The Covid-10 pandemic has seen the world crumble as various countries declared themselves under the state of emergence and closed their borders. Thus, harsh restriction measures were introduced in the middle to end the Covid-19 pandemic. Aim: This study analyses hospitality managers' experience with the socio-economic consequences of the Covid-19 pandemic. Methodology: The researcher used qualitative techniques in conjecture with pragmatism as a philosophical position to understand the manager's experience during the Covid-19 pandemic. Semi-structured interviews were employed to acquire data from 10 hospitality managers in Cape Town )South Africa). The implication of the study: The study will add a gap to the existing body of literature and provide hospitality managers with vital information on how to handle situations when they are in a crisis and on how they can be able to remain resilient.

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.

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.

This thesis seeks to explore if and how college students' dating practices have changed amid the COVID-19 pandemic. Through eight focus group interviews (n=51), participants discussed their dating practices, use of online dating platforms, and navigation of health and safety protocols. A thematic analysis was used to identify and define major themes from the focus groups. Findings revealed four themes in how college students define dating, which were relational investment, exclusivity labels, dating progression, and the role of hookup culture. When addressing how the pandemic has changed the way college students date, six themes were identified: importance of communication, technology as a tool, impact of family, violating safety norms, negative affect expression, and gaining perspective. This thesis extends academic research on how dating is defined and how uncertainty in the COVID-19 pandemic has impacted dating practices of college students at a large U.S. university in the mid-Atlantic region. / MACOM / This thesis explores the impacts of the COVID-19 pandemic on college students dating practices. It uses focus group interviews of undergraduate college students at a large university in the mid-Atlantic region of the United States. Participants discussed their definition of 'dating,' use of technology and dating apps, and navigation of health and safety practices during a dating climate characterized by high uncertainty. Findings revealed four themes in how college students define dating, which were relational investment, exclusivity labels, dating progression, and the role of hookup culture. When addressing how the pandemic has changed the way college students date, six themes were identified: importance of communication, technology as a tool, impact of family, violating safety norms, negative affect expression, and gaining perspective. These findings have implications in how we understand dating, especially during a global health crisis.

Public health concerns were prominent during the COVID-19 pandemic, particularly regarding rising cases of anxiety and depression among adults. U.S. healthcare providers were especially affected by the unrelenting demands on their time and service. Psychiatric Mental Health Nurse Practitioners (PMHNPs) provided patient care during the pandemic to meet the increasing need for mental health services as people began experiencing mood disturbances such as anxiety, depression, and grief. The purpose of this qualitative study was to explore the perceived effect of the COVID-19 pandemic on the mental health of PMHNPs. A qualitative design using the interpretive description method allows researchers to use pre-existing knowledge to inform their research and actively participate in knowledge synthesis, focusing on variations in data. Individual interviews with 18 PMHNPs were conducted via video teleconferencing, and their data were evaluated and interpreted for meaning. After a thorough analysis of the interview transcripts, nine themes were identified: adaptive coping, improved access, support, self-care, work strain, complications, maladaptive coping, pandemic strain, and polarization. This study illuminated the challenges PMHNPs faced during the pandemic and the strategies they employed to cope with difficulties and will inform future research and practice in mental health care.

Yes / Background The first UK wave of the Covid-19 pandemic in 2020 placed unprecedented stress on community pharmacy. Various policies and initiatives were announced during this period to support community pharmacy to continue to perform in a manner that prioritised patient safety. However, little is understood about how these policies and initiatives were implemented by staff working in community pharmacy, and the system adaptions and responses that were initiated to maintain patient safety. Objective The study aimed to investigate how staff working in UK community pharmacy during the first waves of the COVID-19 pandemic in 2020 responded and adapted to system stressors to maintain patient safety. Methods We adopted a qualitative interview approach, underpinned by Resilient Healthcare theory, with interview data collected between July 2020 and January 2021. Data were synthesised and analysed using Framework Analysis. Results 23 community pharmacy staff from England and Scotland were interviewed. We identified five themes supported by between two and six sub-themes: 1. Covid-19, an impending threat to the system. 2. Patient safety stressors during the first waves of Covid-19. 3. Altering the system, responding to system stressors. 4. Monitoring and adjusting. 5. Learning for the future. Conclusion Privileging the accounts of community pharmacy staff working on the frontline during the pandemic illuminated how responses and adaptions were developed and deployed, how continual monitoring occurred, and the factors that supported or hindered system resilience. The key learning derived from this study can serve to shorten the gap between ‘work as imagined’ and ‘work as done’, and in doing so, support the future resilience performance of community pharmacy during future outbreaks of Covid-19 or similar events. / This research was funded by the National Institute for Health Research (NIHR) Yorkshire and Humber Patient Safety Translational Research Centre (NIHR Yorkshire and Humber PSTRC).

