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Exploring Practical Solutions to the Mental and Physical Health Challenges Associated with Online Classes
Exploring Practical Solutions to the Mental and Physical Health Challenges Associated with Online Classes
Introduction
In the wake of the COVID-19 outbreak, there has been a substantial shift in communication, as well as unprecedented shifts in the way that education and learning are handled. The growth of technology has played a critical role in facilitating this change (Shah et al. 12). Increasing numbers of people are turning to media applications that allow for real-time communication and participation between individuals as well as between organizations, corporations, and even between nations. The health and safety of everyone is of paramount concern during a pandemic, and online schooling is the only realistic option (Mheidly et al. 672). Online communication and learning had been steadily rising throughout the world prior to the COVID-19 pandemic, as new digital technologies were developed and worldwide Internet usage increased.
By 2025, online communication and learning will be seen as a worldwide phenomenon and ubiquitous due to the increasing demand for skills that are aligned with the rapidly growing digital economy (Baltà-Salvador et al 19). A huge shift in communication took place as a result of the pandemic, from traditional face-to-face teaching and learning to use of the virtual space. In order to respond to the challenges and risks presented by COVID-19, Baloran (639) suggests that corporate gatherings and academic conferences, education, and government administration were needed to change their practices and procedures. Through the prohibition of student meetings, the ongoing pandemic has accelerated the transition to online learning. The result is more screen time, including phones, tablets, televisions, and other learning materials, leading to mental and health issues not observed before in learning.
Higher exposure to smart gadgets and screens has been related to increased stress and burnout in the past, according to research. According to current studies (Baltà-Salvador et al. 9), the increasing screen time and lack of face-to-face interaction associated with online learning has impacted the mental and physical health of many students. Stress is defined as an emotional, physiological, or mental reaction that causes tension. Various social, environmental, and psychological variables might contribute to the development of the disorder. In the workplace, mental health exhaustion is a mental condition that comes about due to continuing interpersonal stressors (Alexander et al. 194). It is characterized by a continual response to these pressures. Mental exhaustion involves feelings of overwhelming fatigue, cynicism, and alienation, all of which are significant causes. It is also possible to develop a sense of ineffectiveness and a lack of accomplishment (Arkorful and Abaidoo 30). Occupational burnout, mental, and health challenges are characterized as any forms of work-related (in this case learning-related) stress.
The current paper focuses on exploring practical solutions to the mental and physical health challenges associated with online classes. The paper notes that online classes are here to stay and will likely be a key component of learning in the near as well as long term. Despite the fact that the COVID-19 pandemic is having a detrimental impact on the education sector, it has provided stakeholders with a chance to develop a more effective plan for educating future learners. Overall, there is a notable rise in depressive indicators amongst learners using the online learning structure due to its novelty as a mainstream system, and the solution will be found through creating relationships, establishing routines, and using social structures to build resilience amongst learners.
Mental and Physical Challenges among Online Learners
A number of research studies have been conducted in recent months to examine the benefits and drawbacks of online learning. Some of them, such as Baloran (639), have stated that online learning has benefited them. Varied stakeholder groups have a range of experiences and problems with the concept of online learning. Learners, on the other hand, are the most impacted stakeholders (Arkorful and Abaidoo 30). Students are required to sit in one place for hours with electronic gadgets linked to the internet. In order to fully absorb the material offered by the teachers, they must pay great attention. According to recent studies, this is problematic owing to the novelty of online learning and its unfamiliarity with students.
Students, parents, and even professors, who are key stakeholders in the teaching and learning process, are affected by online programs. For individuals who are already struggling with mental illness, things are just going to become worse (Arkorful and Abaidoo 30). Children as young as elementary school age are constantly exposed to electronic gadgets, with the new learning format providing little to no time for social interaction and peer interactions. There has been a rise in the number of parents who are helping their children with their homework and taking on the role of a teacher in their schools. It’s becoming more and more difficult for educators to provide pupils with high-quality teaching while also working greater hours. According to Alexander et al. (197), learners in a normal classroom follow a set schedule throughout the day in order to maintain uniformity. Nothing is ever the same when it comes to online education. When attending online classes, it may be challenging to stay focused. Inability to concentrate in class was exacerbated by a lack of separation between home and school life, distractions at home, and a lack of commitment to a regular routine (Mheidly et al. 672). Subsequently, procrastination becomes a new vice where students postpone work due to a lack of consistency. Therefore, learners and other key stakeholders go through pressures and anxiety, and worry about emerging issues brought about by these new demands.
