Search

Introduction: COVID-19 pandemic negatively influenced the entire life globally including various aspects of patients' care. Its effect on medical research production is not known. The aim of this study is to assess the impact of COVID-19 pandemic on medical research reporting trend. Methods: Advanced search on PubMed was performed over 2011- August, 2021. Monthly comparison was done for the years 2019, 2020, and 2021. Kruskal Wallis test was used to compare continuous distributions. Results: The total publication count showed constant increment over the study period. Faster rise was noticed on 2020 (15.7%). A steady growth in publications over the years and through the pandemic was also seen in seven studied countries with variable, both in total and also after exclusion of COVID-19 related papers. Italy and India have the highest proportions of COVID-19 related publications in comparison to the total papers in 2020, but USA has the highest quantity. Statistically significant differences exist between the first eight months of the last three years with and without counting COVID-19 related publications (p-values=0.0003907 and 0.001084, respectively). Conclusion: Our results reflect that investigators world-wide succeeded to reconfigure their work style and utilize the spared time induced by the lockdown to enrich the medical research platform. [ABSTRACT FROM AUTHOR]

Increasing environmental awareness, knowledge, attitudes, and motivation to address environmental challenges and improve the environment are the main goals of environmental education (EE). Using a goal-based, process-based education evaluation model and parameters like the integration of EE in environmental policy, the potential rich environmental content of the curriculum, and education about, in/through, and for the environment using secondary data, it was possible to evaluate the effectiveness of EE. With the exception of India, the legal evolution of EE across Africa, particularly after the Earth Submit Declaration, has been similar and attempted to be incorporated at the legislative level. In India and Tanzania, where EE is about, in/through, and for the environment practiced, it is integrated into the curriculum at all grade levels. These countries also tried to promote indigenous knowledge and practical-based education on local and global environmental aspects. Whereas in Ethiopia, in lower grades, EE is about the school and little in/through the environment and hardly for the environment, in South Africa, there is hardly any structured, harmonized, and effective practical implementation of EE. Due to fewer government concerns, generalized integration, a lack of a well-written strategy, and financial and technological constraints, EE in Africa is not applied, is ground-based and is ineffective. Therefore, it should incorporate EE in all subjects at all school levels and needs further study on the effectiveness of EE. [ABSTRACT FROM AUTHOR]

The educationists and the statesmen of different eras have casted mathematics education in different forms, and it has swayed to and from the elites to the commoners several times. The vision of the educationists always took tolls on mathematics curriculum, which survived the maximum change during the past one century. Several unorganized or partially organized ventures of mathematics education planning were seen in the pre-colonial era whereas the colonial period displayed some extremely organized, target-oriented decisions regarding the education system as a whole, taking mathematics in and out of focus. In this article, we have focused on the change in mathematics curriculum at the secondary school level in India. [ABSTRACT FROM AUTHOR]