ABSTRACT
The COVID-19 pandemic and Brexit were separate yet inter-related developments which affected the British National Health Service (NHS). The UK's state-funded health sector had historically relied on migrant labour and depended on a migration infrastructure designed to solve its nursing labour shortages. The analysis of primary qualitative and secondary quantitative data shows that the NHS migration infrastructure increased its orientation towards Asia to compensate for the effects of Brexit. The paper reveals how the persistent use of temporary visas along with conditional contractual arrangements has led to various exclusions for migrant nurses and midwives. These data also demonstrate how international travel restrictions associated with COVID-19 created temporary obstacles for nurses' inflows. Alongside Brexit, this has also resulted in an increase in outflows amongst EU health workers. The article identifies the development of migrant support infrastructure amongst Filipino and Indian nurses as a major COVID-19 linked innovation.
ABSTRACT
In order to solve the education problems caused by teachers and students' unavoidable absence in school during the COVID-19 pandemic, a series of online education activities were carried out by Nanjing University of Posts and Telecommunication in early March. To explore students and teachers' degree of satisfaction with distance education, this paper investigates multiple dimensions such as students' degree of satisfaction with teachers, the regional living standard, educational resources and negative factors that reduce the students' degree of satisfaction, etc. Furthermore, the attitude of teachers toward distance education may be partially reflected by the arrangement of live classes. All of the statistics are analyzed by comparing the distribution of votes. The results show that the degree of satisfaction by students and teachers with distance education is generally high but varies in areas with different living standards. In addition, we find that students are more sensitive to the lack of a learning atmosphere.