Some Pros of Online Learning
Without a doubt, online learning has the potential to affect the mental and physical health of learners and every other major stakeholder. However, it also delivers benefits, particularly where family ties or social relationships are concerned. Staying at home gives more time to create family bonds. Parents who could not spend much time with their children owing to hectic working schedules may now devote more time to their children (Alexander et al. 195). This is very useful while attempting to comprehend your adolescent. Some children who have been bullied at school may find online learning beneficial. They are more productive when they feel safe at home (Arkorful and Abaidoo 32). Learners are able to avoid the worry of being bullied at school. Although parents should be aware that bullying may take numerous forms, they should also be aware that cyberbullying exists.
Solutions to Emergent Mental and Health Issues
The main solution involves use of existing relationships to help students cope. When students learn from home, teachers can retain ties with them by communicating with them via virtual advisory groupings and personalized online sessions, among other methods. Secondly, routines will help the brain to cope with changes associated with online learning (Mheidy 672). To create regular routines, weekly schedules should be established for children including more time allocated to schoolwork, unscheduled play time, and frequent family meetings to keep everyone on the same page. It is possible for schools to aid families by implementing routines such as nutritious family meals that create togetherness, frequent exercising to take care of the physical health, and mind-relates exercises that build on the brain power. These solutions will help to create resilience, the third solution, to cope with the demands of online learning. Students will be better prepared for return to regular learning if they get assistance through developing their ability to recognize and cope with emotions while in distance learning.
References
Alexander, Melody W., Allen D. Truell, and Jensen J. Zhao. “Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses.” Issues in Information Systems 13.2 (2012): 193-200.
Arkorful, Valentina, and Nelly Abaidoo. “The role of e-learning, advantages and disadvantages of its adoption in higher education.” International Journal of Instructional Technology and Distance Learning 12.1 (2015): 29-42.
Baltà-Salvador, Rosó, et al. “Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students.” Education and Information Technologies (2021): 1-28.
Baloran, Erick T. “Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic.” Journal of loss and trauma 25.8 (2020): 635-642.
Mheidly, Nour, Mohamad Y. Fares, and Jawad Fares. “Coping with stress and burnout associated with telecommunication and online learning.” Frontiers in Public Health 8 (2020): 672.
Shah, Kaushal, et al. “Impact of COVID-19 on the mental health of children and adolescents.” Cureus 12.8 (2020).
Document Model Object – A brief introduction
Document Model Object – A brief introduction
Summary
This paper provides the reader with a brief description of the Document Object Model, also known as DOM that is used in the web applications to display and analyze data to enable a better user experience and interaction. The history, use of DOM in parsing objects, and example in using the API methods are also discussed here.
Introduction – DOM, Implementation and Application Programming Interfaces (API)
DOM is a cross platform and language neutral interface standard to interact with objects that are generated in web connections using HTML, XML, XHTML documents. Documents downloaded can be parsed and data can be analyzed by using these objects to further use or store for future use. The predecessor to DOM is JavaScript that is loaded by the web browser in parsing the page and interacting with the data that is loaded through these documents for display or analysis purposes. When different browsers came into existence, a need for standardization arose and hence the DOM specification, the latest being the Draft version 6 released in 2012 [1]. Even though web development led to DOM specification, there are multitudes of other applications that use DOM in passing objects through messages in networks.
