Throughout the COVID-19 pandemic, people have turned to social media to share their experiences with the coronavirus and their feelings regarding subjects like social distancing, mask-wearing, COVID-19 vaccines, and other related topics. The publicly available nature of these social media posts provides researchers the chance to obtain a consensus on an array of issues, topics, people, and entities. For the COVID-19 pandemic, this is valuable information that can prepare communities and governing bodies for future epidemics or events of a similar magnitude. However, clearly defining such a consensus can be difficult, especially if researchers want to limit the amount of bias they introduce. The process of sentiment analysis helps to address this need by categorizing text sources into one of three distinct polarities. Namely, those polarities are often positive, neutral, and negative. While sentiment analysis can take form as a completely manual task, this becomes incredibly burdensome for projects that involve substantial amounts of data. This thesis attempts to overcome this challenge by programmatically classifying the sentiment of COVID-19 posts from 10 social media and web-based forums using a multinomial Naive Bayes classifier. The unique and contrasting qualities of the social networks being analyzed provide a robust take on the public's perception of the pandemic that has not yet been offered up to the present.

The threat of a pandemic influenza outbreak is considered imminent and could cause severe morbidity and mortality as well as devastating economic losses. The U.S. government has worked to empower states to respond to a pandemic, but there has been minimal evaluation to determine the success of such efforts. The purpose of this study was to examine states' preparedness for a pandemic as documented by states' written pandemic plans and evaluate what political and structural factors may be associated with pandemic plan inclusion of federal recommendations. This was a cross-sectional comparative analysis of 50 states' pandemic influenza plans as of March 2008. The Centers for Disease Control and Prevention's (CDC) State and Local Pandemic Influenza Planning Checklist was turned into a matrix with each of 85 recommendations making up 10 overarching domains coded as "no mention" = 1, "brief mention but no description or action item" = 2, or "description or action of the item" = 3. Forty-nine complete plans and one state's plan summary were included in the analysis. Each state's domain scores were calculated by adding the scores of each factor within the domain. A "total preparedness score" for each state, was derived by adding the unweighted scores of each domain. Federal recommendations surrounding leadership, networking and surveillance have been well-integrated, but greater efforts are needed to develop partnerships with health care agencies and to focus on antiviral preparedness and infection controls. Federal and state governments have invested resources in pandemic planning and published recommendations for such planning; however, little research has been conducted focusing on what predicts integration of federal recommendations in written state plans. Understanding the factors that influence state plans can offer health departments strategies for increasing their effectiveness in pandemic preparedness and response. This study compared models for bureaucratic behavior and health department structural variables to evaluate what factors may be associated with pandemic plans. The findings showed that structural variables offer greater explanation for pandemic plan comprehensiveness than political theory models, but more work is needed to glean causal relationships. Recommendations to assist state health departments, legislators, and responders in improving state pandemic plans are presented as well as suggested areas for future research. / Public Health

The subject of this thesis is to document and reflect upon the design process for Temple University’s planned production of Rachel Atkins’ adaptation of William Wycherley’s The Country Wife. This account will discuss the process from inception through when production was postponed for public health reasons due to the global pandemic caused by the novel coronavirus COVID-19. This work will also serve to provide detailed descriptions of the costumes to be used by the costume shop to re-mount the production in August 2020. / Theater

The study explored the perceptions of social workers on loneliness among elderly people in residential care facilities in Gävle and Stockholm, Sweden, during the COVID-19 Pandemic.  An exploratory qualitative study method was used. Four social workers working with elderly people in residential care facilities during the COVID-19 pandemic participated in the study. Data were gathered for the study using an interview guide, and thematic analysis was used to analyze them. The study’s results were captured in two main themes which reflect the study’s research questions: social workers' perception of loneliness, and elderly people’s experiences of loneliness. According to social workers, the study concluded that loneliness is a multifaceted, subjective feeling that can trigger many coping methods and severely impact older people's health. In order to combat loneliness among older persons as a public health issue, social workers believe that a stronger involvement of the entire society is required.

