ABSTRACT
Coping with the COVID-19 pandemic has required far-reaching containment measures. In order to classify the effects of German pandemic policy, a European view can be helpful. We take up the concept of excess mortality to gain an impression of the pandemic course so far and, implicitly, of pandemic management in the EU-27 countries and primarily Germany. Overall, Germany has come through the pandemic comparatively well so far. This is probably also due to the measures taken, the effectiveness of which, however, cannot be determined in detail. In order to be prepared for future pandemics, clear responsibilities and decision-making structures must be defined and an accompanying pandemic monitoring system established.
ABSTRACT
Coping with the COVID-19 pandemic has required far-reaching containment measures. In order to classify the effects of German pandemic policy, a European view can be helpful. We take up the concept of excess mortality to gain an impression of the pandemic course so far and, implicitly, of pandemic management in the EU-27 countries and primarily Germany. Overall, Germany has come through the pandemic comparatively well so far. This is probably also due to the measures taken, the effectiveness of which, however, cannot be determined in detail. In order to be prepared for future pandemics, clear responsibilities and decision-making structures must be defined and an accompanying pandemic monitoring system established. Copyright © 2022 Georg Thieme Verlag. All rights reserved.
ABSTRACT
Once the World Health Organization declared the COVID-19 outbreak a pandemic, many countries abruptly established a lock down requiring their populations to stay home to avoid any contact with others to stop the spread of the disease. Consequently, most schools and higher education institutions closed access to campuses and face-to-face class meetings were suspended. Students were sent home and temporarily left without access to traditional educational resources. The migratory solution for this situation is moving toward extensive use of distance learning tools and techniques. However, many teachers were not prepared for this transition. There remains a gap in knowledge about how to quickly transform educational content and manage e-teaching. In this paper, we describe the process of transforming a face-to-face course in Augmented Reality to the online format in a rapid way. We wish to establish case evidence for educators regarding how to convert traditional course content to online content, in the face of incidents, such as the COVID-19 pandemic. In this paper, we present an approach including examples and highlighting opportunities for educators in higher education to support the transformation of courses for distance learning. © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).