Implementation refers to developing inner workings of the objects that are generated. Libraries are provided by specific implementations like, libxml2, Xerces, MSXML, etc. Access of DOM objects in any of these implementations is through Application Programming Interfaces (API). Java community development came up with their JAXP (Java API for XML Processing); JDOM, a Java based package integrates with SAX parsers in building DOM objects; Ajax, is another popular tool that exposes DOM along with other techniques in retrieving data without having to reload the pages.
DOM offers to two levels of interface DOM Core to handle XML documents and DOM HTML, an extension of DOM Core to cover HTML documents in applications.
DOM Objects and Properties – Description and Purpose
1. DOMException object provides a placeholder for exceptions and their descriptions [2]. Its data structure is shown below:
exception DOMException {
unsigned short code;
};
The exception code addresses the type of error generated while parsing the XML document. Some of the errors and constants are provided below:
INDEX_SIZE_ERROR (=1) is generated when the index is negative, or greater than allowed value.
INVALID_STATE_ERR (= 11) is generated when an object that is no longer in existence is called.
SYNTAX_ERR (=12) is generated when an illegal or invalid string is specified.
INVALID_CHARACTER_ERR (=5) when an attempt is made to use an invalid character in the XML document string.
INVALID_MODIFICATION_ERROR (=13) is generated when the type of the object is changed in the application.
The above is a partial list of all the exception codes, which are 17. Access is through static call of the object, like, if(err == DOMException.INVALID_MODIFICATION_ERR).
2. Document object represents the entire HTML or XML document. It is the root of the document tree is a subclass of Node and provides the primary access to the data.
Document object attributes are as follows:
DocumentType doctypeDOMImplementation implementation
Element documentElementThe elements of the document object can be created using the method:
createElement( DOMString tagName). This method uses the XML tag object of type DOMString and raises DOMException when norms are violated.
getElementsByTagName(DOMString tagName) method provides a list of type NodeList, a collection of Element types. The input parameter is the DOMString object. This method does not raise any exception as any invalid input raises DOMString exception.
Conclusion
The explosion of web applications and their adoption by users has led to applications that need to handle data in an elegant and robust manner. The DOM standards were developed by W3C that enabled application developers to express document as data structure. The objects encapsulate the data and allow modification of the content through APIs, two of which are shown above. Further extensions of DOM objects are a certainty with future web applications demand sophistication and handle complexity in a secure manner.
[1].http://www.w3.org/TR/dom[2] http://www.w3.org/TR/2004/REC-DOM-Level-3-Core-20040407/
Document 23-5
Student’s Name
Instructor’s Name
Instructor’s Name
Date
In this paper, the document that I choose is Document 23-5 that comes from ‘Reading the American Past: Selected Historical Documents.’ This document is called or named ‘The Negro’s Greatest Enemy, 1923.’ Reading the American Past is a collection of the twentieth-century orator’s speeches and writings that mainly centers on a message of African-American leadership, pride, emancipation, and unemployment. The document, The Negro’s Greatest Enemy, was printed in up-to-date history, September 1923. This document was Marcus Garvey’s most all-embracing autobiographical account and the first one put on paper for the American public. Marcus Garvey was a Jamaican born Black nationalist and the head of the Pan-Africanism campaign, which pursued to unite and link individuals of African ancestry all over the universe. The document was written during Marcus Garvey confinement in the Tombs in New York City. He wrote it as he was waiting for the verdict of his plea for bail after being sentenced on a charge of mail swindle.
The document was written in an effort to meet two objectives. The first objective is that Garvey wanted to give a short-lived account of his background. The second objective is that he tried to provide answers the attacks of his critics. Therefore, the document denotes Marcus Garvey as he desired the individuals to view him during an important chapter of his career. I think that this document exists because the writer who is Garvey, wanted basically to tell the readers how his plans for the African Communities Leagues and Universal Negro Improvement Association came about. It is evident in the document where it commences by saying the place where he was born, his parent’s background, and more about his father’s brilliant intellect. The document, which is primarily a chapter of Marcus Garvey’s autobiography, an initiator of the Universal Negro Improvement Association, establishing a campaign in opposition to negroes who do not want to be negroes. It was a movement emphasizing a nation for the black man and attempted to capture the Universal Negro Improvement Association. In his writing, this is demonstrated when he says, “Becoming naturally restless for the opportunity of doing something [for] the advancement of my race, I was determined that the black man would not continue to be kicked about by all the other races and nations of the world” (Garvey, 160).