The COVID-19 pandemic greatly altered the ways in which families could engage in youth sport and physical activity (SPA). These forced changes might have implications for families’ preferences and conceptualization of value of youth SPA post-pandemic. Therefore, the purpose of this dissertation was to understand the impacts of a global pandemic (i.e., COVID-19) on youth SPA by exploring consumers’ (i.e., families in the Ontario) experiences with youth SPA, and examining if and how preferences for returning to SPA might be shifting and affecting perceptions of value post-pandemic. This dissertation was guided by Social Ecology Theory (i.e., behaviour is a function of the sociocultural and built environment) and consumer behaviour theory (e.g., disconfirmation paradigm; if expectations are met or exceeded, consumers will be satisfied). A collective case study methodology with an exploratory mixed-methods design was employed. First, focus group interviews were conducted with families in Ontario (n=14) followed by semi-structured interviews with youth sport providers in Ontario (n=12) to understand these groups’ experiences with youth SPA during the pandemic and post-pandemic intentions. Finally, for generalizability, questionnaires were administered to parents in Ontario (n=550) to assess families’ experiences with, preferences for, and conceptualization of value of youth SPA pre, during, and post-pandemic. Overall, families experienced decreases in youth SPA in all contexts considered (i.e., organized SPA, non-organized SPA, travel for SPA, diversity of SPA). However, the way families felt about these changes (i.e., satisfaction) varied. Families’ socioecological circumstances and their satisfaction with the changes to their youth SPA during the pandemic shaped their preferences and conceptualizations of value for youth SPA post-pandemic. While the forced changes to youth SPA contributed to reconceptualization of value for families with means and access to participation opportunities, families without these means were, and are likely to continue to struggle to access youth SPA opportunities.

Yes / In the wake of the COVID-19 pandemic, social distancing has become an essential element of our daily lives. As a result, the development of technological solutions for the design and re-design of physical spaces with the necessary physical distancing measures is an important problem that must be addressed. In this paper, we show how automatic design optimisation can be used to simulate the layout of physical spaces subject to a given social distancing requirement. We use a well known mathematical technique based on the circle packing to address this challenge. Thus, given the dimensions and the necessary constraints on the physical space, we formulate the design as a solution to a constrained nonlinear optimisation problem. We then solve the optimisation problem to arrive at a number of feasible design solutions from which the user can pick the most desirable option. By way of examples, in this paper, we show how the proposed model can be practically applied. / University of Bradford’s COVID-19 Response Fund, the Spanish Ministry of Science, Innovation, and Universities (Computer Science National Program) under grant #TIN2017-89275-R of the Agencia Estatal de Investigacion and European Funds (AEI/FEDER, UE)

Introduction: Mental illness amongst children and youth is a growing societal problem. Adolescence marks a delicate time period in a child's development, making them sensitive to risk factors that can lead up to a decrease in their mental wellbeing. The implications of restriction to counteract the spread of infection during the Covid-19 pandemic left peoples lifestyles changed. Children's mental health has shown a decrease. The long term consequences of the pandemic is yet to be researched. Aim: The aim of the study is to investigate whether children’s mental health has been affected by the Covid-19 pandemic. It also aims to highlight factors causing the deterioration. Method: The method used is a literature study, including scientific articles from following databases: PubMed, PsycInfo and Google Scholar. Results: Youth have been affected in different ways by the restrictions brought on by the pandemic. Mental health symptoms have worsened due to isolation from society and friends, struggles with remote schooling, family dynamics and lack of overall social support. Decreased physical activity and increased screen time was also found to be a key factor in predicting children's mental health outcomes during the pandemic. Implications: In relation to the already increasing mental illness amongst young children, there is further need to research the short- and long-term consequences Covid-19 has has on youths' wellbeing.

