Reshaping life during covid 19 article
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The novel COVID-19 pandemic has caused upheaval around the world and has led to drastic changes in our daily routines. Long-established routines such as commuting to workplace and in-store shopping are being replaced by telecommuting and online shopping. Many of these shifts were already underway for a long time, but the pandemic has accelerated them remarkably. This research is an effort to investigate how and to what extent people's mobility-styles and habitual travel behaviors have changed during the COVID-19 pandemic and to explore whether these changes will persist afterward or will bounce back to the pre-pandemic situation. To do so, a stated preference-revealed preference (SP-RP) survey is designed and implemented in the Chicago metropolitan area. The survey incorporates a comprehensive set of questions associated with individuals' travel behaviors, habits, and perceptions before and during the pandemic, as well as their expectations about the future. Analysis of the collected data reveals significant changes in various aspects of people's travel behavior. We also provide several insights for policymakers to be able to proactively plan for more equitable, sustainable, and resilient cities.
Schools and colleges were shut down in the second week of March as a preventive measure to contain the spread of COVID-19. In September now, we are still debating whether to reopen. Apart from impacting the future of 32 crore young citizens, this has also pushed educators to reshape the mechanism of imparting lessons.
Some immediate measures included shifting teaching process online on an untested and unprecedented scale, conducting online assessments on trial-and-error basis, creating content suitable for remote learning using technology and tools among others. However, transitioning to an ‘online mode’ has had its share of challenges. These include limited access to the Internet, lack of uninterrupted power supply, ill-equipped teachers, absence of a robust monitoring method, hindrances to replicating the rapport between teacher and students in an online world, bridging the patchy and impersonal online experience, increase in screen-time and unavailability of tools to create content in regional languages.
The impact has been more severe for disadvantaged children leading to interrupted learning, compromised nutrition, childcare problems and consequent economic cost to families who cannot work. Another challenge is to ensure that students return and stay in school when schools reopen. This is especially true of protracted closures and when economic shocks place pressure on children to work and generate income for financially distressed families.
As we find solutions to these challenges, we see glimpses of the future of learning. While educators and students are eager for institutions to open, the crisis has led to some elements of learning being changed permanently.
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