One thing that the document tells me about life at the time and place it was written is that there was an association between ideals of racial pride and purity that appealed to many African Americans. It is seen that after Garvey created his movement of Universal Negro Improvement Association, tens of thousands of individuals joined him, and many thousands of them sympathized more with his ideas. The document tells on the concept of racial pride and purity whereby Garvey elucidates why he supposed his program of separatism, ethnic pureness, and nationalism signified the best anticipation for African Americans’ future. The second thing that tells about life at the time and places it was written is that there were both frustrations and aspirations that were common among a lot of African Americans. As a result of the frustrations and aspirations, the Marcus Garvey movement was committed to financial self-sufficiency, the creation of an independent Black nation in Africa, and racial pride.
Among the three things that the author said in the document that I think is important is that his young and ambitious mind led him to great imagination flights. He proceeds by asserting that he saw before him another world of black men and not slaves, dogs, and peons, a country of strong men marking their move towards civilization and instigating a new light to dawn upon the human race. By this, he basically talks about having determination and perseverance. It is usually essential to be determined and to have perseverance in life when desiring to achieve a certain goal. His thinking demonstrates how determined he was together with his movement to make the African Americans’ lives better. It shows how the fighting spirit is important. The second thing that the author said that I think is important to the argument about the document is whereby he said, “The Universal Negro Improvement Association and African Communities (Imperial) League was founded and organized five days after my arrival, with the program of uniting all the negro peoples of the world into one great body to establish a country and Government absolutely their own” (Garvey, 161). In this quote, his intentions are clear because he tells us what they are and how responsible he is for everything. The third thing about the document that is important is that he uses “I,” “my,” and “me” most of the times. He says that he is restless because he wants to advance his race. He takes accountability and shows how focused he is. He heartened his fellow Africans to work hard, show upright morals and a strong character, and not to have worries about politics as an implementation to advance their cause.
The document’s overall significance is that it aimed to give millions of Negroes a sense of destiny and dignity. The philosophy of black self-determination attempted to unify and connect people of African origin worldwide. It urges African Americans to be proud of their identity. The documents show the importance of the spirit of fight and the struggle for the future. From his writing, individuals could now see the essence of the Afrocentric worldview. One of the questions that the document fails to answer is that it does not give an account of the mail fraud that Garvey was convicted of. In this document, he does not talk more about the Black Star Line, which had now failed. He happened to have begun taking part in questionable business dealings to fund his various enterprise, which resulted in his influence declining.
Some of the important historical events that happened at the time of Marcus Garvey writing that impacted his perspective include World War I, European colonial rule, and the Red Summer of 1919. His philosophy and organization had a rich religious element that he combined with the economic and political features. Marcus Garvey was also exposed to the writings and ideas of a group of black colonial authors united in London around the Orient Review and the African Times. Nationalism in both Africa and Ireland, together with ideas such as race protection, certainly had an influence on Garvey. This document complements what we learnt in class. It reflects on what we learned in the course unit. It shows the influential leaders in African American individuals we learned. He thought that all black individuals were supposed to return to their rightful homeland Africa. Marcus Garvey was strongly involved in promoting the Universal Negro Improvement Association (UNIA), which he founded in 1914. His appeal and influence were felt not only in America but in the Caribbean, Canada, and throughout Africa. The determined and courageous Marcus Garvey unified and led a movement against the tyranny of African Americans. Through his efforts to the inspiring of those of African ancestry, he changed the insight of social inequalities that classified people into races.
Work Cited
Garvey, Marcus. “The Negro’s greatest enemy.” Current History and Forum. Vol. 18. No. 6. CH publishing corporation, etc., 1923.