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13 × 1012 gCO2eq when embedding for the envisaged 1.56 × 1010 vaccine doses. The cold supply chain is estimated to constitute 69.8% of energy consumption of the vaccination life cycle, with an interval of 26-99% depending on haul distance. A sustainable supply chain model that responds to an emergency arrangement, considering equality as well, should be emphasised to mitigate vaccination's environmental footprint. This effort plays a critical role in preparing for future pandemics, both environmentally and socially. Research in exploring sustainable single-use or reusable materials is also suggested to be a part of the plans. Diversified options could offer higher flexibility in mitigating environmental footprint even during the emergency and minimise the potential impact of material disruption or dependency.The use of instant messaging groups for various academic purposes is a rising, but largely understudied, trend in higher education institutions. In the present study we investigate the use purposes and outcomes of three types of academic instant messaging groups or AIMGs. Formal AIMGs are created and managed by teaching staff, class AIMGs are created by students and joined by all members of a particular class, and study AIMGs are smaller groups created by students that know each other personally or collaborate in group assignments. To advance understanding of the role of these groups in students' wellbeing and academic development, we pose research questions concerning their associations with academic performance, academic stress, and students' course experiences. We adopt an exploratory frame and survey methodology to collect data from a large sample of undergraduate students (n = 1752). Our findings indicate that, at the institution where data were collected, high rates of AIMG participation is the norm, with class AIMGs emerging as particularly popular. We find statistically significant interaction between formal and study AIMGs and academic performance, as well as between study AIMGs and academic stress. Participation in these groups also predicts students' social experience of a learning community, as well as their perception of the teaching they receive. Throughout, however, the observed effects are small and their practical significance is questioned.The Covid-19 global pandemic has resulted in many countries moving teaching and learning online. South Africa is a country with major inequalities in terms of access to electricity, internet and information technologies, which have created considerable problems for online learning at institutions of higher learning in the country. In this paper, we analyse student feedback from two large undergraduate English courses at a school of Education of a major South African university. We specifically focus on two qualitative questions which asked students about the challenges they faced and the skills they developed in online learning. Results are considered through the lens of critical digital pedagogies and decolonisation. Our findings indicate that a lack of access and resources, disruptive home environments and unfamiliarity with online learning methods were significant obstacles for students. In addition, many students indicated developing computer skills and learning how to use online resources during the courses. The study suggests that online teaching and learning in South Africa and similar contexts exacerbates inequalities, and must be accompanied by rigorous support structures for students who are vulnerable in these contexts.Digital technology always accelerates change, altering organisations culturally, socially and technically. These modifications are known as "digital transformation" (DT). On a much greater scale than DT, the world was changed in 2020 by the COVID-19 pandemic, which re-organised society in the way of thinking, acting, producing, consuming and creating new business. Higher Education Institutions (HEIs) were no different, since these institutions had to make changes to the student-lecturer interaction; teaching-learning, where DT had a relevant role, above all in academic entrepreneurship. Therefore, this study aims to propose a framework showing the structural pillars of the link between digital transformation (DT) and academic entrepreneurship (AC) (DT-AC Framework). This framework identifies the new patterns, methods, skills and other discoveries in aspects such as management, information systems and culture sciences. The intention is not to analyse how the COVID-19 pandemic imposed global structural changes, but because of it, lecturers and students found their DT accelerated and intensified, and so it is necessary to investigate the pillars supporting academic entrepreneurship. MLN7243 The results show that DT was already emerging as a basic element of academic entrepreneurship before the pandemic, but the process has speeded up. This bibliometric study indicates the structural pillars that support entrepreneurship following the Covid19 pandemic, as created from DT in universities, providing an extensive systematic review that indicates the cause and effect of the academic entrepreneurship process.Technology advancements promote a redefinition of traditional instructional methodologies, as well as the roles of teachers and learners towards an efficient e-learning ecosystem. To date, all existing solutions are combined with the conventional face-to-face learning process. However, the latter can be unexpectedly hindered in some emergency cases, like the Coronavirus (COVID-19) pandemic. To handle such unexpected scenarios, this paper presents NOTA, a novel online teaching and assessment scheme that takes advantage of