This descriptive, survey research study was conducted using a quantitative, non-experimental, correlational, research design. Given the ever-increasing numbers of students taking online learning courses both before and during the COVID-19 pandemic, this study sought to explore this phenomenon by measuring the levels of online graduate student preceived connectedness at Virginia Tech. Bolliger and Inan (2012), validated their Online Student Connectedness Survey (OSCS) instrument in a research study that focused only on connectedness, and was limited to just one subject area, computer engineering. Permission was granted for the use of their OSCS instrument for this study, and the focus was expanded to include various subject areas, and to explore the associations between graduate student peceived connectedness and graduate student perceived learning and retention. Specifically, this study sought to find out whether there were indicators that an association existed between graduate student perceived connectedness and graduate student perceived learning and retention across the different modes of online learning (e.g., asynchronous, synchronous, and blended asynchronous/synchronous). The total sample for this research study was comprised of 67 research participants (32 males and 35 females), and their modes of online learning were asynchronous (n = 22), synchronous (n = 30), and blended asynchronous/synchronous (n = 15). Results indicated no statistically significant differences in graduate student perceived connectedness across the three online learning modes. There was a statistically significant association between graduate students' level of perceived connectedness and graduate student perceived learning and retention. As the level of graduate student perceived connectedness rose, so did graduate student perceived learning and retention. Furthermore, the results revealed that there were no statistically significant differences in the levels of graduate student perceived connectedness across the two types of online courses (e.g., pandemic online learning courses and regular online learning courses). This indicated that at Virginia Tech online graduate students felt connected whether they were in a pandemic online learning course or a regular online learning course. / Doctor of Philosophy / This survey research study was conducted using a quantitative, non-experimental, research design. Given the ever-increasing numbers of students taking online learning courses both before and during the COVID-19 pandemic, this study sought to explore this phenomenon by measuring the levels of online graduate student preceived connectedness at Virginia Tech. Bolliger and Inan (2012), verified their Online Student Connectedness Survey (OSCS) instrument in a research study that focused only on connectedness, and was limited to just one subject area, computer engineering. Permission was granted for the use of their OSCS instrument for this study, and the focus was expanded to include various subject areas, and to explore the associations between graduate student peceived connectedness and graduate student perceived learning and retention. Specifically, this study sought to find out whether there was an association between graduate student perceived connectedness and graduate student perceived learning and retention across the asynchronous, synchronous, and blended asynchronous/synchronous learning platforms. The total sample for this research study was 67 research participants (32 males and 35 females), and there were 22 asynchronous participants, 30 synchronous participants, and 15 blended asynchronous/synchronous participants. Results indicated no significant differences in graduate student perceived connectedness across the three online learning modes. There was a significant association between graduate students' level of perceived connectedness and graduate student perceived learning and retention. As the level of graduate student perceived connectedness rose, so did graduate student perceived learning and retention. Furthermore, the results revealed that there were no significant differences in the levels of graduate student perceived connectedness across the two types of online courses (pandemic online learning courses and regular online learning courses). This indicated that at Virginia Tech online graduate students felt connected whether they were in a pandemic online learning course or a regular online learning course.

ABSTRACT The purpose of this research was to study successful mentoring programs/approaches to determine factors that positively affect the training, sustaining, and retaining of novice teachers in elementary schools. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? Three principals, five mentor teachers, and three novice teachers completed the survey and from the survey respondents, three principals, four mentor teachers, and three novice teachers participated in a 1:1 virtual or phone interview. A case study method was conducted to target effective strategies currently used by mentors and principals to support new teachers with 1 to 3 years' experience. Ten school-based educators participated in the research. Open-ended questions were posed during a structured 1:1 interview with principals, mentors, and novice teachers. Findings suggest that novice teachers, mentor teachers, and principals believe three factors significantly impact a mentoring program: support, accessibility, and collaboration. The aim in conducting this research was to add to the literature on research-based practices and the system-wide approach of mentoring novice teachers that empowers teacher effectiveness, improves instructional practices, and increases teacher retention. By understanding the fidelity, consistency, and the level of support, accessibility, and collaboration in which novice teachers were afforded authentic opportunities to observe, learn with and from peers, mentors, and the principal in a mentoring program can be postulated for consideration. Study findings showed that novice teachers, mentors and principals believe mentoring programs afford opportunities for professional development, regularly scheduled meetings, and check in times with novice teachers. Thus, the study showed that mentors value having more time to meet with novice teachers to "hammer out" things they get bogged down with and have reflective conversations. The findings also showed that novice teachers rely on support from mentors with parent conferences, classroom management, learning curriculum content, preparing for back to school night, progress reports, getting to know the staff, and navigating the school culture. In addition, the findings showed that overall, principals do not work directly with novice teacher. However, they maintain an open door policy; follow the school district's guidelines for establishing mentoring program within the school; collaborate with lead mentors to find the best fit to pair mentors with novice teachers and keep a pulse on the supports and needs of the program; participate in new teacher orientation; and check in with novice teachers. / Doctor of Education / GENERAL AUDIENCE ABSTRACT This study investigated the mentoring and induction programs that support novice teachers in elementary schools. The researcher conducted a study about how to support novice teachers through mentoring and induction in elementary schools to determine the factors that affect the training, sustaining, and retaining of novice teachers. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? A survey was sent to five elementary school principals, five mentor teachers, and three novice teachers. Three elementary school principals completed the demographic survey and completed the 1:1 Zoom (audio recorded only) interview. Four mentor teachers and two novice teachers completed the survey and participated in a phone interview. In addition, one novice teacher completed the survey and participated in a 1:1 Zoom (audio recorded only) interview. A data analysis process was used to analyze the 10 participants' interview responses regarding how novice teachers were supported in a mentoring and induction program in elementary schools. Findings suggest that principals, mentors, and novice teachers alike considered support, accessibility, and collaboration critical characteristics in supporting novice teachers.

