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This study looked at how Vietnam, a developing country, in South East Asia has systemically dealt with the COVID-19 pandemic on a national level with remarkable success. This study delved into the approaches taken by Vietnam in pre-mediating the influx of COVID-19 from interlopers into the country and controlling its spread within the confines of the nation. This study examined the steps taken by Vietnam. The quick actions of the government have instilled confidence in their citizens and promoted greater internal travel mobility within the Vietnam, thus helping the local tourism industry to remain vibrant and competitive. Unlike other countries, which have been severely affected by the COVID-19 virus, Vietnam is poised for a head start in its recovery.

Our Dublin correspondent telegraphed last night:

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

The purpose of this paper is to provide empirical patterns regarding trans people’s self-esteem-oriented evaluations during observations of positive workplace actions. The case of a 2015 UK workplace guide is utilized to fulfil the aims. The guide provides suggestions to employers for recruiting and retaining trans people.

A new questionnaire is created which forms a 20-item scale capturing a variety of self-evaluations. Trans people provided their responses in a 2018–2019 survey and the study’s patterns were captured.

The outcomes suggest that trans people’s self-esteem and self-respect are enhanced by policy makers’ positive actions to promote inclusivity in the workplace. In addition, due to these actions trans people feel more accepted, valued and trusted by the government. The authors suggest that a lack of positive workplace actions may be detrimental to trans people’s self-esteem. However, if a workplace policy is perceived to be a recognition of trans people’s worth this may be internalized, resulting in positive self-evaluations. The authors suggest that the 2015 workplace guide aims to ensure that trans people’s self-expressions are not constrained in ways that could cause them self-esteem difficulties.

The study also finds that firms which have implemented the workplace guide have informed human resources strategies, affected corporate profiles and staff organizational behaviours, created a more inclusive workplace culture, and addressed LGBT business and trans staff members’ needs. The authors suggest that when employers utilize policy makers’ positive workplace policies they may be able to realize positive organizational outcomes in their firms.

The World Health Organization perceives self-esteem as a public matter and this study suggests that inclusive workplace strategies can positively affect the psychological states of a highly marginalized population group.

To the best of the authors’ knowledge this is the first attempt to quantify how a workplace guide impacts on self-esteem-oriented evaluations among trans people. Each one of the 20 items in the scale brings new insights into the subject matter.