Blockchain technology to maintain the expected teaching quality and assessment fairness while respecting the courses' and examinations' schedule. Besides, NOTA also motivates both learners and teachers to persist in their endeavours, even from home, through Blockchain's incentive strategies. The preliminary results taken during the CoronaVirus period showed a very high satisfaction ratio, exceeding the 90%. This made us feel very optimistic about the potential of our proposal when deployed at a larger scale.The qualification of a preschool teacher is one of the important factors that determine the quality of preschool education. To increase the quality in education, teachers should be equipped with the necessary knowledge starting from pre-service training, and in-service training should support the upgrading of their knowledge. Thus, the aim of this study was to develop an e-Mentoring-Based Education Program (e-MENTEPT) for preschool teachers and to test its effectiveness on their professional development during the in-service support period. The study used a design-based research approach. First, focus group interviews were conducted with one-hundred-and-five preschool teachers to find out their needs. Then, an e-MENTEPT Program was developed based on these needs and devised to be used on the Canvas learning management system (LMS), which involves all opportunities of e-learning and allows one-to-one e-mentoring. The e-MENTEPT Program involved twelve modules related to the pedagogical content knowledge of the preschool education program. Each module included contents, goals, module materials, e-books, videos, pre- and post-module evaluation questions, discussion questions, live lessons and e-portfolios, all of which were integrated in the LMS. Next, eighteen full-time and nine substitute voluntary teachers from five different provinces were selected as mentees by means of criterion sampling. Nine academicians working in these provinces acted as mentors and implemented the application, each working with two mentees for two months. Qualitative data were analysed by means of descriptive analysis and quantitative data were analysed by means of the Wilcoxon signed rank test. The research concluded that the e-MENTEPT program supported preschool teachers' professional knowledge, learning environments and classroom applications, and an e-mentoring based teaching management system was effective on professional development.Utilizing a unique firm-level survey in Japan that contains five-bin forecasts for sales, we document three findings. First, firm-level subjective uncertainty is highly and positively related to volatility of past firm growth. Second, there are substantial variations in subjective uncertainty across firms, with a long right tail with extremely high subjective uncertainty. In addition, firms that have exposure to international businesses either through international trade or foreign direct investment have both higher average expected sales and subjective uncertainty. Finally, the sudden escalation of the COVID-19 pandemic in January-February 2020 led to a substantial increase in firms' subjective uncertainty. Our triple-difference estimation results show that this effect is especially large for firms that have direct exposure to China through international trade and foreign direct investment.This paper reports three recovered species of digeneans from an adult loggerhead sea turtle - Caretta caretta (Testudines, Cheloniidae) in Brazil. These trematodes include Diaschistorchis pandus (Pronocephalidae), Cymatocarpus solearis (Brachycoeliidae) and Rhytidodes gelatinosus (Rhytidodidae) The first two represent new geographic records. A list of helminths reported from the Neotropical region, Gulf of Mexico and USA (Florida) is presented.Samples of black pepper root with the presence of galls from the most southern region of the State of Bahia, Brazil, were characterized biochemically and morphologically using three criteria i) observation of the anterior region of the males; ii) analysis of female perineal configuration and iii) polyacrylamide gel electrophoresis technique. Meloidogyne arenaria was found. This is the first report of this pathosystem in the State.Root-knot nematodes in the genus Meloidogyne are an important group of plant-parasitic nematodes causing severe damage on agricultural crops worldwide. A study was conducted to identify the species of root-knot nematodes causing damage on honeybush monocultures and to assess the seasonal variations in the nematode population. Soil samples were collected from six experimental sites in Genadendal, Western Cape province of South Africa from 2016 to 2017. DNA was extracted from single-second stage juveniles and species identifi cation was done using species-specifi c sequence-characterised amplifi ed regions (SCAR) primers. Meloidogyne hapla and M. javanica were identifi ed from the sites. Mean population density of the nematodes varied significantly (p less then 0.05) in the six sites, with the peak population being recorded in summer of 2017. The study suggests that seasonal variation in temperature and moisture could contribute to changes in the population density of root-knot nematodes in the soil.We report a female Chordodes anthophorus from a Giant Asian Mantis (Hierodula membranacea) for the first time from Iran. Scanning electron microscopy (SEM) was used to describe the characters and substructures precisely. We demonstrate characteristic cuticular patterns for Chordodes anthophorus. The presence of five types of areoles including simple, tubercle, crowned and circumcluster areoles and also crowned areoles with long fi laments which is a common feature in females, confi rm our investigation.