Social emotional learning (SEL), prevalent since the 1960's, is intended to meet the needs of the whole child (Collaborative for Academic, Social and Emotional Learning [CASEL], n.d.). Over the last three years, the effects of the Coronavirus (COVID-19) pandemic infiltrated society, and stressors during the pandemic created challenges for families and educators. At the beginning of the pandemic, students were disconnected physically from schools, and depending on the resources of schools and families, students had various modalities to connect with school. Extracurricular activities ceased at the beginning of the pandemic, and students lost access to mental health support, all impacting the SEL needs of students. As students returned to school in person, the SEL needs of students increased, and principals were faced with finding resources and strategies to meet those needs. Several research studies exist on the impacts of various models of SEL and trauma-informed practices, but there is little research on administrator perceptions of SEL. The purpose of this qualitative research study was to identify elementary school principal perceptions on the SEL needs of students, aligned to the CASEL framework, during the COVID-19 pandemic and to identify the resources and strategies needed and used to meet the SEL needs of students. Eight elementary school principals from one suburban school division in Virginia were interviewed. Elementary school principals reported environmental factors that may have increased self-management and relationship skill deficits for students. Using a variety of resources and strategies, elementary school principals have seen improvement in SEL needs of students when staff explicitly teach SEL. Elementary school principals desire more resources to meet the SEL needs of students but are faced with funding challenges and a lack of qualified candidates. To meet the SEL needs of students, it is recommended that school divisions work with local, state, and federal funding sources, as well as universities and colleges to provide additional support and resources. It is a moral imperative of elementary school principals to demand more support to meet the SEL needs of elementary students. / Doctor of Education / The purpose of this qualitative research study was to identify elementary school principal perceptions on the social emotional learning (SEL) needs of students, aligned to the CASEL framework, during the COVID-19 pandemic and to identify the resources and strategies needed and used to meet the SEL needs of students. The COVID-19 pandemic brought on sickness, death, anxiety, and depression while educational and family structures changed. Schools closed physically in the beginning of the pandemic, impacting the connectivity of students with one another and with teachers. Additionally, extracurricular activities ceased for some time, and students did not have the same consistent access to medical or mental health providers, all impacting the mental well-being of children. Families were also impacted economically and socially by the pandemic. As students returned to school in person, educators were challenged to meet the SEL needs of students during the COVID-19 pandemic. This research study investigated elementary principal perceptions on the SEL needs of students and examined the resources and strategies needed and used to support the SEL needs of students. Eight elementary school principals were interviewed from one suburban school division in Virginia. The elementary school principals reported an increase in the SEL needs of students and described a variety of resources and strategies used to support the SEL needs. While SEL needs are improving when elementary school principals and school staff focus resources and strategies to improve SEL deficits, the elementary school principals reported needing more resources to meet the SEL needs of students. Elementary school principals described challenges in funding and a lack of qualified candidates. To lessen those challenges, elementary school principals should demand more resources through local, state, and federal agencies to support the SEL needs of students.