<p dir="ltr">People spend approximately 90% of their time indoors, where they are exposed to a wide variety of particle- and gas-phase air pollutants. The COVID-19 pandemic has intensified the chemical disinfection of high-touch surfaces in occupational workplaces and residential buildings. The use of chemical disinfectants may introduce more pollutants into the indoor environment. These intensive disinfection activities may lead to high human exposure to the released VOC mixtures and potentially adverse effects on the health of disinfection workers and occupants. Thus, it is critical to characterize the VOC mixtures and estimate human exposure during the building disinfection events with various disinfectant products and different disinfection cases and exposure scenarios. This dissertation aims to (1.) evaluate and characterize the VOC emissions during the building disinfections; (2.) assess the low-cost sensor performance to measure VOCs via the PTR-TOF-MS during building disinfections; (3.) compare the VOC measurements and human exposure between breathing zone and bulk air experiment setups; (4.) evaluate the impact of indoor emissions on human exposure during different usage cases of building disinfection.</p><p dir="ltr">To achieve these objectives, this thesis presents three studies based on a field experiment campaign conducted at the Purdue Zero Energy Design Guidance for Engineer (zEDGE) Tiny House in the fall of 2020. First, this thesis presents a study to evaluate the real-time performance of PID in sensing indoor VOC mixtures during building disinfection events through co-location measurements with a PTR-TOF-MS during spray-based disinfectants. The measurements demonstrated that the PID was successful in identifying VOC emission events during the application of the disinfectants. Thus, PIDs may be suitable for integration with building automation systems for ventilation control. The PID response was less than the PTR-TOF-MS response, suggesting that the PID could more efficiently detect many components of the emitted VOC mixtures. Detailed correlation analysis between the PID and PTR-TOF-MS responses provides a basis for improving the reliability of PIDs in estimating VOC concentrations through the application of product-specific correction factors.</p><p dir="ltr">Secondly, this thesis conducts an experimental case study to demonstrate the application of PTR-TOF-MS for mobile breathing zone (BZ) monitoring of VOCs in workplace environments during disinfection activities. Worker inhalation exposure to VOCs was evaluated by attaching the PTR-TOF-MS sampling line to the researcher’s BZ while the disinfection activity was carried out throughout the building. The results show significant spatiotemporal variations in VOC concentrations can occur in the worker’s BZ during multi-surface disinfection events. The application of high-resolution monitoring techniques, such as PTR-TOF-MS, is needed to advance the characterization of worker exposures and develop appropriate mitigation strategies for volatile disinfectant chemicals.</p><p><br></p><p dir="ltr">Lastly, this thesis provides a comprehensive evaluation study on human exposure to VOCs during PAA-based building disinfection events via real-time measurement and disinfection event modeling. The results revealed that PAA-based surface disinfection can lead to an excessive increase in PAA concentrations. BZ experiments demonstrated a spatiotemporal variation in PAA concentrations. The missing mass inhaled measured by the PAA monitor indicated that the human inhalation exposure identified by BZ experiments may be much higher than in bulk air (BA) experiments; thus, a mobile measurement in their breathing zones can better understand the occupants’ exposure to PAA during a building disinfection event. The disinfection event modeling indicated that PAA-based building disinfection may lead to excessive human exposure when using high dilution ratios and/or turning off mechanical ventilation. Such exposure could potentially leave a severe or even irreversible effect on occupant health. These findings suggested that a disinfection protection plan/protocol is necessary for workers, ensuring a required dilution for a disinfectant solution and enough ventilation rate for a safe PAA disinfection event. For the general public who may have difficulties developing professional disinfection procedures, pre-diluted disinfection products with a warning of turning on ventilation could be a more suitable alternative for PAA-based disinfection.</p>

Yes / The incidence of mental health problems is increasing in the United Kingdom and may be associated with lower dietary quality. Food expenditure is a marker of food insecurity with potential implications for mental health. This analysis considers data collected as part of the United Kingdom Household Longitudinal Survey (UKHLS), also known as ‘Understanding Society’ (2009-2021) (N=388,944) to determine the extent to which food expenditure within and outside the household, is associated with mental health, whilst controlling for demographic factors. Mental health was measured using the General Health Questionnaire (GHQ-12) for which responses were on a 4-point scale and reverse-scored so that a higher score represented more favourable mental health. Household food expenditure and food expenditure outside the home were the outcomes. Controlling for socioeconomic and demographic factors, fixed-effects models indicated that better mental health was associated with greater household food expenditure and with greater food expenditure outside the home and that this association persisted post-lockdown. Among those on lower incomes better mental health was associated with lower food expenditure. When people who identified as white and non-white were modelled separately, better mental health was associated with lower food expenditure within and beyond the household only in those who identified as white. These findings imply that the mental health of people residing in the UK, particularly those on lower incomes and those who identify as white, may benefit from spending less of the household budget on food. In achieving United Nations General Assembly (2012) Sustainable Development Goals related to poverty, hunger and in promoting mental health, policies are needed to render food more affordable and to reduce other aspects of expenditure that impact upon food budgeting.

The purpose of this study was to understand how secondary mathematics teachers in underserved communities learned to teach online during the COVID-19 pandemic. The study used three different methods of data collection: surveys, critical incident questionnaires, and semi-structured interviews. The survey sample consisted of 51 participants, with 20 of those participants opting to complete the critical incident questionnaire in addition to the survey. 39 of the 51 survey participants volunteered to participate in semi-structured interviews. The researcher conducted approximately 18 hours of interviews with 20 of these volunteer participants. The findings were analyzed using inductive and deductive coding techniques, as well as within and cross case analysis to identify trends and themes across participant data. Teachers learned to teach their respective secondary math content in an online setting during the pandemic through a mostly self-directed, trial-and-error process with some support from colleagues. Teachers were given limited guidance and direction as to how to approach facilitating their content online from school administrators and district leaders. Teachers and students in underserved communities faced many barriers in the transition from in-person to online instruction during the pandemic, including limited access to the necessary tools and technology to fully engage with online learning content, a lack of adult supervision in home learning environments, and a lack of experience with online learning for both teachers and students alike. In addition to these barriers, teachers and students endured extreme personal stress throughout the pandemic, stress that may have been exacerbated by the scarcity of resources available to schools in underserved communities. Teachers were able to find some success in translating their specific math content areas and practices to an online setting. Through personal research and experimentation, teachers discovered online tools and learning platforms that empowered them to engage in the transition. The ability for teachers to teach effectively, however, was limited by low student attendance rates and low rates of student engagement and participation throughout the pandemic in underserved communities. In addition to these challenges, teachers were unable to translate specific secondary math content standards and units to the online setting, and in some cases, were forced to completely remove these topics from their curriculum during the unit. The combination of these challenges may have led to the gaps in student learning that emerged throughout the pandemic, particularly among underserved communities. Recommendations included for current and prospective teachers to gain experience with specific online tools and platforms that may have applications to both in-person and online teaching, for school administrators and district leaders to develop more detailed emergency plans and support systems for teachers in the event of a future crisis like the COVID-19 pandemic, and for teacher preparation programs to include at least one course in the curricula devoted to training candidates on how to teach and use online tools and learning platforms.