborne viral infections and require redesigning for the safety of HCWs and patients. Infection control practices related to the prevention of spread of COVD-19 are unique and are well described. The training of staff on infection control practices reduces the infection rate among HCWs significantly. Adequate staffing not only helps in infection control but also prevents burnout of the staff. In case of infection to HCW, the staff must be assessed systematically, and institute's infection control committee should guide for isolation period as well as return to work based upon standard recommendations. This article focuses on infection control and prevention measures required in ICU during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

In a resource-limited country like India, rationing of scarce critical care resources might be required to ensure appropriate delivery of care to the critically ill patients suffering from COVID-19 infection. Most of these patients require critical care support because of respiratory failure or presence of multiorgan dysfunction syndrome. As there is no pharmacological therapy available, respiratory support in the form of supplemental oxygen, noninvasive ventilation, and invasive mechanical ventilation remains mainstay of care in intensive care units. As there is still dearth of direct evidence, most of the data are extrapolated from the experience gained from the management of general critical care patients. [ABSTRACT FROM AUTHOR]

With more than 23 million infections and more than 814,000 deaths worldwide, the coronavirus disease-2019 (COVID-19) pandemic is still far from over. Several classes of drugs including antivirals, antiretrovirals, anti-inflammatory, immunomodulatory, and antibiotics have been tried with varying levels of success. Still, there is lack of any specific therapy to deal with this infection. Although less than 30% of these patients require intensive care unit admission, morbidity and mortality in this subgroup of patients remain high. Hence, it becomes imperative to have general principles to guide intensivists managing these patients. However, as the literature emerges, these recommendations may change and hence, frequent updates may be required. [ABSTRACT FROM AUTHOR]

This paper presents the findings of an exploration of student perceptions of blended learning in next normal management education. During the COVID-19 pandemic, online learning became the normal mode of teaching and learning in higher education. The changing landscape of higher education needs an innovative approach for teaching and learning. In the current circumstances, a combination of online and traditional learning may be assuming a place as the right learning model. This model is commonly known as "blended learning" which can be considered as the next normal learning process in higher education. The focus of this exploratory study is to present the perceptions of management students towards blended learning. Data were collected from 375 respondents from different institutes in India. Descriptive analysis of the responses has been presented. The results of the study show that the students of support blended learning in next normal management education. The study also found that students are ready for blended learning as the next normal learning process.

Intercultural competence (ICC) is increasingly important for healthcare professionals, and study abroad (SA) programs have been one mechanism to increase students' ICC. With SA programs being cancelled due to the pandemic, and qualitative literature supporting virtual intercultural learning (ICL), the purpose of this paper is to describe a novel approach towards "study abroad" without traveling abroad and evaluate participant gains in ICC with a virtual international ICL experience embedded into a graduate level pediatric audiology course. Nine U.S students and ten students at a partner institution in India were enrolled in the course. Comparison of pre- and post-IDI® scores showed a significant increase in ICC in both groups of participants. The increase in the group mean score for the U.S. students was substantially higher than the group mean score increases in SA students from the same institution. Qualitative reflections support the quantitative data. Overall, results indicate that embedding virtual international ICL activities in a course can be an effective mechanism to enhance ICC, both for U.S. students without traveling abroad, and for the overseas partner students, indicating that the program was mutually beneficial.

Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of teaching-learning depending on the need of the hour. The immediate tool sought was a videoconferencing platform to substitute in-class lectures. With no access to a learning management system, faculty chose one platform for videoconferencing, one for interaction with students, and another for uploading class notes. Disparity in students' access to devices and the internet presented challenges. Assessment of learning, which hitherto was largely pen and paper based, was delayed for lack of a viable solution. Experiences documented in this study demonstrate faculty resilience, but lack of institutional leadership and preparedness is starkly evident.

The COVID 19 pandemic has shaken the world with rising deleterious effects. It triggered some fundamental changes to several population segments sand multiple sectors of the economy. The education system is no exception. With the educational institutions being closed due to lockdown for extended duration, delivery of education has been impacted. This paper examines the impact of COVID-19 pandemic on education services and proposes an outlook regarding the future of online learning. Given the acceptance by participants (learners and teachers) and advantages (in terms of spread and volume) of online learning over traditional learning, the online learning would continue to exist.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Campus crisis management remains an understudied topic in the context of COVID-affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic.